Centre for Learning, Teaching and Development

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Curriculum Design

The relationship between learning and teaching is complex but well-researched. At CLTD, we embrace this complexity by employing evidence-based curriculum practices suited to the South African regulatory environment, taking into account the social ills and expanding divides prevalent in our society.

In partnership with the faculties, we search for ways to engage authentically and equitably by consciously seeking alternatives that centre student access with success (primarily academic, but also emotional and social). Being academics and scholars ourselves, CLTD offers professional learning opportunities to staff (academic, professional, as well as teaching assistants and tutors) about curriculum conceptualisation, internal and external approval, implementation, and review. 

Curriculation of formal learning programmes

Conceptualisation

During this phase, a needs analysis is done and a brief motivation to develop a new qualification is compiled.

A programme team is drawn together from a variety of stakeholders, and the proposed learning programme is conceptualised. During this engagement broad agreement is sought on:

  • the type of qualification
  • the level of the qualification
  • the number of credits for the qualification
  • the duration of the qualification
  • the possible articulation pathways
  • admission requirements and selection criteria
  • the applied competency-based exit level learning outcomes and associated assessment criteria for the qualification, framed with reference to level descriptors
  • the module structure of the qualification
  • et cetera

The learning programme as envisioned during conceptualisation is then designed into a coherent learning programme by the programme team. The programme team may consult with the stakeholder grouping from time to time as necessary to ensure that the learning programme aligns with what was intended during conceptualisation.

Beyond addressing the matters mentioned as part of programme conceptualisation, the programme design should:

  • Structure the exit level outcomes into learning modules
  • Assign credit weightings to learning modules
  • Describe the learning modules in detail, including
    • Module and unit outcomes derived from exit level outcomes, and associated assessment criteria
    • Unit outcomes and associated assessment criteria
    • Teaching strategy, and strategy for assessment for, as, and of learning
    • Available and applicable resources
    • Prerequisite modules

During programme design, programme teams will continuously reflect on:

  • Identifying aspects of the curriculum that are in need of decolonisation and on how to decolonise these aspects.
  • How the learning programmes can be designed to enable self-directed learning by students.
  • How learning activities can be structured to provide students the opportunity to acquire Wits’ graduate attributes.

 

Internal and external approval

Approval for major academic developments involves a combination of internal and external processes. It commences and ends internally but has an external set of approval stages. 

 

Implementation

The first stage of programme implementation involves a detailed mapping or storyboarding by the programme team of the modules and module units making up the learning programme. Once the detailed mapping is completed, learning materials (e.g., student guides for self-regulated learning, teacher guides (including facilitation maps), and online learning sites) are developed. Finally, a quality review of the implementation-ready module is performed.

 

Review

Annual review

  • Once the module has been offered, the offering should be reviewed and adapted based on what the facilitator learnt during the offering, through peer reviews of teaching, observation of what ‘worked’ and what ‘didn’t work’, student evaluations, external examiner’s inputs, and similar mechanisms.

Periodic programme review

An extensive review should periodically be performed for every learning programme – a 5-year review interval is suggested. The QAPO Institutional Administrator will keep record of start dates of all programmes on the Wits Programme and Qualification Mix, and will schedule reviews at the appropriate time. The Head of School convenes a meeting of the programme team and external stakeholders. The purpose of such a review includes:

  • to establish whether there is still a need for the learning programme,
  • to establish whether the learning programme still aligns with the priorities of the institution,
  • to ensure that the learning programme still aligns with the original purpose of the qualification,
  • to establish whether the learning programme is still relevant to its stakeholder community and still meets their expectation,
  • To adhere to institutional requirements for regular qualification and/or learning programme review.

 

 

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