Appendix 7 – Annual Course Alignment Template
The completion of this is to be facilitated by Course Coordinators
Insert course
Brief
Teaching/learning
Assessments: What
Resources: Are
Student feedback:
number &
content
strategies: What are they,
are they and how do
these adequate?
What have students
title
outline:
and how do they support
they support student
If not, what is
said about the
the program outcomes and
learning and develop
required and
course? What has
Summarised
develop graduate
graduate capabilities?
why?
been done to address
objectives
capabilities?
any concerns?
and/or course
description
Exemplar
Critical Skills
Brief content
Teaching/learning
Assessments: What are
Resources:
Student feedback:
1001
outline:
strategies: What are
they, how are they weighted,
are these
What have students
they and how do
and how do they support
adequate
said about the
Summarised
they support the
student learning and develop
or not? If
course? What has
objectives and
program outcomes
student capabilities?
not, what is
been done to
or course
and develop student
required,
address any
description
capabilities?
and why?
concerns?
NA
This is a new
Develop
Functions,
Emphasis is placed
Assessments are designed
skills in
styles and
on structured and
to overtly engage students
course and no
analytical
contexts of
planned seminar
with the practices of
feedback has been
and critical
critical written
type delivery of
analytical and critical thinking
received.
thinking and
communication;
material in which
and communication. It is
writing
key theories and
students openly
considered a key learning
methods of
discuss and dispute
opportunity in this course.
analysis and
the
The seminar delivery method
critique; self and
notions/theories/arg
will prepare and support
peer critique
uments presented
students in these
to them by the
assessments. Students are
lecturer, and in
openly encouraged to link
which their discreet
assessment material to their
analytical/critical
own discipline
skills are developed
contexts/interests.
alongside core
subject knowledge.
1. Journal (30%): to record
a student’s engagement with
This also enables
the course, by diarising their
students to develop
reading and actual
social-learning
engagement with course
interactions which
material, and
enhance their
analytical/critical writing and
development
thinking, as well as providing
through this course.
a practice ground to develop
their skills. Students will
Students will
receive ongoing formative
regularly critique
feedback from peers and
work prepared by
staff as part of the journal
peers, as well as
process.
material they have
taken from their
This will be assessed twice,
discipline to share
initially at week 5, to give
with their cohort.
students early success,
This occurs within a
engage them early with the
carefully structured
course content. Students will
environment, which
be encouraged to link this
is strongly facilitated
material to their other
by the lecturer.
assignments.
Blogs form a part of
this. Students are
2. An Essay or a collection
openly encouraged
of small formal written
to link course
texts of up to 2,500 words
material to their own
total (40%), to be
discipline
determined by the student in
contexts/interests.
consultation with the lecturer,
where students are able to
contextualise specific areas
of interest/relevance.
3. A debate (30%) where
students discuss and
deliberate on provided
contemporary
topics/scenarios. This will
develop their overall critical
skills and oral articulation
skills. Students are each
required to provide a one
page written submission of
their argument to support
their positions. They are
encouraged to link this
course work with
assessment 2 and their
journal.
There is no examination.