Teaching fellows presentation 14.9.11

Enabling flexibility

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DiscussionSeptember 2011

University of Greenwich Academic CalendarStatement of Principles

The calendar should first and foremost be driven by an academic rationale; it should reflect the needs of all students; be consistent and transparent; and comply with frameworks imposed by Government regulatory bodies

Requirements• The calendar should deliver: • Parity of student opportunity, access & experience irrespective of mode of study, programme

start/finish date or student status;• Scope for differentiation based on need at different levels, between P/G and U/G and also at Levels

4, 5 and 6; • Teaching blocs of equal length;• Scheduled study/revision periods; • Defined points for assessment by examination for P/G and U/G study;• Opportunities for reassessment in an academic session; • Formalised progression points (PABs) that correspond with year round programme start and

finish dates;• Formalised Summer teaching & learning activity;• Minimal disruption due to timing of Easter;

In identifying these requirements the following checks are noted:• Recognition that a more flexible academic calendar is not synonymous with growth and

proliferation to the programme/course offer;• Acceptance of certain limits imposed by market forces and the requirement for intelligent

resource deployment;