HEART Trust/NTA

Vocational Training Development Institute

Curriculum Document
Guide
for Course Writers
4/17/19 Curriculum Document Guide
 HEART Trust/NTA
Vocational Training Development Institute

Curriculum Document Guide

for
Course Writers

Page i of xxxiii
Table of Contents
INTRODUCTION........................................................................................................................1

What is a Curriculum?............................................................................................................1

Curriculum Writing Approach..................................................................................................1

Prior to Writing the Course Outline.........................................................................................1

DEVELOPING THE CURRICULUM DOCUMENT.....................................................................2

Course Title..............................................................................................................................2

Course Code.............................................................................................................................2

Number of Hours.......................................................................................................................2

Number of Credits.....................................................................................................................2

Pre-requisite..............................................................................................................................3

Modality...................................................................................................................................3

Course Rationale....................................................................................................................3

Course Description.................................................................................................................3

Course Objectives...................................................................................................................4

Number of Modules.................................................................................................................6

Module Number........................................................................................................................7

Module Title:............................................................................................................................7

Duration: Hours........................................................................................................................7

Module Description...................................................................................................................7

Objectives.................................................................................................................................7

Aligning Content and Objectives.........................................................................................7

Performance.......................................................................................................................7

Knowledge...........................................................................................................................8

Attitude................................................................................................................................8

Objective Standards................................................................................................................8
Page ii of xxxiii
 Content Outline.......................................................................................................................8

Suggested Learning Strategies..............................................................................................9

Suggested Assessment Strategies..............................................................................................10

Course Assessment and Weighting...........................................................................................11

Recommended Texts and Reference List............................................................................11

APPENDIX 1............................................................................................................................12

WRITING OBJECTIVES..........................................................................................................12

Performance Objectives …...................................................................................................12

Knowledge Objectives..........................................................................................................13

Attitudinal Objectives............................................................................................................14

APPENDIX 2

RUBRIC....................................................................................................................................20

Rubric Template....................................................................................................................21

APPENDIX 3

CURRICULUM DOCUMENT TEMPLATE...............................................................................22

Course Description.............................................................................................................22

Course Objectives..............................................................................................................22

Number of Modules:...........................................................................................................22

Module Number:..................................................................................................................23

Module Title:........................................................................................................................23

Duration: hours...................................................................................................................23

Module Description.............................................................................................................23

Objectives............................................................................................................................23

Content Outline...............................................................................................................24

(List the main topics.).....................................................................................................24

Suggested Learning and Teaching Strategies................................................................24

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 Suggested Assessment Strategies...................................................................................24

Suggested Assessment Weightings.................................................................................24

Recommended Texts and Reference List........................................................................24

APPENDIX 4

COURSE OUTLINE TEMPLATE.............................................................................................25

Vocational Training Development Institute...............................................................................25

Page iv of xxxiii
INTRODUCTION

This document provides instructions/guidance as to how course writers should complete the
Institution’s Curriculum Document template. It includes as well, other aspects that relates to the
completion of a Course Outline document, usually issued to students. This curriculum document
guideline is mainly written in accordance to the headings captured in the Institution’s Curriculum
Document template. The sequencing of headings may vary somewhat from the Curriculum Document
template. At all times, though, the course writers must use and adhere to the VTDI’s approved
Curriculum Document Template when developing the curriculum (Appendix 3).

What is a Curriculum?
A curriculum is the blueprint that is used to align students’ learning outcome with specific instructional
strategies, in the interest of learner development. Curriculum of the past was content rich but left little
scope for students to discover as all the facts were provided for them. As we engage in writing a
curriculum for 21st Century students, curriculum is expected to activate learners to think more
critically, by providing them with less content and greater scope to engage in reflective and problem-
solving undertakings. While the content should remain rich and worthwhile, it should have much
depth.

Curriculum Writing Approach

One of the most recognized and used approaches in writing a curriculum document is the Scientific
Approach in which the Backward Design (McTighe & Grant; 2010) is the preferred choice. McTighe
& Grant’s design emphasizes on developing the learning outcomes and then develop other areas of the
curriculum.

Prior to Writing the Course Outline

Before you start writing the course outline, you must:
1. Make an outline of the specific material content that the course will cover
2. Separate the content in the number of Units for the course.
3. Decide if it’s an examinable course or coursework only course
4. Decide on the coursework/ exam weigh (60/40; 50/50)
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DEVELOPING THE CURRICULUM DOCUMENT

Course Title
Decide on a name for the course that will capture all the material that will be explored throughout the
course. This may be done at the beginning or end of writing the curriculum document.

