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Curriculum Map

Course Code: Name of Course: Course Co-ordinator:

Major Code: Name of Major: Major Co-ordinator:

AQF: Field of Education: Credit Value:

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

Course Completion Requirements:

Accreditation Status:

Course Entry Requirements:

Curriculum Map Template_16Mar2016_EC of 22

ALIGNING LEARNING OUTCOMES

Curtin University Graduate Attributes Brief description

Course/Major Learning OutcomesA graduate of this course can:

Professional Competencies/Standards

1. Apply discipline knowledge, principles and concepts

Apply discipline knowledge, understand its theoretical underpinnings, and ways of thinking; Extend the boundaries of knowledge through research.

Enter Course Learning Outcomes. 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.

Enter Professional Accreditation Competencies (if applicable)

2. Think critically, creatively and reflectively

Apply logical and rational processes to analyse the components of an issue; Think creatively to generate innovative solutions.

3. Access, evaluate and synthesise information

Decide what information is 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 insert appropriate AQF Specifications table. CRO


First Year Curriculum Design to support retention (Kift 2009)(To be considered when issues around retention have been identified).

Dimensions CommentsTransition 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


SPK, v. Version,Title

Curtin-OUA: SPK, v.Version,Title

Credit Value:Unit Coordinator: Ext.

FOE: OUA Unit Coordinator: Ext. Is this offered at Miri Sarawak? ☐ Yes ☐ NoRequisite(s): Enter Requisite SPK Title and Type of RequisitionEquivalent(s): Enter SPK, Version and Title of any active or planned equivalents

Result Type: Year / Study Period: ,

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.

Lear

ning

Des

ign

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

1.2.3.4.5.6.

Uni

t Ass

essm

ent

(See

App

endi

x 3)

Assessment Task Assessment Description % Week Due

ULOs Max 3 Type Medium 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.

2.3.4.

WIL Descriptor: Principal Assessor Feedback

Moderation Arrangements / Strategies (See Appendix 4)Authenticity Profile Pre-Marking Intra-Marking Post-Marking

1.2.3.4.

English Language Proficiency Descriptor Indigenous Perspectives Descriptor1.2.3.4.5.

Addi

tiona

lCu

rric

ulum

Ele

men

ts eg. Additional comments/remarks relevant to the course.

Cour

ses

Man

agem

ent

& C

TL U

se o

nly UNIT CONTENT CHANGED

? RECOMMENDATIONS

Unit Details ☐ YesSyllabus ☐ YesULOs ☐ YesAssessments ☐ YesTuition Pattern ☐ Yes


COURSE ANALYSIS CHARTS: LEARNING OUTCOMES CRO


COURSE ANALYSIS CHARTS - LEARNING OUTCOMES


COURSE ANALYSIS CHARTS - ASSESSMENT TASKS

Submission18%

Performance64%

Examination18%

Figure 6: Proportion of Assessment Tasks by Type

SubmissionPerformanceExamination



Written22%

Oral43%

Practical31%

Combination4%

Figure 7: Proportion of Assessment Tasks by Medium

WrittenOralPracticalPerformanceVisualCombinationOther

Individual100%

Figure 8: Proportion of Assessment Tasks by Role

IndividualPairGroupIndividual/GroupOther



Non-invigilated100%

Figure 9: Proportion of Assessment Tasks by Supervision

InvigilatedNon-invigilatedSupervised

Emerging28%

Developing62%

Highly developed10%

Figure 10: Proportion of Assess-ment Tasks by Level of Authenticity

Not evidentEmergingDevelopingHighly developed



Teaching staff only94%

Peer only6%

Figure 11: Proportion of Assessment Tasks by Principal Assessor(s)

Teaching staff onlyIndustry onlyPeer onlySelf onlyTeaching staff/industryTeaching staff/peer(s)Teaching staff/selfOther

Mark20%

Grade20%

Rubric17%

Verbal19%

Anno-tate

d script9%

Peer

feedback

8%

Other electronic means

7%

Figure 12: Feedback

Mark

Grade

Rubric

Verbal

Annotated script

Peer feedback

Other electronic means


COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE


COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES


Appendix 1: Unit learning outcomes and levels of thinking

Unit learning outcomes are what students are expected to be able to do upon successful completion of the unit. They begin with a strong action verb and describe specific tasks, preferably requiring students to develop higher order thinking skills (levels 4 to 6 in this table). For more information on creating quality unit learning outcomes, and specific information on the table below relating to Bloom’s Taxonomy, see http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf.

