C/4.2 Curriculum design

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4.2.1 Policy principles
4.2.2 Policy outcomes
4.2.3 Definition of relevant terms
4.2.4 Characteristics of curriculum design
4.2.5 Approval of curriculum
4.2.6 Monitoring and evaluation
Related Documents
Modification History

4.2.1 Policy principles

Curriculum design at QUT supports the University’s overall vision of providing real world learning environments and programs through the following principles

• the curriculum is designed to support student learning through blended learning approaches
• the curriculum embeds real world learning pedagogies
• the curriculum reflects a whole of course design.

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4.2.2 Policy outcomes

This policy is designed to

• articulate a set of principles that underpin curriculum design at QUT
• provide a framework to guide the holistic design of courses and their components.

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4.2.3 Definition of relevant terms

(a) Curriculum: A Learning Environment

The term ‘curriculum’ captures far more than a list of content to be mastered, or a list of units in sequence. It is a learning environment: a planned arrangement of space, time, resources, people and ideas (adapted from a definition by Gail Halliwell, 1990). It is designed to assist students to achieve particular desired learning outcomes of a course.; Students and teachers both contribute to the human dimension of the learning environment, but the teacher’s role as a learning leader is particularly important.

(b) Curriculum design

Curriculum design is the architecture of a course of study that embodies a philosophy of learning and teaching, articulates a clear set of desired learning outcomes and describes how the planned learning environment will support the student to achieve those learning outcomes. Courses are organised as an arrangement of units, which may incorporate required, sequenced and optional elements.

(c) Blended learning

Blended learning is the designed integration of face-to-face, distance, and electronic approaches to enhance student learning. The particular blend of physical and virtual learning environments in a course or unit is chosen to provide optimal support for the desired learning activities and learning outcomes.

(d) Learning activities

Learning activities are the tasks that students undertake in order to gain mastery of the content, skills and dispositions that are desired as learning outcomes of the course.

(e) Learning experiences

Learning experiences are constructed by individual students through their personal engagement with the learning activities, opportunities and resources provided, and are greatly impacted by life experience.

(f) Real world learning and teaching

Real world learning enables students to experience and understand the relevance of their learning to their work and lives, and supports the creation of their identity as a professional practitioner. Curriculum to support real world learning includes elements such as work placements, simulations of professional work, and teaching by practising professionals. Assessment tasks that encourage students to examine real world issues and practices through application of their emerging theoretical knowledge are highly valued. Learning that is contextualised to the real world practice of the professions is supported from the commencement of first year study through to the graduate’s transition into the profession.

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4.2.4 Characteristics of curriculum design

Curriculum design at QUT has three key characteristics: it is focused on the support of student learning, it embeds real world learning pedagogies, and reflects a whole of course design.

(a) Curriculum design supports student learning

QUT courses are designed to support students in achieving the learning outcomes desired from the course , and to achieve the graduate capabilities that should characterise every QUT alumnus (see C/4.3). Throughout the course there will be multiple opportunities for students to master the relevant content, practise the skills and develop the dispositions desired of graduates in that field. There also will be multiple opportunities to track the student’s learning progress, as mastery of the learning outcomes is assessed. To optimise student development, curriculum design incorporates consideration of diverse student needs and student engagement with the learning environment.

Learning outcomes: The curriculum design is centred on course learning outcomes which clearly articulate what graduates of the course need to know (knowledge), need to be able to do (skills), and how they position themselves in relation to others (dispositions) in order to fulfil the responsibilities of the profession or master the discipline. Learning outcomes incorporate QUT’s graduate capabilities (see C/4.3) though the ways in which the graduate capability and its assessment are embedded are specific to each course.

The arrangement of units that constitutes the course architecture is mapped against the desired learning outcomes to help ensure the course is coherent and comprehensive. This mapping ensures that learning activities and assessment tasks throughout the course are designed to assess student progress towards achievement of the learning outcomes, so that at the conclusion of the course the University can be confident that the graduate has acquired all stated learning outcomes at an acceptable level.

Diverse students: Curriculum design supports a culturally diverse study environment (see A\8.7) through the following:

• The curriculum design anticipates and values a diverse student body. In the interests of social inclusion and increasing access to the benefits that flow from a successful university education, Indigenous students and students from other cultures and social groups are welcomed.
• Curriculum design recognises that students are diverse in terms of their previous educational experience and the extent to which life experiences have prepared them for university level study. Diversity in academic literacy, numeracy skills and English language proficiency require the University to provide a wide range of learning support programs – both free-standing and embedded within the curriculum.
• Curriculum design responds to student diversity in terms of how current life circumstances impact on their learning needs by providing flexible learning options that might include blended learning environments, a range of contact periods, summer schools, distance-learning and part-time enrolment.
• Curriculum design acknowledges the existence of multiple legitimate knowledge frameworks in the global population and strives to incorporate Indigenous perspectives, and develop intercultural understanding.

