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The Curriculum Road Map Explained


An environmental scan provides a context and direction for curriculum development and revision. Ministry policies, changes in the workplace, college guidelines and expectations of key stakeholder groups are all powerful drivers influencing curriculum development.

You will see that the expected learning for the course (course learning outcome) is derived from "designing back" from the expected learning for the program program learning outcome. The course outcomes contribute to the achievement of the program outcomes.

The course learning outcome describes clearly what learners will know and be able to do at the end of the course. They are results oriented in that they describe what the learners will be able to do at the end of the course.

The learners are at the centre of the process. We need to consider the characteristics of the learners (their interests, experiences, learning preferences, abilities etc.) so that we create learning activities and resources that are relevant and useful to them. We also need to develop evaluation strategies that allow them to demonstrate their achievement of the learning outcomes. Note that the learning outcomes are not likely to change based on learner characteristics, but the way we help learners achieve these outcomes (learning activities and learning resources) and the way they demonstrate their achievement of the outcomes (evaluation) will be influenced by our knowledge of learner characteristics.

Evaluation of the learners is directly linked to the course learning outcomes. Evaluation is designed so that learners can demonstrate their achievement of the course learning outcomes. Different learners may demonstrate their learning in different ways but they all must demonstrate that they have achieved the outcome.

Learning activities are designed, grouped and sequenced so that they will help learners achieve the course learning outcomes. Through these learning activities learners also receive feedback about their progress and are prepared for the course evaluation.

Finally, learning resources needed to support the learning activities and/or evaluation processes are identified. They may be developed or selected from existing resources.

As noted earlier, our curriculum decisions are guided by our beliefs and our understanding of learning and curriculum design principles.

Diane Bergeron from La Cite has developed short video to highlight components of the curriculum road map.

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