A current issue that is often highlighted by academics is a modular approach to learning and the connection between the assessments (usually modular) and the programme learning outcomes (PLOs) are often not explicit. A-level reforms mean that from 2018, all students will experience synoptic, final examinations at A-level. This presents a golden opportunity for universities to rethink their programme structures and assessment strategies. My research has focused on the relationship between PLOs and assessment design. Through semi-structured interviews with academics, I have reimagined programme assessment for a given degree programme, across a range of disciplines.