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3-6 Curriculum design (structure)
Page history
last edited
by Peter Chatterton 13 years, 1 month ago
Area of focus |
3 Programme design |
Criterion |
3-6 Curriculum design (structure) |
Main statement |
Curriculum design should be based on generic frameworks that allow contextualising to different employers and based on flexible approaches that emphasise process-driven curriculum, experiential learning, evidence-based assessment and learner-focused.
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Self assessment guidelines |
- Generic frameworks are developed which can include e.g. (a) pre-validated core work-based learning modules (& options) to develop work-based learning/work-related generic skills (b) pre-validated template or ‘shell’ modules emphasising experiential learning and (c) modules for developing job-related or work-specific skills.
- Learning contracts or agreements for individually negotiated programmes of study, together with a PDP (Personalised Development Plan) are key elements of programmes for each learner.
- Generic work-based learning and study skills are embedded within the curriculum.
- OER approaches are adopted, where appropriate, with due consideration to IPR and compliance.
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Evidence to look for |
- Named staff as experts in Employer Engagement to support others with developing top class employer provision
- There is a flexible accreditation framework for design of WBL courses which allows rapid and flexible curriculum design
- There are generic and/or subject based open learning resources available that support WBL
- There is an e-portfolio system (software and process) to support reflection and PDP
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Further info and examples |
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3-6 Curriculum design (structure)
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