Curriculum design step-by-step

Learn the key steps for developing a constructively aligned, level appropriate, measurable and deliverable curriculum.

Contents:

• Developing an accessible inclusive curriculum
• Understanding constructive alignment
• A six-step guide to course design
• Step 1 – QAA subject benchmarks
• Step 2 - course aims
• Step 3 – course learning outcomes
• Step 4 – module learning outcomes
• Step 5 – assessment tasks
• Step 6 – teaching activities
• Step 7 – resources
• References and further reading

back to top

Developing an accessible and inclusive curriculum

When designing your curriculum, it is important to keep inclusivity and accessibility at the forefront of your mind. Doing so will help all students fully participate and close awarding gaps and will only improve your teaching, learning and assessment for all.

Also key to developing an inclusive curriculum is ensuring you embed opportunities for students to develop the employability skills they will need after graduation, and gain insights into the range of opportunities available to them after graduation. This is because the only opportunities we can be confident are available and accessible to all are those that we embed.

Understanding constructive alignment

Constructive alignment is the process of ensuring your learning outcomes, assessment and teaching activities are fully integrated across a course. This integration helps to produce a focused and scaffolded learning experience for your students, leading to reliable assessment that accurately and consistently measures the extent to which students have achieved their course learning outcomes (Cleaver and McLinden, 2021).

back to top

A seven-step guide to course design

The design of an entire course will need to consider the following six stages in the teaching and learning process, ideally in this order:

1. Quality Assurance Agency (QAA) subject benchmark statements
2. course aims
3. course learning outcomes
4. module learning outcomes
5. assessment tasks
6. teaching activities
7. resources.

Below, we will go through each stage of the sequence, beginning with stage 1 (at the sector level) and progressively narrow our focus until we’re considering the resources needed within a specific teaching session.

Step 1 – QAA subject benchmarks

When designing a course, begin with the QAA subjects benchmark statement (SBS) for your subject. Written by subject specialists, they set out the disciplinary benchmark standards, the minimum threshold standards that a student will have demonstrated when they are awarded an honours degree. They are, therefore, an essential reference point for curriculum design, delivery, and review. They are also particularly helpful when creating your course LOs. Indeed, you will need to demonstrate how your course LOs map against the relevant QAA benchmark when seeking validation for your course. 

The benchmark statements map to the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) levels, which are used by degree-awarding bodies to ensure consistency in academic standards.  

If you are designing a masters course, see also the QAA Masters Degree Characteristics Statement.  

If designing a foundation course, you will need to amend according to the FHEQ level outlined by the UoS.

Action 1

Familiarize yourself with your QAA subject benchmark to get a clear understanding of what’s expected of your students when they graduate from your course.

Step 2 - course aims

Course aims are broad statements which summarise the overarching goals and intentions of a course. They should address the purpose of the course and what it is trying to achieve, as well as the intended benefits for students. 

Course aims provide a clear direction and reference point for everyone involved in course design and help prospective learners with key information so they can quickly assess what makes your course distinct from comparable courses elsehere and whether the course is relevant to them.

Alongside these aims, course learning outcomes then operationalise these broad aims by setting out specific and measurable (assessable) statements of what a student will know, understand or be able to do by the end of a course.  

Action 2

Use the guidance below to help construct your course aims.

• Before writing your course aims

  Take a few minutes to jot down thoughts on the following questions. These will shape your course aims and encourage you to articulate what’s great about your current course. 

  • Why is this course relevant in today’s world? 
  • Why is Sussex a great place to study it? 
  • What will students do and experience on the course? 
  • What kinds of opportunities or careers could this course lead to? 
  • What makes the course welcoming and meaningful for all students?  
• Writing your course aims

  Drawing on your responses above, now draft your course aims. It is recommended that you provide three to five concise statements expressing your course aims.  

  A well-crafted set of course aims: 

  • completes the sentence: ‘This course aims to…’  
  • uses verbs like: equip, enable, develop, promote, foster, encourage, provide, support, cultivate
    
  • usually addresses: 

  1. subject knowledge and understanding 
     •  e.g. provide a thorough grounding in biological sciences
       
  2. cognitive skills 
     •  e.g., develop analytical and critical thinking skills
       
  3. practical and transferable skills 
     •  e.g. prepare students for professional practice or further study
       
  4. personal and professional development 
     •  e.g. foster self-directed learning, ethical awareness, and teamwork.  

