1. Curriculum design
Compliance with the new regulatory framework using the new ACU templates

2. Session learning outcomes
At the end of this workshop it is expected that participants should be able to use resource materials to:
Summarise the reasons for the new templates
Outline the process for the introduction of the new outlines into curricula
Describe the relationship between the generic and extended outlines
Begin the process of writing unit outlines using the new templates as this becomes relevant to them

3. Regulatory level TEQSA and HESF 2015
General level regulation of providers for overall quality of student experience
Requires ‘real world’ rationale for courses
Consequently rationale needs to exist for units as components of courses
Expected that higher education providers have
a plan of action to accommodate this change
a considerable amount of work done to implement this plan
Regular review cycle mandated

4. Regulatory level AQF Pedagogical regulation of levels/ benchmarking
Alignment of course LOs, unit LOs and assessment to relevant AQF level
Must demonstrate through constructive alignment and a rationale
The AQF is the agreed policy of Commonwealth, State and Territory ministers

5. ACU Documentation – purpose
Documentation is part of the same system
‘Above ground’ (regulation level)
Required for QA by TEQSA
Course documentation
Generic unit outlines (GUO)
‘Below ground’ (implementation level)
Extended unit outline (EUO)
‘End user’ agreement with students
GUO embedded
Additional information for student use
Links to policy/ resources
More specific information on assessment, scheduling etc.

6. Course level requirements Rationales
Written in a manner that reflects real world need
Social needs
Industrial skills deficits
Accreditation requirements
Language appropriate for AQF level of the course
Incorporate ACU Mission and key priority knowledge areas
Guide available on website
Link to example here – PAPR101 course level

7. Course level requirements Course level learning outcomes
Rationale stipulates the knowledge, sense-making and skills that graduates need
From this stem order and write course level learning outcomes
Aim to consolidate these into –
Acquisition - Knowledge
Assimilation – Understanding
Application – Skills

8. GUO Information What’s new?
New GUO template
Rationale
Learning outcomes (3 – 6 LOs)
Structure using acquire, assimilate, apply model
Rationalised learning and teaching strategy
Where multiple modes
Justification for offering in multiple modes
Justification for each mode
Rationalised assessment strategy and rationale
Unit assessment strategy
Justification of specific tasks
Description of how chosen assessments align to LOs

9. GUO Rationale
All GUOs are part of the ‘anatomy’ of a course, therefore need to be written with reference to course level documents
Unit rationale therefore need to justify the need for a unit with reference to –
Course rationales
Relationships with other units
Rationales should follow the pattern of course level rationales and cover
Real world need
How need will be met
Aim
The language of CST should be integrated where possible along with imperatives related to key priority areas, e/g. Indigenous perspectives

10. GUO Learning Outcomes Linked to course rationale and course LOs
Developmental sequence evident in construction
Acquire
Assimilate
Apply
Use appropriate AQF descriptors

11. GUO Learning and Teaching Strategy
Overarching strategy aligned to attaining LOs
Not a collection of individual classes or experiences
Aligned to the needs of the cohort of learners
Where multiple modes are offered
justification is required for multiple offering
Justification is required for each mode

12. GUO Assessments Sit within policy framework
Aligned to LOs and linked to GAs
Mapped across program
It is logical for LOs to be assessed in the same order as knowledge development (acquire, assimilate, apply)
Knowledge acquisition suits tasks assessing recall
Assimilation or understanding suits tasks that assess understanding
Application of knowledge and understanding suits tasks that assess higher order cognitive skills
Should confirm that learning outcomes are achieved and grades awarded reflect levels of student attainment
GUO example – PAPR101

13. EUO Implementation level
Same core information as GUO
‘End-user’ agreement with students
Irrelevant information removed
Student specific information added
Populated using most recent approved GUO
EUO template
GUO example PAPR101

14. Unit development checklist
Each level serves different purposes within the hierarchy of course governance
Course level
Does rationale connect to ‘real world’ need for the program?
Is there coverage of GAs?
Is there variation in assessment tasks, teaching strategies as required to meet overall outcomes?
Generic unit level
Rationale – connect to course and/ or other units as relevant
LOs – connect to course level LOs and structured using sound strategy – AAA one is good – KISS
L&T strategy and rationale – justify multimodes, justify modes
Assessments – pedagogical justification, connection to learning outcomes
Extended unit outline level
Developed from approved GUO
Sufficient articulation of GUO for the purposes of clearly providing information to students on how to demonstrate learning outcomes
At this level questions of national consistency/ similarity come into play…..
Checklist

15. Constructive alignment and program rationales
Course level
Rationale, LOs
Regulatory Framework
TEQSA, AQF, Accreditation bodies
GUO level
Rationale, LOs, Teaching strategy, Assessment strategy
EUO level
Rationale, LOs, Teaching strategy and organizational information, Assessment strategy and requirements
Measure of success
Students demonstrating course level outcomes
Students demonstrate achievement of what courses say they do

16. Current course review on new GUO template
Implementation
Current course review on new GUO template
Course changes outside review process on new GUO template
Faculties ascertain –
Whether a unit on old GUO template and complies with new requirements it is to be immediately transferred to new templates
Academic board approved procedure

17. Finally……
This is art not science
This needs to be well thought out BUT is not impossible