Course Code
Identify and assign an appropriate code for the course through the respective Programme Coordinator/
Head of School. The code is used to identify the name of the programme the course is being designed
for, the year and semester in which the course is to be offered in the programme. This may be done at
the beginning or end of writing the curriculum document.

Number of Hours
The number of hours that students need to complete should also have been defined by the programme
developer. The credit hours speak to the weight of the material, the number of course assignments
students are required to complete and how many hours per week students will engage in the course.
This may best be achieved after developing the content required for the various modules in the course
and by that, determine the number of hours required for the delivery and learning of content for each
module.

Number of Credits
This should have been predetermined by the programme developer. The number of credits for a course
nonetheless, speaks also to the number of units that the course will cover and the number of course
assignments students are required to complete. The number of hours per credit are calculated based on
theory being 15 hours per credit and practical, 45 hours per credit.

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Pre-requisite
In some cases, students are expected to enter the course having acquired a level of competency or
knowledge that the new course will further scaffold. These would have been garnered in a course
previously offered. The course writer must state the pre-requisite course code and name.

Modality
The course writer must determine with the programme coordinator if the course to be offered is to be
delivered face-to-face, online, blended (both face-to-face and online) or by other means that must be
stated. This will determine how the course may be written to appropriately fit the modality for which it
is to be delivered.

Course Rationale
A succinct explanation of why this course is important to the programme in which it is offered.
(A course rationale is not required as part of the VTDI’s curriculum document but must be submitted
as an attachment along with the submission of the curriculum document to the Institution for approval
by its Curriculum Committee.)

Course Description
The Course Description/Overview is usually the last thing that is written, even though it appears at the
start of the curriculum document/course outline. The purpose of the overview is to inform the course
facilitator of the content being explored in the course. Therefore, once the content has been fully
examined by the course writer, completing the overview becomes an easy task.

The course description should meet the following conditions:

 Truthful summary of the key content/principles targeted by the course.

 Written from a student-centered perspective

 Written using clear and simple sentence structure and language

 Uses gender neutral language

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  Uses common terms that prospective students understand

 Uses industry-approved technical terms and acronyms when appropriate

 Uses generic terms when referencing software. Only use specific software names if they are the
central focus of the course or if they are required for course delivery

Course Objectives

 Also called general objectives

 Broad, generalized statements about what is to be learned. What will your graduate look like at
the end of the course?

 aligned with the course description

 Five to seven meaningful workplace skills that are critical to the professional in the area being
studied.

Where this is a course that targets foundation skills necessary for progression to a later course,
curriculum writers for both basic and advanced courses shall work together to prevent
overlapping objectives and content and to facilitate seamless transition from basic to advanced
course

 describes broad aspects of behavior which incorporate a wide range of knowledge and skill

 appropriate for guiding curriculum evaluation

Course objectives are also like learning outcomes. They are usually the first thing written when
developing a curriculum/course outline document. The course objectives/learning outcomes inform the
content, methodology and the forms of assessment that will be used during the execution of the course.
In writing a Curriculum document/Course Outline, the objectives/learning outcomes should be general
in nature so that the course facilitator will have enough leverage to deliver the course in a creative way,
through the specific objectives he/she will generate from them.

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When writing Objectives, you must first of all ensure that the Objectives are SMART
Specific objectives must clearly state what is expected from the student. There should be no
ambiguity.
Measurable There must be a way in which the task required can be assessed. One way to ensure that
the objective is measurable is by starting it with a verb.
Attainable The objective must be within the competency scope of the programme and the students
developmental level of students
Realistic The required output, although challenging, should be achievable
Timebound number of objectives should be appropriate with the expected time from for programme
duration

Objectives should also cover all the learning domains. These are
Cognitive Cognitive domain objectives are those which require the students to engage in ‘brain-
based activities’. They are expected to assess, interrogate, write, critique and perform
other tasks that challenge their thinking.
Affective Affective domain objectives tend to require students to engage in reflective practice and
connect concepts learnt to real life situations. In essence, an objective that asks students
to share their own opinion, is one that deals with the affective.
Psychomotor A Psychomotor objective is one in which students are expected to demonstrate their
understanding through the creation of a physical product of by engaging in performance
art. Once students are physically engaged and using their psychomotor skills, the
objective is embedded in the psychomotor domain.