Step 3 – course learning outcomes

Course learning outcomes outline the knowledge, understanding, and skills that students will be able to demonstrate upon successful completion of the course. 

Action 3

Use the QAA subject benchmark (usually the section under benchmark standards) to help construct your course learning outcomes. Remember, the benchmark acts as a guide and can be amended to suit the needs of your individual course.

Things to remember when writing course learning outcomes

• Number of learning outcomes, scope and level

  There isn’t a fixed number of learning outcomes for a course. However, too many can cause confusion and complexity, as all learning outcomes must be assessed by the course. The University suggests a maximum of 14 for an undergraduate course and 10 for a postgraduate taught course.

  Learning outcomes should be divided between general and subject specific skills, just like the skills listed in the QAA benchmarks  Learning outcomes must be set at the appropriate level for the award. For example, undergraduate course.

  Learning outcomes should be appropriate for FHEQ Level 6. Guidance on pitching learning outcomes to the appropriate year of study can be found on the Academic Quality and Partnerships website, where you will also find a spreadsheet listing learning outcomes that are language appropriate for each FHEQ level.

• Usability and construction

  To ensure learning outcomes can be easily understood by both students and employers, they should be free of technical jargon and use plain language. 

  You might find generative AI tools useful for getting started with writing or evaluating your learning outcomes.

• Clarity

  To ensure learning outcomes can be easily understood by both students and employers, they should be free of technical jargon and use plain language. 

  You might find generative AI tools useful for getting started with writing or evaluating your learning outcomes.

back to top

Step 4 – module learning outcomes

The design of module learninig outcomes follows similar principles to constructing course learning outcomess. However, rather than aligning these outcomes to the QAA subject benchmark, you will now be aligning them to the course learning outcomes.

Here are some examples of module learning outcomes at different stages of study. When creating module learning outcomes, don’t forget to use the University’s guidance on pitching learning outcomes to the appropriate year of study.

• Foundation year. Level 3:

  By the end of the module, a successful student should be able to:

  • apply relevant critical theory to an investigation related to media, film and/or music
  • demonstrate understanding of a range of behavioural ecology topics.
• UG year 1. Level 4:

  By the end of the module, a successful student should be able to:

  • evaluate differences between main financial asset classes
  • analyse an economic problem or issue using an appropriate theoretical framework, and recognise its limitations.
• UG year 2. Level 5:

  By the end of the module, a successful student should be able to:

  • reflect on their own experiences of education in a critical and theoretically-informed way
  • apply a range of techniques in quantum mechanics and symmetry to analyse the bonding characteristics and energy levels of molecules.
• UG year 3. Level 6:

  By the end of the module, a successful student should be able to:

  • employ practical skills to plan and carry out a research project relating to feminism and women’s activism in British politics
  • initiate and develop their own research in relation to their design practice and thinking.
• Masters. Level 7:

  By the end of the module, a successful student should be able to:

  • schedule and manage a multi-person project
  • systematically understand the role of government and other institutions in fostering the context for entrepreneurship and small business.

Action 4

Once you have established the modules on your course, and constructed their learning outcomes (see guidance below), populate the learning outcome map template to highlight how the modules link to the aims of the overall course. One module should not meet all of the course learning outcomes because this would mean students would only have to take that one module to pass the course.

All course learning outcomes must be assessed at the level of the award. So, for an undergraduate degree, you must be able to assess all of the course learning outcomes at Level 6. Of course, you will also be assessing them, in a variety of ways, at lower levels.

For an example of a course learning outcomes map see section E of the new course specification document on the Academic Quality and Partnerships (AQP) validation page.

Things to remember

It is important to remember that:

• when assembling the modules for your course, think about which modules need to be core and which optional
• the UoS stipulates that a 15-credit module should have no more than four learning outcomes, whilst a 30-credit module should have no more than six learning outcomes
• when creating the module learning outcomes, ensure you have oversight into how your module relates to other modules on the course, ensuring course learning outcomes are being addressed evenly
• you should pitch your module learning outcomes at the appropriate level. Use the University spreadsheet of FHEQ levels and relevant language
• your learning outcomes need to be achievable. The next section will look at how the module assessment aligns with the learning outcomes. You may find that module learning outcomes need to be amended slightly in light of your assessment development.

back to top

Step 5 - assessment tasks

Constructive alignment encourages a course-level approach to assessment tasks. This supports:

• mapping assessments across the course and clearly explaining their purpose and expectations
• communicating learning and assessment requirements clearly and consistently
• encouraging students to reflect on feedback within and across modules.

