1. Engineering the Curriculum An approach to curriculum renewal

2. Design Principles Fit for purpose …What is the purpose? Addresses project specifications …What are the specifications The parts combine to create a coherent and functional whole …What should the whole be and what parts are required to make it?

3. Don’t be limited by the present Design for the future What characteristics will graduates of this program have on successful completion? Start with a clean sheet, rather than try to correct an existing design What is critical/essential? Think beyond content

4. Questions What? How? When and Where? WHY??

5. Key Ideas Explicit Relevant Realistic Coherent Fit for purpose Work within given constraints Flexible Engaging Valid Logical Based on systems engineering / design principles

6. What is the current state of play? Constraints? Drivers? Resources? Priorities? Timelines? Review current curriculum Informed by program/school/course reviews, mapping exercises, SELTS, CEIs, internal reflection What are the issues? What’s missing? What is there too much of? What works?

7. Required knowledge and skills Writing learning outcomes Designing assessment to measure learning outcomes Designing learning activities that develop learning outcomes Recognising that the skills needed to be an effective practitioner go beyond the technical How to make the implicit and assumed, explicit and obvious

8. Make a plan Set up the working group Who should be on it? What will they do? How long will they have to do it? Who do they report to? Who will they consult with? Who will they collaborate with? What resources will they need?

9. The process STAGE 1 focusses on establishing the starting point STAGE 2 focusses on deciding what needs to be done STAGE 3 focusses on making any necessary changes STAGE 4 is putting things in order, checking, getting the final product approved and implementation

10. STAGE 1: Reviewing the current curriculum Map alignment of current curriculum components to required elements and analyse Curriculum components – Program/major learning outcomes, course learning outcomes Required elements – University policy directions, Graduate Attributes, and as relevant, Threshold Learning Outcomes, Professional competencies, professional or discipline benchmarks Course coordinators & discipline leaders

11. STAGE 2: Agreeing on a preferred curriculum Determine priorities, themes, characteristics required for the program/major Determine program structure – the order of courses and progression of development of knowledge and skills and application Course Coordinators & Discipline leaders

12. STAGE 3: Renewing the curriculum Revise, redevelop and, if required, develop new courses ensuring alignment of learning outcomes, assessment, and teaching and learning activities alignment with program/major intent progressive development of complexity and sophistication of application of knowledge and skills coherent whole design Course coordinators

13. STAGE 4: Documenting changes In compliance with University policy, including submission through approval processes Course coordinators, Discipline leaders and professional staff

14. Curriculum Renewal Road Map https://ecms.webdev.adelaide.edu.au/intranet/learning_and_tea ching/