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Curriculum Framework Themes

Four over-arching themes guide the curriculum framework. These reflect institutional mission, values and priorities, and are reflected in the University of Bradford graduate attributes.

Making Knowledge Work

The University of Bradford has a strong commitment to the development and application of knowledge. Participating in programmes of study which include an emphasis on application, experiential learning and real world engagement will make a major contribution to students developing skills and attributes for employability. Elements of employability can be supported and developed through the design and delivery of our curricula, both by bringing them into taught programmes, but also through ensuring that our programmes are flexible enough to allow students full access to the broad range of learning opportunities offered within the university.

Inclusive Curriculum

The University of Bradford is committed to an educational experience that is inclusive of the diversity of its students and staff, and that addresses attainments gaps within our student body, particularly that between BME and white students. To achieve this we aspire to move beyond a culture of special adjustments to meet diverse needs, toward a more universal educational design that is sufficiently flexible to meet the needs of all learners. This includes ensuring that our assessment practices are varied and flexible enough to meet diverse needs. We also need to develop curricula that reflect the diverse cultural and national backgrounds of our students.

Online inclusivity resources:

Equality & Diversity Unit resources:

Research informed teaching

One of the factors that distinguishes a Higher Education experience is that it is conducted within an institutional atmosphere of research. In recent years, HEFCE’s research-informed teaching enhancement fund has stimulated a significant body of work on this theme. This has developed the sector’s understanding of research-informed teaching, and strategies for embedding it within undergraduate curricula, even where the relative intensity of research activity within HE institutions, schools and departments varies.

A research-informed curriculum is one which:

  • engages learners with current research relevant to their subject, discipline or profession, including where possible the opportunity to interact and engage with researchers;
  • involves students learning through research and enquiry;
  • is informed by evidence drawn from educational research.


Student engagement and development

At the hub of our curriculum framework lie our students. While our programme teams lead and coordinate the design and delivery of coherent curricula reflecting an appropriate subject and professional focus, each student avails themselves of different learning and development opportunities during their degree programme and their broader student and campus experience. Our Personal Development Planning Framework ensures that the development of students is supported and guided throughout their programme, such that they develop increased self-awareness, are able to make connections between the formal and informal learning opportunities available to them at university and their responsibilities in engaging with those, and monitor their progress toward achieving intended attributes and learning outcomes.

Implementing the Curriculum Framework should provide significant space for learners to become more involved in the decisions relating to the curriculum, and to learning, teaching and assessment practices in general, so that our students feel genuine partners in their learning process, and ultimately are able to become producers4 more than consumers of their higher education.