Level of Thinking (LOT) Skills Demonstrated and Assessment Verbs

1. Remembering

Observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes or procedures; mastery of subject matter.Unit learning outcome and assessment verbs: arrange, cite, collect, define, describe, duplicate, enumerate, examine, find, identify, indicate, label, list, locate, match, memorise, name, order, outline, quote, recall, recite, recognise, record, relate repeat, reproduce, retrieve, select, show, state, tabulate

2. Comprehending

Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes, predict consequence.Unit learning outcome and assessment verbs: arrange, articulate, associate, classify, compare, contrast, describe, differentiate, discuss, distinguish, exemplify, expand, explain, express, extend, identify, illustrate, indicate, interpret, locate, match, outline, paraphrase, recognise, relate, report, restate, review, select, summarise.

3. Applying

Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.Unit learning outcome and assessment verbs: administer, apply, calculate, chart, classify, collect, compute, control, convert, demonstrate, determine, develop, dramatise, draw, employ, estimate, execute, exhibit, illustrate, implement, manipulate, model, modify, operate, practice, prepare, relate, report, select, show, sketch, transfer, use, utilise.

4. Analysing

Discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.Unit learning outcome and assessment verbs: analyse, calculate, categorise, classify, compare, contrast, correlate, deconstruct, detect, differentiate, discriminate, distinguish, examine, explain, interpret, organise, quantify, research, scrutinise, separate, sequence, subdivide, survey, test, translate.

5. Evaluating

Compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make choices based on reasoned argument; verify or question the value of evidence.Unit learning outcome and assessment verbs: appraise, argue, assess, categorise, choose, compare, conclude, contrast, critique, debate, decide, deduce, defend, discriminate, dispute, establish, estimate, evaluate, gauge, generalise, hypothesise, infer, interpret, judge, justify, measure, monitor, negotiate, predict, prioritise, propose, prove, rank, rate, recommend, relate, select, solve, support, validate, verify.

6. Creating

Combining ideas to develop an original idea or product, engage in creative thinking.Unit learning outcome and assessment verbs: adapt, anticipate, assemble, change, communicate, compare, compile, compose, construct, create, derive, design, develop, devise, formulate, generate, hypothesise, improve, incorporate, infer, initiate, integrate, interpret, invent, make, modify, originate, plan, produce, reconstruct, revise, synthesise, transform, visualise.


http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf

Appendix 2: Learning Design Capabilities ScalesIndigenous

There is evidence:2 Core This is a core unit focused on Australian Indigenous knowledge systems1 Embedded Of at least one unit learning outcome, and consequently at least one assessment,

explicitly naming aspects associated with Australian Indigenous knowledge systemsNE Not Evident There is no evidence in the unit

GlobalThere is evidence:

2 Core This is a core unit focused on global, international or transnational aspects of that discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with global, international or transnational aspects of that discipline or profession

NE Not Evident There is no evidence in the unit

EthicsThere is evidence:

2 Core This is a core unit focused on the ethics and/or ethical behaviour relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with ethics and/or ethical behaviour relevant to the discipline or profession


LeadershipThere is evidence:

2 Core This is a core unit focused on leadership principles to effect social change relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with leadership principles to effect social change relevant to the discipline or profession


ResearchThere is evidence:

2 Core This is a core unit focused on research strategies relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with research

NE Not Evident No evidence of research in the unit

PS Note if a unit has a major focus on primary research, otherwise it will be assumed all other research is secondary research

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Appendix 2: Learning Design Capabilities Scales (continued…) English Language Proficiency

There is evidence:2 Elective This is an English for Academic Purposes elective unit, available to students identified

as at risk of failing due to inadequate ELP.1 Embedded ELP is articulated in unit Learning Outcomes, developed through explicit instruction

(bolt-on or embedded), and included as task-specific elements in rubrics or marking guides for major weighted assessment tasks.

NE Not Evident There is no English language development addressed in this unit.OR Task type that includes instruction and/or assessment of ELP elements is OralWR Task type that includes instruction and/or assessment of ELP elements is Written

Communication SkillsThere is evidence:

2 Core This is a Communication Skills core unit.1 Embedded Communication Skills are articulated in at least one unit learning outcome, and

consequently at least one assessment, explicitly naming aspects associated with communication skills relevant to the discipline or profession

NE Not Evident There is no evidence of Communication Skills being addressed in this unit.

