Everyone agrees it is vital, valid and desirable that we look in detail at the kinds of teaching and learning we offer on our programmes, especially given the imminent challenges posed by the Teaching Excellence Framework. Current and future students benefit when we do, and so do we, as we get together to have meaningful discussions about how refresh, revise and rethink what it is that makes what we offer so special and valuable. In every discussion UCU have had with university management and HR about this, we have made this very plain. Yet what UCU have also made plain is that unless processes to help us refresh, revise and rethink are workloaded properly, scheduled sensibly, and designed inclusively, there will be problems, for individual staff and for the university as a whole. In fact, without proper workloading, sensible schedules, and inclusive design, PFNA will be counterproductive. Is this the situation we are in now?