Writing Objectives for the 21st Century Learner

The landscape of how we educate our students has changed dramatically. With the advances in
technology, the ability to access information is at our fingertips. Likewise, are the many
distractors that cause students to be interested in learning and the formal teaching-learning
environment. It is therefore the task of the educator to ensure that lessons appeal to the learners.
As such, the new trends in writing lesson objectives must be considered. These include:

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  Revised Blooms Taxonomy- This has replaced the original Bloom’s Taxonomy. It now places
creating at the highest level of the taxonomy. Students are no longer expected to regurgitate
information but assimilate the information and utilize it to invent now products or improve
existing creations.

 Wedd’s Depth of Knowledge Levels- Norman Webb developed a theory in which he posits
that all students can be assessed on the same task once the assessor is aware of the student’s
depth of knowledge level. Webb’s depth of knowledge is used to write assessment objectives
for an educational setting that caters to multiple learning levels.

 5E Instructional Model- Each E in the 5E Instructional model has a significant meaning in the
model. While the Es overlap at times, the original purpose of the highlighted is the focus point
when that area of instruction is being undertaken. The 5E Model is a style of teaching in which
we allow students to Engage, Explore, Explain, Elaborate and Extend their thoughts on a
specific area of the curriculum.

 4Cs Model of 21st Level Classroom- In the 21st Century classroom students are expected to
Collaborate, Create, Communicate and Cooperate. As such, objects should be written to
emphasize that these are achieved in the classroom

Number of Modules

(A course should not exceed five modules)

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Module Number
 Number assigned to each Module is done sequentially.

Module Title:

 Title describes the intended module outcome

Duration: Hours
 The number of hours must be adequate, not for the teacher to deliver the content, but for the
students to be able to achieve mastery of each of the objectives stated for the module.

 The larger the number of objectives and the more the content, the more instructional time
needed for students to master the objectives

Module Description
 Description is a summary of the expected module outcome

Objectives

Aligning Content and Objectives

When writing the curriculum document, ensure that the objectives and the content are in alignment.
This means that objective 1 should be covered in area 1 of the content discussion.
Ensure as well that the object, like the content increases in complexity as it progresses.

Performance

(Each aligns with a course and targets higher-order skills – see appendix for guidelines)

1. Objective 1

2. Objective 2

3. Objective 3

4. Objective 4

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Knowledge

(details the underpinning knowledge needed for students to master the performance objectives. Each
aligns with a performance objective – see appendix for guidelines)

1. Objective 1

2. Objective 2

3. Objective 3

4. Objective 4

Attitude

(are guided by the question: What are the indicators that students have found value in the objectives?)

1. Objective 1

2. Objective 2

3. Objective 3

Objective Standards
As you write the objectives, remember that they must meet
1. The UCJ standards
2. VTDI standards
3. Students’ standards
4. Current research standards

Content Outline

Ensure that the content information is current. Research much be undertaken even if the course writer
is an expert educator/practitioner. In writing the curriculum document the content should be divergent;
it should be wide and varied. Consequently, it should also be convergent, in the sense that it must be
narrowed to precision, so that the students are given the required content to in programme progression,
and not all that the writer knows about a specific topic.

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Other considerations are as follows:

 each is aligned to a performance objective

 each considers the knowledge objectives

 sufficient to produce reliable test score (at least four content elements per performance
objective)

 lists what a student needs to learn in order to master a performance objective

 provides the scope for teaching, learning, and assessment

 uses the following format when writing the curriculum document:

1 Objective 1 (does not have to be verbatim)

1.1 Content for Module Objective 1

1.2 More content for module objective

1.2.1 Sub-content

1.2.2 Sub-content

1.3 More Content for module objective 1

2. Objective 2

2.1 Content for Module Objective 2

2.1.1 Sub-content

2.1.2 Sub-content

2.1.3 Sub-content

Suggested Learning Strategies

As the educational landscape changes and gives greater acknowledgement to the Constructivist
approach to teaching and learning, educators are encouraged to utilize strategies that will promote the
tenets of Bruner et al.’s postulations. Similarly, being digital natives, the integration of ICT strategies
must be in the suggested list of strategies presented by the course writer.

