Jonathan Squirrell, University of Hull
Since 2020-21, the Foundation Year programme at Hull has operated a centralised curriculum, featuring core modules for students from across all 4 faculties. While this development was planned and prepared for, simultaneous changes were made in response to the Covid-19 pandemic, with the decision being taken to explore block teaching for Trimester 1 modules. This infographicswill present an overview of the curriculum redesign, give some analysis of student feedback, and comment on the successes and challenges encountered. Purpose Under the redesign, all Foundation Year students study Preparing for Learning in Higher Education (PLHE) in their first trimester.
The rationale for a core module developing study skills is clear: Students on this programme are likely to come from Widening Participation demographics, and can benefit from additional academic and pastoral support during their transition into Higher Education. With Covid-19 impacting face-to-face engagement, it became a priority to provide time to foster new skills, and lessen the risk of students becoming overwhelmed. Catering to those traditionally excluded from Higher Education, it is not enough to provide access. Support is paramount. Block teaching enabled this by allowing PLHE to stand alone, encouragingstudents to give the module their full focus. Feedback, including the Module Evaluation Questionnaire, broadly suggested the module was successful. Students engaged in their learning, developed their skills, and were encouraged in a sense of belonging. Study To further understand the role of block teaching in this outcome, focus groups were held to determine whether students felt that the format overall had been helpful to them. Discussion focussed on how the structure had impacted on the rest of the trimester, and whether it had indeed prepared students for learning in Higher Education.
Results were supportive of the overall experience of block teaching. A key theme was that the first five weeks provided a welcome opportunity to settle back into education. However, it was highlighted that the compressed nature of the second two Trimester 1 modules made them more challenging. It was also stated that although the experience had appeared beneficial at the time, with hindsight there was some question over whether it had been good preparation for a traditionally structured trimester. This study agrees with existing literature in suggesting that students can benefit from block teaching. However, it also highlights the need to remain agile and willing to adapt to feedback on the curriculum.