In this step of the curriculum design process, decide how you will test student achievement against your learning outcomes. At this stage focus solely on your summative assessments, i.e. those which contribute to module marks. You can then move on to identifying opportunities for formative (non-contributory) assessment and consider how your teaching will help students develop the necessary knowledge and skills.

• Asessment must be valid

  Validity refers to the extent to which an assessment measures what it is intended to measure. In higher education, this means that the assessment tasks (e.g., exams, essays, projects) should align with the learning outcomes, objectives, and skills they are designed to evaluate.

  To be valid, assessments must also be reliable. This means they should produce stable and repeatable results under consistent conditions, regardless of who administers or scores it.

• You only need to assess each module learning outcomes once

  Assessing individual module learning outcomes more than once can lead to over-assessing students and creating unnecessary work for yourself or your colleagues. See, for example, this short film by The University of Plymouth, on designing assessments to the learning outcomes. The video explains that by tailoring assessments to the learning outcomes, and making clear to students what the assessment seeks to test, you can reduce workloads for all and make the assessment more accessible for students.

  A student can pass a module without passing all assessments (unless this is a PSRB requirement, e.g. in some healthcare courses).  In other words, it is not essential that students demonstrate through assessment that they have met all of the module learning outcomes.This is because a well-designed course will ensure course learning outcomes are assessed multiple times across modules and levels.

• Assessment can engage students in learning

  When reviewing and planning assessment it is important to consider, not only whether they constructively align with learning outcomes, and reliably test achievement against them, but also how they engage students in learning and skills development.

  There are lots of pedagogical models and approaches you might find useful reference points when designing such assessment for learning. These include: authentic assessment, Education for Sustainable Development and curriculum design principles that support developing student feedback literacy.

• You should consider assessment volume and workload

  There is no set rule on how many summative assessments to have per module. You will want to strike a balance between having only one assessment (which is very high stakes for your students) and many assessments (which could result in over-assessing students and increase workload for both students and staff). We suggest having at least two forms of assessment per 15 or 30 credit module.

  If you have more than one assessment, you will need to consider weightings for each one. Speak to your Director of Teaching and Learning (DTL) if you are unsure of the recommended weightings for assessments within your school.

  You should also carefully consider the estimated workload hours required to prepare for and complete assessments within a module. For more information on how to do this, see Assessment Equivalencies Guidelines.

  If the module has more than one assessment, it should be clear which assessment assesses which learning outcome(s).

• Assessment should be scaffolded across a course

  Your course should be designed to provide students with opportunities to become familiar with the range of assessment approaches used and to ensure they receive actionable feedback on their submissions.

  From this perspective, your summative assessments can also have a formative function.  For example, an assessment task scheduled in the middle of a term can help guide student efforts in subsequent summative assessments within the same module, or later in their course. Similarly, you could consider how feedback from an end of module assessment can be applied in later modules.

  Formative assessments can also be used to ensure that all students have the chance to practise new forms of assessments.

  Use a course assessment map to get an overview of assessments within the course. This will give you a good idea of how your module assessment/s fit into the wider course, helping you to avoid assessment bunching and ensure assessment skills are developed throughout the students’ academic journey.

  An example of a course assessment map is provided in Section M of the validation overview document on the Academic Quality and Partnerships (AQP) Validation page.

How many summative assessments?

The Sussex Academic Framework recommends avoiding 100% assessments and instead incorporating a mix of in-module summative assessments and end-of-module assessments. If you have more than one assessment, you will need to consider weightings and workloads for each one. Refer to the University guidelines for determining student assessment workloads and equivalences. If you have more than one assessment, you will need to decide how to divide your module learning outcomes between assessments.

If you have more than one assessment, you will need to decide how to divide your module learning outcomes between assessments.

Your summative assessments can also be used formatively, for example an assessment task scheduled in the middle of a term can help guide student efforts in subsequent summative assessments within the same module, or later in their course.

Action 5

The University of Sussex uses a list of approved assessment modes to categorise assessment and support their administration. Once you've decided what your assessment is going to be, identify which mode best suits your assessment. Bear in mind that the modes are less restrictive than they first appear as there is lots of scope, within each mode, for a wide range of assessments.

