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Designing Learning

NEW: A vision for education and skills at Newcastle University: Education for Life 2030+

The University has a three-stage process for programme approval that recognises the iterative nature of design. Documentation, policy and forms are available on the EGPS web pages

Designing Programmes

To achieve holistic programmes, programme teams need to engage stakeholders early to develop a shared vision. A high-level plan for programme development is needed which will support individual work streams, and provide regular opportunities to bring colleagues together to consider the programme as a whole from a variety of perspectives (e.g. assessment literacy, graduate skills, student workload).  

Designing Modules

Constructive alignment is at the heart of good module design. A new module needs a clearly articulated set of learning outcomes, an associated assessment approach, and activities which support students to achieve these outcomes. The module's design also needs to support the programme it supports, building on previous learning and underpinning future stages. 

Key information on modules is held in a Module Outline Form and there are fixed points in the year when these are approved and published. For more information, see Modules | Education Policy and Governance Service | Newcastle University (

For inspiration on the huge variety of approaches to module delivery, blended and face to face, visit our Case Study Database.