1. Broadening: basic principles Broadening to be achieved in different ways/at different points in specific degrees – within and beyond core disciplinary content A choice not a requirement for students Aim to reinforce appeal/coherence of existing elective system by presenting modules as themed strands Students will not be locked into strands Some change will be evolutionary not revolutionary

2. Types/functions of Broadening Strands A structured exploration of key aspects of an academic subject Modules which develop additional skills and competences – with academic and/or vocational relevance Modules which enhance understanding of external commercial/institutional environments and/or enterprise A co-ordinated exploration of an important issue or debate from a complementary range of disciplinary perspectives

3. Consultation Consultation document asked you to … review existing elective provision in the light of strand model – may entail more selectivity about which modules offered as electives consider scope for innovative strands – taught within School/Faculty or through new inter- disciplinary partnerships consider strands that you and your students would like to see developed to generate new broadening opportunities

4. Broadening: initial consultation outcomes 20+ responses from across UoL – further thoughts welcome Imaginative presentation of existing ‘disciplinary’ elective provision as strands Foundation for ‘applied’ strands: careers/ professional development; enterprise; leadership; communications & languages; computing; digital literacy; numeracy etc. Emerging nuclei for issue-led strands

5. Broadening: starting to imagine issue-led strands Proposals included: Sustainability/development/global challenges NB several proposals in this broad area Conflict & security in the contemporary world Nutrition/health/wellbeing Art and society Knowledge, communication and technology Key global regions: history/politics/culture/ language Tolerance and intolerance - ethics

6. Broadening: key stages Clearer (more selective) presentation of existing electives as coherent strands across 2+ levels Improved information – highlight value of elective strands defined in ‘conventional’ disciplinary/skills development terms Explore imaginative (cross-disciplinary) combinations of existing modules to create new strands Funded piloting of selective new/‘purpose- built’ and issue-led strands

7. Broadening: practical facilitation Information provision – communicating the appeal of broadening and clarifying choices in practice Degree structures/assessment – studying at different levels Timetabling issues – ensuring genuine choice and meeting expectations Funding – clarifying implications for RAM Matching supply and demand – delivering types of broadening/enhancement students want – without compromising core teaching

8. Broadening: information as an immediate priority Provision of information for staff/students about rationale of broadening and range of available opportunities A web-based facility for guiding student choice: i) by initial area of interest ii) then choice of relevant strands iii) then module combinations/pathways through specific strands iv) ideally with automatic capacity to show module choices that fit around an individual’s core timetable