Student engagement: To support high quality learning, the curriculum incorporates a blended learning pedagogy which utilises a range of strategies including virtual learning environments and other technological innovations, in addition to different types of face-to-face interactions, to ensure that all students are able to engage deeply with the ideas in the course. Active learning, collaborative learning and problem-based learning approaches are valued as ways to encourage students’ meaningful engagement. Learning opportunities that encourage students to develop and practise research skills in meaningful and systematic investigations also are valued as the embodiment of the research-teaching nexus.

(b) Curriculum design embeds real world learning pedagogies

QUT values real world learning that explicitly reveals for students the practices, culture and practical knowledge of the disciplines and the professions they aspire to enter. Curriculum design embeds QUT’s distinctive brand of engagement and real world learning at every stage of the course through the following features:

Engagement with professions: Course content reflects evolving disciplinary knowledge and the practical knowledge of professionals, and is informed by engagement with the professions and community. External validation of academic standards associated with the discipline or profession is provided through accreditation by relevant professional bodies.

Engagement with research: Course content is informed by engagement with research activity. Learning activities promote higher-order thinking skills and develop students’ abilities to be self-directed learners. To develop research proficiency, students are encouraged to undertake systematic investigations and to utilise evidence-based decision making. Integration of theoretical knowledge with practical applications of that knowledge are highly valued.

Real world learning activities: Learning activities within the curriculum simulate as closely as practicable professional or workplace practice, whether on or off-campus, and provide students with valid models for their emerging professional identities. A scaffolded, incremental approach to real world learning supports student transitions, and work integrated learning provides opportunities for every learner to engage in real world contexts. Learning activities in the final phase of a course enable students to make a successful transition into professional environments and support their professional identity.

(c) Whole of course design

Curriculum design is scaffolded to identify and support the developmental levels of learning inherent within a course. To achieve this whole of course design, the curriculum acknowledges the needs of each level of learning and engages students with challenges appropriate to that level, while also building on the previous level and preparing students for the following level.

• In first year, the curriculum is designed to support students’ transition to university from their previous educational experience. This transition involves academic, administrative and social elements. Explicit attention is paid to designing a curriculum that is accessible by and inclusive of all students. The first year curriculum is learning-centred and provides a solid foundation and scaffolding on which learners can build their knowledge and skills. The curriculum design, including the pedagogical approach, encourages deep engagement by the learners and helps them understand how their learning will be assessed and what they will need to do in order to be successful in first year. The assessment provides opportunities for early feedback to students about their learning progress, and helps inform teaching staff about what types of learning support might be needed by individual students.
• The middle level of a whole of course curriculum introduces increasing opportunities for specialist study and builds on the knowledge foundations laid down in the first year. Real world learning is further supported through activities that simulate professional work, and provide further opportunities for work integrated learning through engagement with industry and community. Academic and information literacy skills continue to be developed, and students will begin to acquire the skills of systematic investigation and critical thinking that will be needed for more advanced levels of study. Students are encouraged to participate in a range of co-curricular learning opportunities that include mentoring programs, service learning and outbound mobility programs.
• The final level of the curriculum intentionally and visibly addresses the transition to professional life and postgraduate study. Capstone units/experiences support students in this transition through reflection on the whole of course experience, and aim to purposefully integrate and synthesise knowledge and skills developed throughout the course. The final year provides a coherent linkage between the students’ experiences in the course and their forthcoming emergence into a professional world. Included in the final year are opportunities to integrate and practice their skills in real world settings, and to demonstrate that they have achieved the learning outcomes desired of the course. Career decision making and preparation for employment are important components of the final year experience.

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4.2.5 Approval of curriculum

The curriculum for a course is approved by the relevant approval authority through the academic plan (see C/4.1). Students are presented with the relevant elements of the curriculum design through unit and course outlines (see C/4.5). QUT uses a number of tools to guide staff in the development of curriculum and for use in the approval process (see C/4.1).

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4.2.6 Evaluation and monitoring

Curriculum design and renewal is a cycle that continues throughout the life of a course. There needs to be a continual flow of evidence on the appropriateness and effectiveness of the curriculum, both from the perspective of individual students and for the course as a whole. There should be well-established protocols for using this data to inform changes that are designed to improve student learning (see C/4.7). QUT uses the following strategies to monitor and evaluate its curriculum:

• the course quality assurance system (see C/4.6);
• student evaluation of units (see C/4.5 and C/4.7);
• standardised monitoring and intervention processes for student engagement in the first year;
• use of assessment items early in the course or semester to provide evidence of student progress and engagement (see C/5.1).

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Related Documents

MOPP C/4.1 Curriculum development and approval

MOPP C/4.3 Graduate capabilities

MOPP C/4.4 Work integrated learning

MOPP C/4.5 Units

MOPP C/4.6 Course quality assurance

MOPP C/4.7 Evaluation of courses, units, teaching and student experience

MOPP C/5.1 Assessment

MOPP C/6.1 Physical and virtual learning environments

MOPP C/6.2 The First Year Experience

MOPP C/6.3 Flexible delivery

Protocols for First Year Experience

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Modification History

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