  This paper describes considerations behind the organisation of a third
semester BSc education. The project aims to facilitate a feedback-oriented
environment using assessment for learning and for incremental measure of
learner progress [Vleuten et al, 2012, "A model for programmatic assessment fit
for purpose"]. Learning outcomes encourage higher order cognitive skills,
following [Biggs & Tang, 2011,"Teaching for quality learning at university:
what the student does"]. Embracing [Dochy et al. 2018, "Creating Impact Through
Future Learning: The High Impact Learning that Lasts (HILL) Model"], several
mechanisms encourage focus and motivation.
