Course Coherence

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A course should be designed as a course because a course's learning outcomes, learning opportunities, assessment and support must be aligned, planned and managed together to maximise student continuation, completion and success.

Course coherence introduction video Full description and reflective questions

Resources to support course coherence

A guide to writing level learning outcomes

This resource supports staff in writing clear, level-appropriate learning outcomes that align with course design, assessment, and institutional requirements. It will guide you towards strengthening coherence across modules and levels, supporting student progression, achievement, and academic standards

Benefits of consistent module design for both staff and students

Staff from a range of course and professional services talk about the benefits of consistent module design for both staff and students

CLT marking descriptors undergraduate and postgraduate

This page will take you through some of the different elements you should consider as you design your assessments. Good assessment design is important for a range of purposes

Improving the student experience through better MyBeckett module design

Grounded in findings from UK-wide research by JISC and the Educational Enhancement Unit best practices in digital pedagogy, this guide provides some practical steps you can take to lead to better learning and teaching in the online space, helping to solve the problems that both you and your students face when using the VLE

Lisa Gorton innovative curriculum case study

Lisa Gorton describes her innovative curriculum idea, explaining how Levels 4 and 5 of the International Tourism course have been completely restructured - removing siloed learning and modules and reorganising course content around projects and problem-based learning

Leeds Law School project to improve consistency across programme delivery

David Norris from Leeds Law School talking about a school wide project in improve consistency across a programmes delivery

Taxonomy of assessment domains original document

A structured framework for understanding and describing different assessment domains across academic levels, helping clarify the expectations and cognitive demands of learning and assessment tasks