Clear and fair curriculum information

Everyone who creates or shares curriculum information works together to keep details up to date. Our aim: to be clear enough to support good decisions, but flexible enough to keep teaching current and responsive. 

• Suggesting every student will automatically have access to a particular module or resource if numbers are limited
• Listing assessment details that might change (for example, including test dates but not platform by which it’s taken i.e., Moodle, FASER)
• Naming specific staff where teaching may rotate
• Describing professional accreditation as automatic when further steps are required
• Making promises at Open Days
• Adding unnecessary detail that restricts academic flexibility. For example, avoid listing a week-by-week syllabus, instead provide generalised topics that may be covered instead

Module and assessment details should be written at a level that informs students about the overall learning experience without locking in unnecessary detail.

• Describe the skills, outcomes and themes students will develop in general terms, rather than every weekly topic. 
• Summarise the type of assessment (e.g., essay, presentation, in-class test) and the approximate balance between coursework and exams, rather than prescribing word length or format.  

This flexible approach supports innovation and allows us to adapt teaching and assessment when needed and in response to changes in disciplines, without being restricted by our published information.

Serious quality or assessment issues identified after publication are legitimate grounds for change. This is part of keeping standards high and assessments fair. We do ask for a justification to be provided when late changes are submitted. The wording in the justification forms the message that will be shared with students, helping ensure transparency and consistent communication.

Draft the rationale and student-facing message carefully within Curriculum Update so that it can be lifted directly into the notification template. Keep the tone factual, concise, and reassuring.

Examples of good practice in providing justifications for late changes:

• 'We were notified by Skills England in June 2025 that there would be some changes to the End Point Assessment (EPA) requirements for the ‘title’ apprenticeship programme. The EPA was previously external to the Essex award, but it was agreed that this would become integrated and part of the presentation of [module code: title] final module assessment.'
• 'Due to unforeseen changes, the exhibition space used by students and staff is not available in the forthcoming academic year.'
• 'This change has been made because the two modules ([module a] and [module b]) have been newly created and contextualised to our industry, which will now be taught within the department by specialised subject specific academics. The modules still meet the same learning outcomes.'
• 'We have had to remove [module code: title] as an option as the module is no longer running.'
• 'Unfortunately, due to unexpected and unavoidable circumstances within the Department/School, [module a] has been replaced by [module b]. Despite this amendment, the course learning outcomes remain unchanged and are achievable.'

When curriculum changes may impact students who have applied or enrolled, we aim to ensure they are appropriately informed through Curriculum Notifications.

These notifications may outline information such as:

• The nature of the change (e.g., assessment method, module title, delivery mode)
• The rationale behind the change
• The anticipated timeframe for implementation
• Any relevant consultation that may have taken place (e.g., students, External Examiners, Professional Bodies)

Curriculum Notifications are sent to affected students in writing and stored in a durable format. This helps us meet CMA expectations by ensuring that:

• Students receive consistent information wherever they look (Programme Specifications, Module Directory, and FASER).
• Any substantive changes are communicated clearly, fairly, and in advance.
• Departments can show that students were notified properly if questions arise later.

By combining clear approval processes with transparent notifications, we make sure students always have reliable, up-to-date information about their studies.

• Heads of Department/School and Directors of Education oversee the accuracy of their curriculum information.
• Academic Content owners (Course and Module Leads) make sure details in the Module Directory are right for each academic year, with support from professional services staff.
• Marketing and the Academic Section (QUAD) check that published information stays consistent across systems and channels.

This joint approach helps everyone play a part in protecting student experience, and maintaining confidence in our curriculum.