We design programmes, modules and learning outcomes from scratch, or rebuild existing ones so they hold up at accreditation. Every design is mapped to a specific qualification level and credit value on the framework that applies, whether that is the Malta Qualifications Framework, the European Qualifications Framework, the Regulated Qualifications Framework, the Credit and Qualifications Framework for Wales or the Scottish Credit and Qualifications Framework.
Designing to a level, not to a topic
Most training content is written around a topic. Accredited provision has to be written around a level. Those are different disciplines, and the gap between them is where most first submissions fail.
A level descriptor makes claims about the depth of understanding, the autonomy and the complexity a learner demonstrates. Your learning outcomes have to make those claims explicitly and your assessment has to actually test them. Content that is genuinely excellent as training can still sit at the wrong level, or claim a level it does not evidence, and a reviewer will find that quickly.
What we produce
- Programme and module structure with credit values that add up correctly at the level claimed.
- Learning outcomes written to the level descriptor of the applicable framework, not to a topic list.
- An assessment strategy that actually evidences the outcomes, with assessment instruments and marking criteria.
- The supporting evidence a body expects, including staffing, resources and delivery arrangements.
- A mapping document showing an assessor exactly where each criterion is met.
Everything is written against the published criteria of the body it is going to, in the version in force when we write it, and we record which version that was.
Rebuilding what already exists
Most engagements are not blank sheets. You have a course that sells, and it now has to become something a regulator will accredit.
That work starts with an honest read of what is there. Sometimes the content is sound and only the outcomes, assessment and evidence need building. Sometimes the content is pitched two levels below where you want to claim, and the choice is to lower the claim or to raise the content. We tell you which it is before you decide.
Assessment and equality
Assessment design carries equality risk that is easy to miss. An assessment that measures something other than the stated learning outcome, for example reading speed or cultural familiarity, disadvantages a learner group unfairly and weakens the qualification.
We design assessment against the stated outcome, build reasonable adjustment in from the outset rather than bolting it on, and flag material that would exclude a learner group without good reason.
Common questions
Can you work with a course we have already built?
Yes, and most engagements are exactly that. We read what exists, tell you honestly whether the content supports the level you want to claim, and then either build the outcomes, assessment and evidence around it or advise you to change the level.
Which frameworks do you map to?
The Malta Qualifications Framework and the European Qualifications Framework, the Regulated Qualifications Framework used in England and Northern Ireland, the Credit and Qualifications Framework for Wales, and the Scottish Credit and Qualifications Framework.
Who owns the curriculum you write?
You do, once our fees for that work are paid. We retain ownership of our own methods, templates and frameworks, and you get a perpetual licence to use them for your own programmes.
What is the difference between designing to a topic and designing to a level?
A topic design organises content around subject matter. A level design makes explicit claims about depth of understanding, autonomy and complexity, and builds assessment that tests those claims. Accreditation requires the second.
Not sure which route fits?
Book a 30 minute scoping call. We will map the route, the standards that apply and a realistic timeline. No preparation needed.
Book a 30 minute scoping call