{"id":1214,"date":"2025-12-10T17:14:06","date_gmt":"2025-12-10T17:14:06","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/does-it-spark-joy-streamlining-units-for-block-teaching\/"},"modified":"2025-12-10T17:14:06","modified_gmt":"2025-12-10T17:14:06","slug":"does-it-spark-joy-streamlining-units-for-block-teaching","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/does-it-spark-joy-streamlining-units-for-block-teaching\/","title":{"rendered":"Does it spark joy? Streamlining units for Block Teaching"},"content":{"rendered":"<p><strong>Volume:<\/strong> 5<br \/>\n<strong>Issue: <\/strong>1<br \/>\n<strong>Year:<\/strong> 2023<br \/>\n<strong>Author(s):<\/strong> Leanne Rimmer Manchester Metropolitan University<\/p>\n<p>COVID-19 directly affected higher education (HE), requiring rapid curriculum redevelopment and adapting delivery in order to accommodate government guidance such as social distancing measures. One such change was a shift from a traditional model (containing units that spanned a 12-week term or full academic year) to the adoption of a block teaching model (containing condensed, 6-week, consecutively delivered units). Inspired by Marie Kondo\u2019s concept of \u2018sparking joy\u2019, this work is a practical guide to streamlining units for block teaching. Using a case study from an undergraduate Psychology programme in a north-west university in the United Kingdom (UK), a three-phase process is outlined: Groundwork, Redesign and Landscaping. The vision is to create a pedagogically sound, constructively aligned scheme of work.<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Does_it_spark_joy_Streamlining.docx\">Does_it_spark_joy_Streamlining.docx<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/Does_it_spark_joy_Streamlining.pdf\">Does_it_spark_joy_Streamlining.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: 5 Issue: 1 Year: 2023 Author(s): Leanne Rimmer Manchester Metropolitan University COVID-19 directly affected higher education (HE), requiring rapid curriculum redevelopment and adapting delivery in order to accommodate government guidance such as social distancing measures. One such change was a shift from a traditional model (containing units that spanned a 12-week term or full [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1214","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1214","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1214"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1214\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1214"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}