OR Task type that includes instruction and/or assessment of Communication Skills elements is Oral

WR Task type that includes instruction and/or assessment of Communication Skills elements is Written

ICT LiteracyThere is evidence:

2 Core This is a core unit focussed on using digital technology to think critically, communicate, collaborate, create and share knowledge

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with using digital technology to think critically, communicate, collaborate, create and share knowledge

NE Not Evident There is no evidence in the course of topics associated with using digital technology to think critically, communicate, collaborate, create and share knowledge

Information LiteracyThere is evidence:

2 Core This is a core unit focussed on accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession

NE Not Evident There is no evidence in the course of subjects associated with accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession

Work Integrated Learning (WIL)HD Highly

DevelopedWIL Highly Developed: Work or community-based experience

D Developing WIL evident in all unit learning outcomes which are verified by authentic assessmentE Emerging WIL evident in some unit learning outcomes which are verified by authentic

assessmentNE Not Evident WIL Not Evident: no evidence of WILNA Not

ApplicableWIL Not Applicable: WIL is not applicable in this unit

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Appendix 3 – Assessment Data Source

Details about Assessments are shown in the categories below:

Type Task (examples) Medium (examples)

Role Supervision Authenticity Principal Assessors Feedback (examples)

Choose from:

Performance Submission Examination

Test Presentation Reflection

Investigation Exercise Work placement Laboratory Exam Take home Exam Essay Report Case study Dissertation Portfolio

Written Oral Practical Performance Visual Calculations Combination Other

Individual Pair Group

Invigilated non-invigilated

Highly developed (e.g. work placement, fieldwork)

Developing (e.g. simulation, role-play or case study)

Emerging (e.g. theoretical information based on workplace)

Not evident Not applicable

Teaching staff only Industry only Peer only Self only Teaching staff/industry Teaching staff/peers Teaching staff/self External

Grade Mark Rubric Verbal Annotated script Group report Individual email Peer feedback Specific feedback

sessions Other electronic

means Audio feedback Audio/video Self-feedback

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Appendix 4 – Assessment Moderation Arrangement / Strategies

Type of Assessment:Submission - an assessment task for which the student submits an artefact for evaluation. The artefact may be electronic (text-based, non-text-based or media based) or physical. Assessments in this category are recognised to have low to medium academic integrity depending on the strategies implemented to address assurance of individual student learning and originality of student work. Performance – an assessment task that involves the evaluation of a student performance or demonstration of a skill or competency. The performance may be live or recorded. Assessments in this category are recognised to have medium to high academic integrity depending on the strategies implemented to assure fair and transparent assessment practices through moderation Examination – an assessment conducted under controlled and invigilated conditions. Assessments in this category are recognised to have medium to high academic integrity depending on the nature of invigilation and strategies implemented to assure fair and transparent assessment practices through moderation.

N/E = Unable to ascertain from the unit outline

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Submission Performance ExaminationPre-Marking Assessment task was reviewed (based on previous student

performance) and updated prior to publication of Unit Outline

Unit coordinator and co-assessor design/review assessment task(s) and rubric/marking key(s) prior to publication of unit outline

Unit coordinator and co-examiner design/review assessment task(s) and marking key(s)

Assessment task was reviewed (based on previous student / staff feedback) and updated prior to publication of Unit Outline

Marking team to discuss & reach consensus on applying marking key/rubric

Students provided with details of exam structure

Assessment task is distinguished from, but comparable to, task used in previous study periods

Students provided with rubric/marking key Marking team to discuss & reach consensus on applying marking key

Students provided with rubric/marking key Explicit induction of external supervisors for placement / fieldwork assessment

Students provided with exemplars or marked exemplars Students provided with placement manual (includes details of assessment)

Student conduct self or peer review using rubric/marking key

Intra-Marking Second marking of sample of assessments Second marking of fails where presentations are recorded Second marking of all failsBlind double marking (of clean copy) of sample of assessments by two independent assessors

Unit Coordinator to check sufficient information and justification provided to support fail grades

Anonymous marking (student identity hidden from marker)

Post-Marking Check or second marking of borderline All marks entered in grade centre; Review of distribution of marks

Spot check of outliers (high or low scoring assessments)

Spot check of outliers (high or low scoring assessments) Check marking of all threshold (around grade boundaries eg 59/69/79/89) assessments

Check marking or second marking of all threshold (around grade boundaries eg 59/69/79/89) assessments

All marks entered in grade centre; Review of distribution of marks

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