Aligning Learning Outcomes

Curriculum Map

Course Code: Name of Course:

Major Code: Name of Major:

AQF: Field of Education:

Availabilities: Location Internal ☐ Curtin Online ☐ Curtin OUA ☐ Curtin Sarawak ☐ Other offshore locations ☐ Articulation Partners:

Course Completion Requirements:

Accreditation Status:

Course Entry Requirements: ALIGNING LEARNING OUTCOMES Course/Major Learning Outcomes Curtin University Graduate Attributes Brief description A graduate of this course can: 1.Apply discipline knowledge, principles Apply discipline knowledge, Enter Course Learning Outcomes. Each Enter Professional Accreditation Competencies (if and concepts understand its theoretical outcome is to begin with a lower-case letter; applicable) underpinnings, and ways of if a single outcome consists of more than one thinking; Extend the boundaries sentence, use a semi-colon followed by lower of knowledge through research. case. 2.Think critically, creatively and Apply logical and rational reflectively processes to analyse the components of an issue; Think creatively to generate innovative solutions. 3.Access, evaluate and synthesise Decide what information is information needed and where it might be found using appropriate technologies; Make valid judgements and synthesise information from a range of sources. 4.Communicate effectively Communicate in ways appropriate to the discipline, audience and purpose. 5.Use technologies appropriately Use appropriate technologies . recognising their advantages and limitations. 6.Utilise lifelong learning skills Use a range of learning strategies; Take responsibility for one’s own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate. 7.International perspective Think globally and consider issues from a variety of perspectives; Apply international standards and practices within a discipline or professional area. 8.Cultural understanding Respect individual human rights; Recognise the importance of cultural diversity particularly the perspective of Indigenous Australians; Value diversity of language. 9.Apply professional skills Work independently and in teams; Demonstrate leadership, professional behaviour and ethical practices. Course Structure Form

Insert Course Structure Form here provided by Courses Management. AQF Specifications Learning Designer and/or Course Coordinator

Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type. Please delete appropriate AQF Specifications table. CRO

Graduate Certificate qualification type descriptor Evidence of how descriptor is met AQF L7

The Bachelor Degree qualifies individuals who apply a broad and coherent body of knowledge in a range of contexts to Purpose undertake professional work and as a pathway for further learning

Graduates of a Bachelor Degree will have a broad and coherent body of knowledge, with depth in the Knowledge underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning

Graduates of a Bachelor Degree will have: • cognitive skills to review critically, analyse, consolidate and synthesise knowledge • cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas Skills • cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence • communication skills to present a clear, coherent and independent exposition of knowledge and ideas

Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills: • with initiative and judgement in planning, problem solving and decision making in professional practice Application of knowledge and skills and/or scholarship • to adapt knowledge and skills in diverse contexts • with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters

The volume of learning of a Bachelor Degree is typically 3 – Volume of learning 4 years learning

AQF L8 Graduate Certificate qualification type descriptor Evidence of how descriptor is met The Graduate Certificate qualifies individuals who apply a body of knowledge in a range of contexts to undertake Purpose professional or highly skilled work and as a pathway for further learning

Graduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or Knowledge professional area

Graduates of a Graduate Certificate will have: • cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems • cognitive skills to think critically and to generate and evaluate complex ideas Skills • specialised technical and creative skills in a field of highly skilled and/or professional practice • communication skills to demonstrate an understanding of theoretical concepts • communication skills to transfer complex knowledge and ideas to a variety of audiences Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills: • to make high level, independent judgements in a range of technical or management functions in varied specialised contexts Application of knowledge and skills • to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts • with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters The volume of learning of a Graduate Certificate is typically Volume of learning 0.5 – 1 year

AQF L9 Master Degree (Coursework) qualification type descriptor Evidence of how descriptor is met The Master Degree (Coursework) qualifies individuals who apply an advanced body of knowledge in a range of Purpose contexts for professional practice or scholarship and as a pathway for further learning Knowledge Graduates of a Master Degree (Coursework) will have: • a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice • knowledge of research principles and methods applicable to a field of work and/or learning

Skills Graduates of a Master Degree (Coursework) will have: • cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship • cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice • cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level • communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences • technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship Graduates of a Master Degree (Coursework) will demonstrate the application of knowledge and skills: • with creativity and initiative to new situations in Application of knowledge and skills professional practice and/or for further learning • with high level personal autonomy and accountability • to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship

The volume of learning of a Master Degree (Coursework) is typically 1 – 2 years; in the same discipline 1.5 years following a level 7 qualification or 1 year following a level 8 Volume of learning qualification; in a different discipline 2 years following a level 7 qualification or 1.5 years following a level 8 qualification First Year Curriculum Design to support retention (Kift 2009) (To be considered when issues around retention have been identified).