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Therefore, in formulating suggested learning strategies the course writer should consider the following

 are guided by the question: What kinds of strategies are appropriate for reinforcing the
knowledge, encouraging mastery of performance objectives, and by extension, the course
objectives?

 appropriate to facilitate preferred ways of learning for a variety of students

 should also address the requirements of the attitudinal objectives

Suggested Assessment Strategies

 guided by the question:

What strategy presents the best opportunity for students to present evidence that they have
mastered each course objective and by extension the module?

 should consider efficient use of time and other resources that will be necessary to administer
the assessment instrument(s) without compromising quality of assessment data

 are closely aligned to a performance objective

 are appropriate for producing test scores that provide sound basis for making decisions about
students, teachers, programme, and the institution itself

 do not require that students learn a new skill extraneous to the module content

If more than one assessment is required, then weighting of each should be calculated based on
the relative importance of the objective(s) being tested. This is usually decided by the amount
of instructional time devoted to the objective and content being tested

For example: If Module 2 is assigned 10 hours instructional time, and you determine that 2 of
those hours are needed for Objective 3, Objective 3 would account for 20% of the instructional
time and therefore Objective 3 should contribute 20% of the total score in overall assessment of
Module 2.

Format:

Objective 1,4,5 – Performance Test 30%

Objective 2,3,6 – Multiple Choice Test 70%

 Where performance tests are to be given, a general and analytic rubric or a checklist should be
provided (see appendix for guidelines).

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Course Assessment and Weighting

As the writer of the course, you are expected to write the specific suggested assignment and not just the
strategy that will be used to assess the course. Even if the strategy is named, a detailed description
must be attached so that there is parity across the institutions delivering the course. The weighting of
the assignments must be attached.

Recommended Texts and Reference List

 must be in accordance with the APA standard

 provide meaningful support for students’ mastery of performance objectives

 are available to students

 are appropriate for the population of students

 are current (allowances made for seminal works)

 Online resources are

- from credible sources

- continuously accessible to students at no cost to them

- not links to websites of other higher education institutions

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  Resources should be listed using the following format

Books

Author, A. A. & Author, B. B. (Year of publication). Title of work. City, State (or country
where applicable): Publisher.

Where page numbers are necessary, (eg. when specifying a chapter), place the information after
the title of the work

Author, A. A. & Author, B. B. (Year of publication). Title of work (pp. 107-123) City,

State (or country where applicable): Publisher

Where the work is a journal article:

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical,
volume number(issue number), pages. https://doi.org/xx.xxx/yyyy

APPENDIX 1

WRITING OBJECTIVES

Performance Objectives must …

• be closely aligned to a course objective

• begin with a verb from the Revised Bloom’s Taxonomy of educational objectives

• each address only one skill/competency

• encourage the development of higher order cognitive processes (applying, analysing,

evaluating, creating)

• be stated as expected learning outcomes, not learning activities (eg avoid using verbs
such as discuss, research, demonstrate)

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 • include context for processes such as examine and evaluate (ask yourself the
question - for what reason should a student examine or evaluate a product or a
process?)

• be significant and specific. Is the skill significant to the area being studied? Is it specific
enough to guide instruction?

• be measurable. It should be possible for collection of evidence to determine whether

or the extent to which a student has achieved mastery

• be meaningful. Will the objective allow teachers to create meaningful experiences for
students as they work towards mastery of the objective?

• be attainable. Given the profile of the minimally competent student - detailed in the
entry requirement or pre-requisite course-, can mastery be achieved given the time
and other resource constraints?

• be relevant. Is it an important element of the skill that students are expected to learn?
Is it results-oriented: stated as an objective and not an activity?

• be timely. Is it a skill that the student will be able to use soon?

• be transferable. Can the skill be applied to a new context?

• be written so that it is interpreted the same way by teachers and students

Example

At the end of the module students should be able to:

1. assess the stability of structures using a variety of techniques

instead of

1. break down the basic methods and techniques in assessing stability of

structures

Knowledge Objectives

• each addresses a performance objective

• each address only one competency

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 • help to guide the selection of course content

• is stated as competency, not as a learning activity

• is specific enough to guide instruction

• encourage the development of higher order cognitive processes in relation to the

performance objective

• use language that is appropriate for the target audience

• is measurable

• is significant to the performance objective it addresses

Attitudinal Objectives

 are used by teachers to guide the context of activities that encourage development of
skills necessary to master performance objectives

 are guided by the question: What are the indicators that students have found value in
the objectives?

 Examples…

Students have found value in the objectives when they:

- Recognise the importance of assessment data in decision-making

- Appreciate the importance of validity and reliability considerations in planning

for assessment

- Defend the use of a test blueprint in assessment planning

These objectives guide teachers’ planning decisions as they aim to help students see
value in the official (and taught) curriculum.

