• Section 1 - Purpose and Scope
• Part A - Course Structure
• Part B - Design Methodology
• Part C - Constructive Alignment
• Section 2 - Authority and Compliance
• Authority
• Compliance
• Section 3 - Definitions Specific to These Procedures
• Definitions

Section 1 - Purpose and Scope

(1) This procedure provides guidance for the design and development of all courses and units delivered by the University of New England (UNE).

(2) This Procedure applies to all undergraduate and postgraduate coursework award courses.

(3) This Procedure supports the Course and Unit Policy by articulating:

1. guidance for the design of courses and units; and
2. a standardised and consistent approach to ensure that the design and structure of courses align with the strategic objectives of the University and complies with all relevant legislation and regulatory requirements.

(4) Additional guidance to support effective implementation of this Procedure is provided in the associated Course Design Procedures – Structure and Methodology Guidance.

Part A - Course Structure

Award Structure and AQF Equivalence

(5) UNE coursework awards are structured with respect to the following:

1. AQF level alignment (see Table 1)
2. Unit level equivalence and composition (see Table 2)
3. Course components:
   1. Core and elective content
   2. Majors and minors
   3. Entry and exit pathways.

(6) UNE course structures are based on a standardised structure of 48 credit points per year of full-time study.

(7) The proportion and sequencing of units in a course within the provisions of this Procedure is at the discretion of the owning School, but must support scaffolded progress towards the achievement of course learning outcomes and relevant AQF level descriptor.

(8) The nature and requirements of the award structure must be made fully transparent to prospective and current students.

Table 1: Unit level AQF alignment

Table 2: Unit level equivalence and composition

Course Components

(9) Course content is classified as either core or elective. Core and elective components can be articulated at both the course level and the major/minor level.

(10) Core components may be implemented as:

1. Defined set of units with no student choice; or
2. Defined sets of units with limited student choice that assure the same course learning outcomes.

(11) Elective components may be implemented in a range of ways, such as:

1. Choice from a group of cognate units;
2. Choice from a prescribed set or list of units; 
3. Choice from a defined sets of focus areas;
4. Choice within defined parameters such are discipline or unit level;
5. Free choice from any UNE units.

(12) Where appropriate, courses may be organised with internal structures of majors and minors.

(13) Where appropriate, courses may be structured with entry pathways that make use of provisions under the Admission, Credit and Enrolment Policy.

(14) Where appropriate, courses may be structured with nested exit pathways. 

(15) Each award in a nested exit pathway must have its own learning outcomes articulated at the appropriated AQF level.

(16) Nested exit pathways may be implemented as:

1. enrolment in a lower level with continuation to higher level/s – an ‘opt-in’ model;
2. enrolling for the highest level at the outset with the option to exit earlier with a lower-level award – an ’opt-out’ model.

(17) Provision for alternative course structures may be made where necessary for external accreditation requirements.

Part B - Design Methodology

(18) UNE usees the 5D-Design model (see Table 3) to guide the process of curriculum design, as described in Part A of the Course and Unit Policy, and support the course and unit lifecycle.

Table 3: UNE 5D Design Model

Co-design

(19) Co-design is a deliberate, collaborative, and iterative process in which UNE staff, students, industry partners and other relevant stakeholders actively participate in the design of curriculum.

(20) Co-design should be considered in the design of all courses at UNE. A co-design approach should particularly be undertaken where a course or unit:

1. is interdisciplinary; and/or
2. requires professional accreditation; and/or
3. attracts a student cohort linked closely to a specific industry, community or partner organisation; and/or
4. is co-funded or being delivered with a specific industry, community or partner organisation; and/or
5. is undergoing amendment or redesign in response to challenges identified as as part of UNE’s monitoring and review process; and/or
6. is expected to differ in a major way to UNE’s standard educational offering; and/or
7. a new student target market is being explored.

(21) A co-design approach utilises a range of methods of engagement across design phases and elements of curriculum. The optimal approach chosen will vary from course to course and is dependent on the overall curriculum goals and context, the point in the design and delivery cycle, the needs and expectations of stakeholders, and the resources available. 

Part C - Constructive Alignment

(22) All courses and units at UNE are designed to ensure a coherent and meaningful connection between graduate attributes, course learning outcomes, unit learning outcomes, assessment tasks, learning activities and resources. This is achieved through the practice of constructive alignment. All core content in a course or major must be mapped as part of constructive alignment. 

Graduate Attributes

(23) Each course will have defined course learning outcomes that describe the capabilities of graduates from the degree and align with UNE’s Graduate Attributes. UNE Graduate Attributes are identified in the Graduate Attributes Procedures.

