The Curriculum Framework – Self-Evaluation Tool for PG Programmes
Programme Design
To what extent are the Programme Outcomes transformational (i.e. written in
terms of what students need to be able to do after graduating) and written so that
they are understandable by students?
How has the programme been designed backwards from the outcomes?
How have you ensured programme cohesion/congruence (i.e. that it is
programme focused rather than a collection of modules)
How have Stakeholders been involved in the design i.e. students & employers
Have you written outcomes for PGCert, PGDiploma and Masters?
Is there a minimum module size of 20 credits?
Themes of the Curriculum Framework
1. Making Knowledge Work
GA1 – Able to apply knowledge to solve complex and real-world problems
How have you ensured that participatory learning takes place e.g. simulation
How have you ensured that student centred-learning predominates and include
activities that focus on the application of knowledge to solve real-world problems?
Will students have the opportunity for workplace learning? If so how? If not, how
have you ensured there are explicit links between the programme of study and
the workplace?
Comments from Programme Team
Reference to
documentation (e.g.
page number of
Programme Spec/CAD)
The Curriculum Framework
Comments from Programme Team
2. Inclusive curriculum
GA6 – Effective at collaborating and respecting the opinions of others, GA7 – Able to demonstrate appropriate professional values.
GA11 – Interculturally and internationally aware, GA12 – Aware of social and civic responsibilities
GA13 – Able to work respectively and effectively with people from diverse backgrounds
How do you ensure the programme has a balanced and diverse learning and
teaching strategy to optimise inclusivity?
How do you ensure the programme has a balanced and diverse assessment
strategy to optimise inclusivity?
How do students learn from, with and about each other through collaborative and
small-group active learning activities?
3. Research Informed Curriculum
GA3 – Skilled in research and enquiry
How has your programme design been informed by educational research?
How does the curriculum provide opportunities for students to learn through
research and enquiry?
How do learners engage with current research in their discipline and interact and
engage with researchers?
4. Student Engagement and Development
GA9 – Enterprising and creative in their approach to study and work
How do students engage in and influence their:
1. Academic experience
2. Social experience
3. Co-and extra-curricular experience
4. Welfare and support matters
Reference to
documentation (e.g.
page number of
Programme Spec/CAD)
The Curriculum Framework
1. Assessment for Learning
How do you ensure that you provide timely, informative, supportive, specific and
regular formative feedback so that students can improve the quality of their work
before summative end of stage assessments?
How do students provide feedback so that academic staff are aware as to how
well they have understood content and concepts to help shape future learning
and teaching?
How does your assessment strategy develop students to judge their own work
and that of their peers against agreed standards?
How are students involved in assessment practices including the setting of
assessment criteria?
How are assessments aligned to programme outcomes? E.g. through
assessment mapping
How do you ensure you have a range of appropriate assessments to reflect the
diversity of students and optimize inclusivity?
How are students permitted a choice in their assessment methods?
How have you managed to balance assessment load (formative and summative)
through the programme?
What programme focused or synoptic assessments do you have?
2. Education for Sustainable Development
GA14 – Literate in sustainability
How does your programme develop skills in sustainability literacy and
encourages students to engage effectively and confidently with sustainability
issues/challenges?
Comments from Programme Team
Reference to
documentation (e.g.
page number of
Programme Spec/CAD)
The Curriculum Framework
Comments from Programme Team
3. Collaborative Learning
GA5 – Proficient at communicating with others through a range of media
GA6 – Effective at collaborating and respecting the opinions of others
GA13 – Able to work respectively and effectively with people from diverse backgrounds
How have you incorporated significant collaborative learning experiences in the
programme?
How are collaborative learning tasks designed to engage students in enquiry,
problem-solving, discussion and decision-making?
How do you ensure that collaborative learning tasks are authentic, forward
looking and aligned to programme outcomes and the assessment strategy?
How are learning activities student-centred so the instructor’s role is a designer
and facilitator of learning rather than teacher-centred?
4. Technology-Enhanced Learning
GA10 – Digitally literate and able to manage information effectively
How have you embedded appropriate technology into the programme to support
and enhance learning, teaching and assessment?
5. Enquiry-based learning
GA2 – An independent learner and a critical and creative thinker, GA3 – Skills in research and enquiry
How will students learn using enquiry-based learning in the programme?
6. Transition to learner autonomy
GA4 – Aware of own capabilities and able to manage themselves, GA8 – Able to identify learning needs & take action to improve performance
How will students reflect on their learning through a structured portfolio or
learning log?
How are students able to develop their own learning goals?
How do learning activities promote the development of the autonomous learner
through the construction of their own knowledge?
Reference to
documentation (e.g.
page number of
Programme Spec/CAD)