Curriculum Alignment

Curriculum includes elements such as course learning outcomes, assessment tasks, teaching and learning activities and resources. These elements are required to be designed in a way that  leads to the development of the appropriate course outcomes. Each individual course within a program needs to align with other courses at a particular level (horizontal alignment) and also align with courses at a higher level (vertical alignment), and in so doing contributes to the program learning outcomes. In other words, an aligned curriculum is able to demonstrate that all courses teach and assess the skills, knowledge and attitudes as described in the course and program documentation.

While each course needs to be aligned, the program it contributes to is required to meet the needs of stakeholders external to the University. These stakeholders include professional accrediting bodies and the Australian Qualifications Framework (AQF).  A federally funded agency, the AQF sets the national policy for regulating qualifications in the higher education sector.

Figure 1 shows a visual representation of the alignment required within each course, within the program and between the program and professional accrediting bodies and the AQF.

Figure 1: Alignment required for courses and programs at CQUniversity

Using curriculum mapping processes

Curriculum mapping processes are a useful way to provide evidence of alignment. Conducting a program wide mapping exercise can identify whether there are gaps within a program that need to be addressed. Heads of program can use this whole of program view as evidence for professional accrediting bodies and other stakeholders.

A course can be mapped in a number of ways. As examples, a mapping process can establish whether the course learning outcomes align with the assessment items and similarly, program learning outcomes can be mapped against  the requirements of the AQF.

Table 1 shows a number of ways that curriculum can be mapped.

Table 1: Possible ways of mapping curriculum and rationale for mapping

Please note that the above list of mapping options is not exhaustive and that the Office of Learning and Teaching has developed tools to assist the mapping process. Please contact the Educational Development Team if you require these mapping tools or additional information.

Video Resources

• Curriculum Mapping for Course Review - Professor Beverley Oliver (Curtin University of Technology).