Course Learning Outcomes

(24) All courses will have defined course learning outcomes.

(25) Course learning outcomes are informed by the UNE Graduate Attributes, the Higher Education Standards Framework (including AQF requirements), professional accreditation requirements (where applicable), and relevant industry and market expectations.

(26) Course learning outcomes will describe what students must know and be able to demonstrate to achieve these outcomes.

(27) Course learning outcomes should generally be met in full by the core components of a course. For courses where this is not achievable, course mapping should clearly demonstrate how course learning outcomes are met by all students regardless of chosen program of study.

(28) Course and unit publications will clearly articulate where course learning outcomes are taught, practiced, and assessed. Assessment may be at course level, unit level, against a set of occupational or professional standards, or a combination of these.

(29) Courses must be structured to scaffold student progress from introductory material to more advanced material. This will be demonstrated through coherently sequenced teaching, learning and assessment activity that enables students to build their capabilities and skills towards course and unit learning outcomes.

Unit Learning Outcomes and Assessment

(30) Each unit will outline learning outcomes that align with the applicable AQF level, course learning outcomes and graduate attributes. Although units should generally correspond to the relevant AQF level, certain learning outcomes may align more closely with an alternate AQF level depending on the sequencing of the unit within the course structure.

(31) Assessment in each unit is designed to support and accurately measure the achievement of unit learning outcomes. Each assessment task will be accompanied by clear criteria, which guide students in meeting the requirements of the task and demonstrating the associated learning outcomes.

(32) Achievement of unit learning outcomes and demonstration of outcomes through assessment is supported by the deliberate structuring of teaching activities within the unit.

Curriculum Mapping

(33) Curriculum mapping captures the levels of constructive alignment necessary for regulatory and accreditation requirements.

(34) Alignment between assessment tasks, unit learning outcomes and course learning outcomes must be captured via curriculum mapping through the course approval, amendment, review and reapproval processes.

(35) Alignment and mapping of teaching activities is encouraged.

Part D - Unit Design

Structure and Classification

(36) Units will typically be valued at 6 credit points. However, alternative credit point values may be applied where they better serve course design and student progression.

(37) Units are allocated a level from 100-600 appropriate to the AQF level, as specified in Table 1.

(38) For units offered at more than one level, the learning outcomes and assessment activity must clearly define a distinction between the two levels in alignment with the relevant AQF levels.

(39) Units offered should generally address one or more of the following priorities:

1. Core in one or more courses, majors or minors
2. Required for accreditation or other regulatory purposes
3. Required to assure course learning outcomes
4. Addresses an identified strategic priority or market need
5. High enrolment trend or potential for high enrolment
6. Unique within UNE or sector

Prerequisites

(40) Some units may have prerequisite units, for reasons of safety, professional practice or to meet accreditation requirements.

(41) Units may utilise statements of recommended prior knowledge or recommended prior volume of learning to support effective student progression.

Section 2 - Authority and Compliance

Authority

(42) The Executive Principal Education Futures, pursuant to Section 120 of the Course and Unit Policy, makes this procedure.

Compliance

(43) UNE Representatives and staff must observe this procedure.

(44) This procedure operates as and from the Effective Date. Previous procedures on course and unit design are replaced and have no further operation from the Effective Date of this procedure.

(45) To provide for exceptional circumstances arising from application of this procedure, the Executive Principal Education Futures may relax any provision of this procedure.

Section 3 - Definitions Specific to These Procedures

Definitions

(46) Constructive alignment is a principle used for designing curriculum, teaching, and learning activity and assessment tasks in a way that directly address the intended outcomes.

(47) Core components are units or sets of units that all students undertaking a course, major or minor are required to successfully complete.

(48) Elective components are units or sets of units that are chosen by students within articulated parameters.

(49) A major is defined as study in a single discipline, topic or professional area to the value of 48 credit points. Majors may be printed after the award title on the academic testamur, provided the relationship between the major and the award/s is clearly identified in the Curriculum Management System at the time of approval.

(50) A minor is defined as a study in a single discipline to the value of 24 credit points. Minors will not be printed after the award title on the academic testamur.

(51) An entry pathway is defined as a course component that allows course requirements and learning outcomes to be partially met by specific entry conditions (defined according to the Admission, Credit and Enrolment Policy) rather than units of study. 

(52) A nested exit pathway is defined as a set of courses at different levels in the same area of study with mutually inclusive requirements. The lower-level course requirements are nested in the higher-level course/s and once lower-level course requirements are met students may choose to exit the program with the lower-level award or progress to complete the higher-level award/s.