The outermost layer, in blue, details the whole of course curriculum design process:
Ensure the overarching set of course learning outcomes comprise disciplinary-specific, generic, employment-related and life-long learning outcomes (as per Higher Education Standard 1.4.2 – refer back to Graduate Outcomes) and are “consistent with the Australian Qualifications Framework level and field of education of the qualification awarded, and informed by national and international comparators” (Higher Education Standard 1.4.1)
Map the relationship between learning outcomes and assessment, across the core component of the course, in order to determine breadth and depth of coverage of course learning outcomes, as well as the diversity of the assessment schedule.
Ensure that “methods of assessment are consistent with the learning outcomes being assessed and are capable of confirming that all specified learning outcomes are achieved” (Higher Education Standards 1.4.3).
Adopt “intentional student-centred blended learning design” (JCU Teaching and Learning Blueprint, 2014 (PDF, 553 KB)), ensuring that teaching and learning activities authentically and progressively foster “coherent achievement of expected learning outcomes” (Higher Education Standard 3.1.3).
Develop disciplinary-specific as well as generic and employment-related skills explicitly, allowing opportunities for students to reflect on skills development (e.g. students may compile an ePortfolio comprising reflections and artifacts to evidence achievement of outcomes or professional standards/competencies).
Evaluate teaching and learning through review of evidence (e.g. student performance, student evaluation, Peer Review of Teaching, etc.) and make enhancements accordingly; ensure that “regular external referencing” occurs in relation to “the success of student cohorts against comparable courses of study, including the assessment methods and grading of students’ achievement of learning outcomes” (Higher Education Standard 5.3.4).