Dimensions Comments Transition  Orientation and transition needs coherently and relevantly mapped to crucial time periods  Management of Unit Coordinators or other teachers in the Y1 who are new to first year teaching  Students provided with opportunity to self- assess their entry knowledge, skills and attitudes against discipline expectations  Clear and consistent communication to commencing students regarding expectations and responsibilities  Information provision about programs, processes and procedures pre-enrolment clear, accurate, consistent, and sufficiently detailed for informed choice and effective action Diversity  Characteristics of Y1 cohort (diversity and their needs are determined)  Access to academic, technical and other support assistance; communication just in time  Self-assessment learning and support needs  Flexibility in curriculum design to support diversity  Exposed to a variety of learning engagement and assessment tasks Design  Y1 curriculum objectives and coherence  Intentional sequencing and integration of knowledge, skills and application of knowledge/skills  Transition mapped out and curriculum scaffolds tertiary learning  Co-curricular activities designed to support formal learning  Exposed to a variety of learning engagement and assessment tasks Engagement  Variety of engaging pedagogies  Includes collaborative learning to facilitate social interaction  Supplementary support eg PASS, JumpStart, peer mentoring  Student – staff interactions  Space and opportunity for intentional social interaction (importance of building friendships) Assessment  Coherent and integrated strategy; manageable for students and staff; variety of types  Consistency in course expectations between units  Increase in complexity over time  Early low stakes assessment where students receive feedback (at least one by Wk 4-5)  How do students interpret and act on feedback provided? Evaluation  Review of success of program with good outcomes  Evidence based curriculum design  First year staff included in evaluation and outcomes  PD for Y1 teaching staff  Strategy for managing student disengagement eg non-attendance, non-participation, fail, non- submission of assessment Tuition Pattern: Lecture: 0x0 hours weekly Tutorial: 0x0 hours weekly Laboratory: 0x0 hours weekly Curtin - Bentley: SPK, v. Version, Title Effective Date: Curtin - OUA: SPK, v. Version, Title Effective Date: OUA Unit Coordinator: Ext. Credit Value: Year / Study Period:

Unit Coordinator: Ext. FOE:

Is this offered at Miri Sarawak? ☐ Yes ☐ No Requisite(s): Enter Requisite SPK Title and Type of Requisition Equivalent(s): Enter SPK, Version and Title of any active or planned equivalents Result Type: Syllabus: The syllabus must be less than 1275 characters in length, presented in a paragraph statement not list format. It provides a concise description of broad knowledge, skills and activities. Learning Design Unit Learning Outcomes (ULOs) Enter Unit Learning Outcome. Each outcome is to begin with a lower case letter, if a single outcome consists of more than one sentence, use a semi-colon followed by lower case. Level of thinking Course Learning Outcomes Professional Competencies/Standards

Unit Assessment (See Appendix 3)

Assessment Task Assessment Description % Week Due ULOs Max 3 Type Medium ELP Role Supervision

1. Enter Assessment Task (e.g. Marketing Environment and Conditions Report). Enter Assessment Description (e.g. a meaningful description of the essay and the word count.

4. WIL Descriptor: Principal Assessor Feedback Moderation Arrangements / Strategies (See Appendix 4)

Authenticity Profile

Pre-Marking Intra-Marking Post-Marking

Indigenous Perspectives Descriptor

Additional Curriculum Elements eg. Additional comments/remarks relevant to the course. Courses Management & CLT Use only UNIT CONTENT CHANGED? Comments / Level of Change

Unit Details ☐ Yes

Syllabus ☐ Yes

ULOs ☐ Yes

Assessments ☐ Yes

Tuition Pattern ☐ Yes

COURSE ANALYSIS CHARTS - LEARNING OUTCOMES CRO CO URSE ANALYSIS CHARTS - LEARNING OUTCOMES COURSE ANALYSIS CHARTS - ASSESSMENT TASKS