Curriculum Renewal in the Faculty of the
Professions: Overview
Curriculum
A coherent and justifiable whole described through:
• Program intent (Learning Outcomes)
• Program structure
• Course learning outcomes
• Summary of learning activities
• Summary of assessment
• Summary of Course content
• Evidence of alignment of all elements above to each other and
collectively to higher order requirements such as AQF qualification
descriptors, accreditation standards and University requirements
Although required for implementation, curriculum as used here does
not include lesson plans, student study materials, lecturers’ notes or
other material of this kind
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Curriculum Renewal Process
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Driven by Undergraduate Review 2012
Informed by Program reviews at Faculty/School level
Priority inclusions/considerations
o Graduate Attributes
o Program and Course learning outcomes, teaching and learning
activities, assessment
o Capstone
o SGDE
o Research skills
o Academic & Professional literacies
o e-Experience
o Career readiness
Ensuring and document alignment to and from Program Learning
Outcomes
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Whole of Program Approach
What are the characteristics and
capabilities you want Graduates
from your Program to have?
Program Learning
Outcomes
Program Structure
Industry /
Employer
Expectations
University
priorities
Accreditation
Requirements
Course Learning
Outcomes
Course Learning
Activities
Community / Student expectations
Demonstrate progression from Introduction to
Development, Reinforcement and Application to
Assessment across life of Program
Course Assessment
Activities
Map alignments to and from
Program Learning Outcomes
Key Principles
Explicit
• State clearly and simply exactly what you expect the Program
to do, how and why
• State clearly and simply exactly what you expect students to
do, how and why
Aligned
• The connection / relationship between all the Program and
Course parts is clearly and explicitly shown
Whole of Program
• All the parts work together to create the whole
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Curriculum Renewal Project Outcomes
The School will articulate for each Program:
• Explicit Program intents (learning outcomes)
• Coherent Program structure consistent with Program learning
outcomes and University requirements (and professional
standards/accreditation if relevant)
• Courses that align to the Program learning outcomes, with clearly and
explicitly articulated Course learning outcomes
• Learning Activities and Assessment that align to the learning
outcomes articulated for each Course
• Evidence of alignment of Program and Course learning outcomes to
University Graduate Attributes, University learning and teaching
priorities, and curriculum rules, and where relevant external
professional and/or accreditation standards
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Curriculum Renewal and Program Review
Questions for consideration in any Coursework Program Review:
 What is the explicit intent of the Program, as reflected in the Program
learning outcomes?
 How does the Program structure contribute to development of
learning so students can achieve the Program learning outcomes?
 How do the Courses contribute to the development of the skills and
knowledge and the capacity to apply knowledge and skills in
professionally/discipline relevant contexts to meet the Program
learning outcomes?
 How does the Program enable the development of University
Graduate Attributes and how does it meet University learning and
teaching priorities?
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University Learning and Teaching Rules,
Inclusions and Priorities
Program Approval Process
http://www.adelaide.edu.au/learning/staff/program-approval/
Program Development and Support
http://www.adelaide.edu.au/learning/staff/program.html
Also see current
• Learning and Teaching Operational Plan
• Learning and Teaching Strategic plan
• Other directives and guidelines from DVCA office
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Curriculum Renewal and External Standards
• All Programs must reflect the characteristics described in the relevant
AQF Qualification Descriptors and must meet the TEQSA Assurance of
Learning standards
http://www.aqf.edu.au/aqf/in-detail/aqf-levels/
• Where they exist, industry, discipline or professional standards should
be reflected in the Program intent, Program structure and Courses
http://www.cpaaustralia.com.au/
https://www.cfainstitute.org
https://www.ami.org.au
http://www.aacsb.edu/
http://www.olt.gov.au/resources/good-practice?text=threshold%20learning%20outcomes
http://www.lawsocietysa.asn.au/
http://www.architecture.com.au/home
http://www.ecosoc.org.au/
http://www.trb.sa.edu.au/default.php
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