Getting started – Setting up the Spreadsheet
This section is designed for Programme Directors to help them understand how the BMS Decolonisation Framework spreadsheet can be set up for oversight of changes. If you are a Lecturer or Unit Lead please see the next section below.
We suggest that Programme Directors looking to begin the implementation of the BMS Decolonisation Framework following these steps:
- First look through and familiarise yourself with the BMS Decolonisation Framework cycle above. This will help you to understand the context of these first steps.
- Set up the Decolonisation Framework Spreadsheet for your course. You can do this however you please, but we suggest the following template will give you clear and accountable insights into the work happening across your programme.
- At the bottom of the spreadsheet you will see “Course level framework” and “Unit Level Framework Template” Programme Level Framework are the decolonisation reflections and actions that Programme Directors should complete, whilst “Unit Level” relates to decolonisation reflections and actions which are more appropriate for individual Units to implement
- By right clicking on the “Unit Level Framework Template” tab you can copy that template and rename it. We suggest that Programme Directors create and name a tab for each of the Units on their programme. However, you may wish to group this work in a different manner, such as by year or topic. Whichever you choose it should make sense for your course, whilst also giving enough transparency and space for reflection.
- Below we have included a screenshot of what this might look like. Once this is complete you can ask your individual Unit Leads to apply framework to their curriculums, and use it as a process of ongoing reflection and growth which will centre decolonial thinking at the heart of your curriculum reviews.
- Once this is complete you can ask your staff teaching on your unit to begin the implementing the Unit Level Framework, whilst you focus on the Programme Level Framework.
Getting started – Programme Directors
This section is designed for Programme Directors to help them understand the first steps to implementing the BMS Decolonisation Framework. If you are a Lecturer or Unit Lead please see the next section below
Programme Directors should now begin the process of exploring the Decolonisation Framework Programme Level Tab. Within this tab you will find an Excel worksheet split into the following:
- Curriculum Review
- Culture
- Workforce
- Student recruitment
- Other
These categories have been chosen to help you consider the different ways in which you can implement decolonial thinking in your programme. Each category contains prompts designed to help you reflect on a specific concept, and these are informed by educationalists with experience in this field, broad literature on the topic, and in particular the work of Kingston University London on their Inclusive Curriculum Framework (2021). However, these are not all encompassing. The “other” category is where you can add areas which you feel are important for your own specific work, and these might grow as you learn more about decolonisation within your field.
| Column title | How to use it |
|---|---|
| Reflection | This column can be used to write your initial reflections on the category and how it applies to your teaching. This might inform further research or reading you do in this area, and this will inform your intervention planning |
| Current Progress (1-5) | This column allows you to consider, based on your reflection, how far you feel you have come in making progress on this area of decolonisation. This is scored on a scale of 1 (significant progress made in this area) to 5 (no progress made in this area). You can find the scoring matrix to the right the final column. |
| Impact Severity (1-5) | This column allows you to predict what you feel will be the impact of these changes, or not doing these changes, on your course. This is scored on a scale of 1 (minor impact on students and diversity of teaching) to 5 (major risk to students, teaching and reputation of curriculum). You may wish to discuss this with colleagues or students. You can find the scoring matrix to the right the final column. |
| Priority | Based on the scores you have given for the severity of impact and the progress you have made you will be given a suggested priority for this area. This is a suggestion only. Some low priority areas may be very easy to implement, and some areas might be a high priority but it will take a long time to see progress. The prioritisation grading is explained below and on the tab within the spreadsheet labelled Prioritisation Graphic. |
| Planned Actions | This column is where you outline what changes you are intending to make during the “Curriculum Modification Phase” of the Cycle. These should be clear, transparent and achievable within the time limit you are setting for yourself. |
| Ongoing Actions | This column can be used as the implementation cycle continues to monitor how far planned work has got, what further work needs to occur, and perhaps what barriers might have unexpectedly occurred. |
| Complete Actions | This section is where you can list your complete actions. You might include examples which were particularly successful, and might make good case studies. |
Getting started – Unit Leads
This section is for individual Lecturers and Unit Leads to help them understand how to the first steps to implementing the BMS Decolonisation Framework.
If you are not familiar with BMS Decolonisation Framework Cycle we recommend reading this section of the webpage first, as this will help you to understand the context of these first steps.
It is important that your decolonisation efforts are part of a wider system of change implemented within your programme. As such your Programme Director should have created a BMS Decolonisation Framework which includes a tab for the unit that you run or teach on.
Within this tab you will find an Excel worksheet split into the following categories for your curriculum:
- Teaching Materials
- Hidden Curriculum
- Learning Outcomes
- Feedback
- Reading Lists
- Review
- Other
These categories have been chosen to help you consider the different ways in which you can implement decolonial thinking in your curriculum review. Each category contains prompts designed to help you reflect on a specific concept, and these are informed by educationalists with experience in this field, broad literature on the topic, and in particular the work of Kingston University London on their Inclusive Curriculum Framework (2021). However, these are not all encompassing. The “other” category is where you can add areas which you feel are important for your own specific work, and these might grow as you learn more about decolonisation within your field.
| Column title | How to use it |
|---|---|
| Reflection | This column can be used to write your initial reflections on the category and how it applies to your teaching. This might inform further research or reading you do in this area, and this will inform your intervention planning |
| Current Progress (1-5) | This column allows you to consider, based on your reflection, how far you feel you have come in making progress on this area of decolonisation. This is scored on a scale of 1 (significant progress made in this area) to 5 (no progress made in this area). You can find the scoring matrix to the right the final column. |
| Impact Severity (1-5) | This column allows you to predict what you feel will be the impact of these changes, or not doing these changes, on your course. This is scored on a scale of 1 (minor impact on students and diversity of teaching) to 5 (major risk to students, teaching and reputation of curriculum). You may wish to discuss this with colleagues or students. You can find the scoring matrix to the right the final column. |
| Priority | Based on the scores you have given for the severity of impact and the progress you have made you will be given a suggested priority for this area. This is a suggestion only. Some low priority areas may be very easy to implement, and some areas might be a high priority but it will take a long time to see progress. The prioritisation grading is explained below and on the tab within the spreadsheet labelled Prioritisation Graphic. |
| Planned Actions | This column is where you outline what changes you are intending to make during the “Curriculum Modification Phase” of the Cycle. These should be clear, transparent and achievable within the time limit you are setting for yourself. |
| Ongoing Actions | This column can be used as the implementation cycle continues to monitor how far planned work has got, what further work needs to occur, and perhaps what barriers might have unexpectedly occurred. |
| Complete Actions | This section is where you can list your complete actions. You might include examples which were particularly successful, and might make good case studies. |
Understanding the prioritisation
We understand that staff have only a limited amount of resources, and making all of these changes in one go is likely to be impossible. One way you can use this framework is to help you assess areas of work which can be a priority, using the score that is generated when you complete the table. You can see below an explanation of how this score is generated.
Here you can see that the overall priority rating is colour coded and is calculated as a multiple of the two scores that you give. Below is an example of how this might look within the actual framework.
It is important to note that just because something is calculated as a low or a high priority does not mean you have to follow that. You may choose to do multiple low priority areas because these are easy to implement at a time of high stress, or you may begin a high priority area accepting the fact that change may take a long time to occur.