Influences that shape how the curriculum is designed Universal Principles and Ulster Principles of curriculum design Stages of design 10am – 3.30pm Block 2 Elements of the curriculum Balancing a range of education and disciplinary contexts Sequencing the curriculum Module development in action 11 September 2018 Magee 13 September 2018 Jordanstown 10am – 3.30pm Webinar Group webinar This will include an opportunity for peer feedback on drafts of coursework 1 Design challenges To be agreed with participants but before submission of coursework 1 (week beg 1 Oct 2018) Block 3 Peer-review of curriculum development Pedagogic rationale for design Further development 21 November 2018 Magee 28 November 2018 Jordanstown 10am – 3.30pm Support Online resources BBL and other directed materials
ASSESSMENT RUBRIC Coursework 1 Learning Outcomes & UKPSF Fail Pass Good Pass Synthesise and critique data generated from undertaking a curriculum design stakeholder analysis and determine the implications of this in developing responsive, contemporary, inclusive and flexible curricula in HE; Select and structure and key components of module design to incorporate learning outcomes, assessment design and curriculum delivery which respond to analysis undertaken. UKPSF: A1 A2 A3 A4 A5, K1 K2 K3 K4 K5 K6, V1, V2, V3, V4 Contributes to the achievement of Descriptor statements for D2 of the UKPSF (D2.i – D2.vi) as part of the full PgCHEP programme. Some or very limited critical evaluation and synthesis of data pertaining to the student experience and curriculum design. Little or no evidence of engagement with appropriate institutional priorities and external influences Little or no evidence of engagement with appropriate theoretical frameworks. Basic or limited knowledge and depth of understanding of key principles and concepts underpinning curriculum design. Occasional or limited evidence of relevant application of stakeholder analysis implications. Basic or limited knowledge and depth of understanding of the concept of constructive alignment. Some critical evaluation and synthesis of key data pertaining to the student experience and curriculum design. Evidence of engagement with appropriate institutional priorities and external influences Evidence of engagement with appropriate theoretical frameworks with some links to current research in the area. Appropriate knowledge and depth of understanding of institutional principles and concepts underpinning curriculum design with some understanding of their development in practice. Evidence of relevant application of stakeholder analysis implications with some links to current research and institutional priorities and frameworks. Appropriate knowledge and depth of understanding of the Critical evaluation and synthesis of complex range of data pertaining to the student experience and curriculum design. Clear evidence of engagement with appropriate institutional priorities and external influences Clear evidence of engagement with appropriate theoretical frameworks informed by current research and practice in the area. Wide knowledge and depth of understanding of institutional and universal principles and concepts underpinning curriculum design and the development of ideas and practice. Clear evidence of relevant application of stakeholder analysis implications informed by current research and institutional priorities and frameworks. Wide knowledge and depth of
. concept of constructive alignment with some understanding of their development in practice. understanding of the concept of constructive alignment and the development of ideas and practice. Coursework 2 Develop a module description based on design principles which is underpinned by critical knowledge and understanding of student transitions and pedagogic theory pertaining to curriculum design in HE; Defend and justify their curriculum design and development outputs by providing a pedagogic rationale, which demonstrates how professional practice is informed by a range of relevant networks, and internal and external influences that shape how the curriculum is designed. UKPSF: A1 A2 A3 A4 A5, K1 K2 K3 K4 K5 K6, V1, V2, V3, V4 Contributes to the achievement of Descriptor statements for D2 Some or limited evidence of a constructively aligned module. Some or limited evidence of a curriculum, which has taken cognisance of learning levels, student transitions, requirements, and pedagogies aligned to institutional priorities. Some or limited evaluation and synthesis of issues and material used to underpin curriculum design and development outputs. Adequate or poor presentation and structure, grammar, spelling and citation. Limited or minimal evidence of reading and inadequate referencing. Evidence of a constructively aligned module, which demonstrates a responsive curriculum. Evidence of a curriculum, which has taken some cognisance of learning levels, student transitions, discipline-specific requirements, and pedagogies aligned to institutional priorities. Some critical evaluation and synthesis of key issues and material used to underpin curriculum design and development outputs. Orderly presentation, clear structure and acceptable grammar and citation. Evidence of reading supplementary sources and adequate referencing. Clear evidence of a constructively aligned module, which demonstrates an original and responsive contemporary curriculum. Clear evidence of a curriculum, which has taken cognisance of learning levels, student transitions, discipline-specific requirements, and pedagogies aligned to institutional priorities. Critical evaluation and synthesis of complex issues and material used to underpin curriculum design and development outputs. Excellent presentation, logically structured using correct grammar and citation. Evidence of extensive reading of supplementary sources and comprehensive referencing.