CURTIN
TEACHING
AND LEARNING
Comprehensive Course Review: Curriculum mapping
Revised unit information or new unit
Fieldwork Component: Yes / No
If this is a new unit please provide a brief rationale justifying the need for this unit.
Course code:
Title of course:
Major code:
Title of major:
Unit code:
Current unit title:
FOE:
Credit value:
Year / Semester:
Unit code:
New title of existing unit:
FOE:
Credit value:
Year / Semester:
Unit code:
Title of new unit:
FOE:
Credit value:
Year / Semester:
Pre-reqs:
Result Type:
Co-reqs:
Anti-reqs:
Co-taught:
Syllabus:
Learning outcomes: a maximum of five punchy, clear outcomes which begin with a strong
action verb.
Level of
thinking skill
(1 - 6 )
(see back page)
Which 1, 2 or 3 of the 9 Course Learning Outcomes
(CLOs) do they map to?
1st CLO
2nd CLO
3rdCLO
Professional
Accreditation
Competencies
1.
2.
3.
4.
5.
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Assessments: including formative and summative tasks (formative tasks have no weighting).
Weighting Submission
Brief description of task (e.g. Case study on mental health)
(include additional rows if required)
%
Week *
1
2.
3.
4.
Moderation
Unit Learning Outcomes assessed
(description)
Assessments: More detail about Assessments shown in the categories below:
Type
Medium
Role
Supervision
Principal
Assessors
Authenticity (WIL)
Purpose
Feedback
- Weighted assessment;
- Non-weighted assessment.
- Grade;
- Mark;
- Rubric;
- Verbal;
- Annotated script;
- Group report;
- Individual email;
- Peer feedback;
- Specific feedback sessions;
- Other electronic means;
- Audio feedback;
- Audio/video;
- Self feedback.
1.
2.
3.
4.
Choose
from:
- Test;
- Presentation;
- Reflection;
- Investigation;
- Exercise;
- Work placement;
- Laboratory;
- Exam;
- Essay;
- Report;
- Case study;
- Dissertation.
- Written;
- Oral;
- Practical;
- Performance;
- Visual;
- Calculations;
- Combination;
- Online;
- Other.
- Individual;
- Pair;
- Group.
- invigilated
- non-invigilated
- Low
e.g. theoretical info based
on workplace;
- Medium
e.g. simulation, role-play
or case study;
- High e.g. work placement.
- Teaching staff only;
- Industry only;
- Peer only;
- Self only;
- Teaching staff/ industry;
- Teaching staff/ peers;
- Teaching staff/self;
- External.
Learning experiences: What sorts of learning experiences are best for students to achieve these learning outcomes?
Choose from the following learning experiences / tuition patterns: Block Teaching, Clinical Placement, Fieldwork,
Individual Study, Computing Laboratory, Language Laboratory, Lecture, Online Class, Practical, Project, Science
Laboratory, Seminar, Tutorial, Workshop
Duration:
Frequency:
Main student activity
1.
2.
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Key to Duration, Frequency and Main student activity above:
Duration: e.g. 1 hour, 2 hours, 3 hours, half-day, full day, other.
Frequency: e.g.Daily,4 times a week, 3 times a week, twice a week, weekly, fortnightly, monthly, twice a semester, once a semester, other.
Main student activity: Listening; viewing; reading; writing; speaking; reflecting; hands-on-practice; problem-solving; role-play; other.
Triple-i Curriculum Themes:
Indicate how the Curriculum theme has been incorporated into this unit:
i
Industry
ii
Indigenous
Level:
KEY:
Explanation of levels:
1. Information about
matters relating to the
theme
Intercultural
2. Up-skilling in the theme
International
iii
3. Hands on engagement
with the theme
Interdisciplinary
Unit Coordinator:
Telephone contact:
Course coordinator:
Telephone contact:
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Levels of thinking (or cognitive demand) adapted from Bloom’s Revised Teaching Taxonomy1 with star ratings and unit learning outcome and
assessment verbs
Unit learning outcomes are what students are expected to be able to do upon success in 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). Use the “cues” in this table as the first word in your revised learning outcome. For more information on creating quality unit
learning outcomes, and specific information on the table below relating to Bloom’s Taxonomy, see http://otl.curtin.edu.au/publications/tlbookchap4.pdf
Level of thinking
1. Remembering

2. Comprehending

3. Applying

4. Analysing

5. Evaluating

Skills Demonstrated and Assessment Verbs
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
Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes, predict consequences
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.
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
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
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

1
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
Krathwohl, David R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218.
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