Providing students with the opportunity to achieve the learning outcomes is the overarching aim of all curriculum.
The following table aims to provide guidance to you on how to provide this opportunity for students with reference to:
the purpose of each tier of the curriculum
elements of curriculum that are less flexible and require higher level processes and more consultation to evoke change
elements of curriculum that are more dynamic and require fewer processes to change
National curriculum framework
What is the purpose of this tier?
The governance level is the framework that is approved by accreditors, TEQSA and the university across a program. Programs are developed in consultation with key stakeholders. This levels ensures that key considerations are integrated across programs
The implementation level is about operationalising the governance level. There’s a clear articulation of expectations of student and staff.
The delivery level allows for engaging students in activities to achieve learning outcomes. Individual practices and variances can be accommodated here provided the opportunity to achieve the same learning outcomes.
Who is usually involved at this level?
Discipline academics (internal and external)
Senior faculty board members
Senior faculty administrators
Discipline teaching teams
Lecturers, tutors, students
What are the key curriculum documents?
Approved curriculum including Generic Unit Outline (GUO)
Approved every 5 years with interim changes requiring high level approval
Extended Unit Outlines (EUO)
Approved each teaching period
Reflect and ‘extend’ approved GUOs
Lesson plans (where they exist)
Student experiences as they occur
Fluid – can evolve as developed and delivered provided aligned with learning outcomes.
Rationales for program and units
Learning outcomes (LOs) for programs and units
Teaching strategy rationales
Generic assessment types
All the unit level Generic Unit Outline elements (rationale, LOs, teaching strategy and assessments)
Includes policy, referral and resourcing information for students
Alignment to Extended unit outline (rationale, LOs, teaching strategy and assessments)
Any student activities to be aligned to the LOs
Opportunities for flexibility
Changes can be made to generic unit outlines by going through a formal process. There are consultative committees and accreditation considerations.