If you are unsure which approved mode best applies to your assessment approach talk to your Faculty Academic Developer and/or Curriculum Manager.

back to top

Step 6 - teaching activities

Keeping constructive alignment in mind, the next step is to consider how your teaching content and activities help prepare students for their assessments, whether through in-class activities or through formative assessments. While this approach to teaching might seem utilitarian, it certainly doesn’t have to be.

See for example, the approach to active essay writing used by Dr Wendy Garnham (Senior Lecturer in Psychology) who uses fortnightly tasks to prepare students for their upcoming assessment. Each task has an intriguing name such as conversation collage, sling your hook, geographe dream and painting a Rembrandt, designed to encourage students to think outside the box and come up with their own ideas for their essay questions.

It can be difficult to get students to engage in class. To help boost participation in class the Active Learning Network has published 100 Ideas for Active Learning, which is a practical handbook to inspire innovative educational experiences. It is for educators and curriculum designers who wish to apply active learning tools and strategies in their own teaching and learning contexts.

When designing teaching activities, you can embed employability and entrepreneurship skills by linking your content to skills development and career management. This is something that can be easily incorporated in to any module of a degree and is likely to already be happening across some delivery within your school. See the excellent Embedding Employability and Entrepreneurship Toolkit, developed by the Careers team.

See also our guidance on teaching methods.

back to top

Step 7 - resources

All resources should be made available to students via Canvas, which is the University's cloud-based online study platform, supporting both our on-campus teaching and online distance learning courses. Don't forget to communicate with your students on how they can access resources, when resources will be made available, and why they are of value.

The University has provided guidance on Canvas module set-up, including the required School templates. For any queries, email tel@sussex.ac.uk

All essential and supplementary module content must be provided in an accessible format. If accessibility issues are identified an alternative format should be made available or steps taken to make the content accessible. SensusAccess can be used to convert files into alternative accessible formats.

The University has provided guidance on digital accessibility to ensure resources are usable for all students and staff, including those with disabilities and specific learning differences.

The accessibility of Microsoft Word documents or PowerPoint files can be checked using the MS Office Accessibility Checker. All links to module content and external sites should have meaningful descriptions.

Canvas modules will include a reading list set up in the University reading list system specifying those readings that are essential and recommended, grouped by week or topic. All essential reading list items must be available online.

back to top

References

Betts, Tab, and Paolo Oprandi. 100 Ideas for Active Learning, OpenPress @ University of Sussex, 2022. Available at: https://openpress.sussex.ac.uk/ideasforactivelearning/

Biggs, John, and Catherine Tang. Teaching for Quality Learning at University, McGraw-Hill Education, 2011. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/suss/detail.action?docID=798265.

Bovill, Catherine. Short guide to writing intended learning outcomes for courses, Institute for Academic Development, 2018. Available at: https://www.ed.ac.uk/sites/default/files/atoms/files/shortloguide.pdf

Cleaver, Elizabeth, and Mike McLinden. A Launch Pad for Future Success: Using Outcomes-Based Approaches to Scaffold the Pandemic Year and Build for the Future, QAA, 2021. Available at: https://www.qaa.ac.uk/docs/qaa/guidance/using-outcomes-based-approaches-to-scaffold-the-pandemic-year-and-build-for-the-future.pdf

Garnham, Wendy. ‘The active essay writing initiative,’ School of Psychology Blog, 2021 https://blogs.sussex.ac.uk/psychology/2021/10/06/the-active-essay-writing-initiative/

Miner, Amy, Jennifer Mallow, Laurie Theeke and Emily Barnes. Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course. Nurse Educ. 2015 Available at: https://doi.org/10.1097/NNE.0000000000000138

Teaching and Learning Plymouth University. Assessment to the Learning Outcomes. 2015. Available at: https://www.youtube.com/watch?v=8M8wTQ0-uek&t=4s UCL. Inclusive Curriculum Healthcheck, 2018. Available at: https://www.ucl.ac.uk/teaching-learning/education-strategy/1-personalising-student-support/bame-awarding-gap-project/ucl-inclusive

Winwood, Bridget, and Alice Purvis. How to write learning outcomes, Sheffield Hallam University, 2015. Available at: https://academic.shu.ac.uk/assessmentessentials/wp-content/uploads/2015/09/How-to-write-Learning-outcomes-2015.pdf

See more from Curriculum design