They are tested only when they are attributes that help to make a person efficient and
successful when carrying out the tasks associated with the performance objective (e.g.
a customer service student responds politely to customer query)

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 APPENDIX 2

RUBRIC

(This is only to be included in the Course Outline)

Rubrics should meet the following criteria:

 Each objective (skill/competency) is evaluated separately.

 Gives diagnostic information to teacher.

 Gives formative feedback to students.

 Good for formative assessment; adaptable for summative assessment

 Description of work gives characteristics that apply to a whole family of tasks (e.g.,
writing, problem solving).

 Explicitly links assessment and objectives.

 Reusable with several tasks or assignments.

 Supports learning by helping students see "good work" as bigger than one task.

 Supports student self-evaluation

 Supports peer-assessment

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 Rubric Template

Course Name
Course Code
Semester
Course ID: Student ID: Offered

RUBRIC

UNIT & TOTAL TOTAL

OBJECTIVE LEARNING OBJECTIVE & CONTENTS MARKS MARKS
NUMBER POSSIBLE EARNED

Unit 1    Module Name    

 
Objective 4 The importance of green construction explained in regards to a 6   
  a) School (2)  
  b) residential building (2)    
  c) commercial building (2)    
Unit 4    Module Name    
 
Objective 5 Lifts load in accordance with health and safety requirements  6   
  One mark for each safety requirement adhered to    
     
Objective 6 The use of different categories of safety signs justified 8   
   Two marks each    
 
   Total 20   

Note: The learning objectives are informed by the performance objectives and the
elements of the performance are from the content that addresses the
performance objective

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 APPENDIX 3

CURRICULUM DOCUMENT TEMPLATE

HEART Trust/NTA
Vocational Training Development Institute
Curriculum Document
[Course Title]
[Course Code]

Number of Hours:
Number of Credits:
Prerequisites:

Face-to-Face Online Blended

Modality:
Other _____________________________

Course Description
This course aims to …

Students will …

Course Objectives
On completing this course, students should be able to demonstrate …

1.

2.

3.

4.

Number of Modules:

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February 2016 Curriculum Document
Module Number:

Module Title:

Duration: hours Note to Lecturers : The information on

Module Description pages 2-3 is required for each module.

This module aims to….. Text in GREY is an example of the

expected input.

Objectives
Knowledge

By the completion of the module, students should be able to:

1. define…

2. analyse

3. differentiate

Performance

By the completion of the module, students should be able to:

1. demonstrate…

2. manipulate …

3. sketch …

Attitude

By the completion of the module, students should be able to:

1. conform…

2. values…

3. respect …

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February 2016 Curriculum Document
Content Outline
(List the main topics.)

1.

Suggested Learning and Teaching Strategies

1. Lecture

2. Discussion

3. Demonstration of the use of media in communication

4. Web-based Activities

Suggested Assessment Strategies

1. Oral presentations

2. Peer review

3. Questioning

Suggested Assessment Weightings

Coursework: Oral Presentation 70%

Written Test 20%

Peer Review of Presentation 10%

Recommended Texts and Reference List

Textbooks

Journals

Websites

Databases

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February 2016 Curriculum Document
 APPENDIX 4

COURSE OUTLINE TEMPLATE

Vocational Training Development Institute

[Name of School]
[Name of Department]

COURSE OUTLINE

[Course Title] [Code]

[# of hours], [# of credits]

Semester: Academic Year: Programme:

Lecturer:

Lecturer Contact Email: Tel:

Info.:

Class Sessions: Day(s) Time Room Group (if

applicable)

Modality Face to Face Blended Online

Pre-requisite

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COURSE DESCRIPTION
[Enter Course Description]

At the end of this course, students will be able to:

 SAMPLE: Write a computer program to  SAMPLE: Design effective solutions in

ALIGNED PROGRAMME LEARNING OUTCOMES *

solve a specified problem response to an organization’s need for I
information and decision support *
COURSE OBJECTIVES

* Extract from programme’s IRMA Curriculum Mapping Document (I – Introduce; R – Reinforce; M – Mastery; A – Assessment)

Aligned Graduate Profile

☐Competent ☐Ethical Professional

☐Self-directed ☐Responsible Citizen

☐Solution Oriented ☐Entrepreneurial

☐Effective Communicator ☐Technologically Fluent

EXPECTATIONS OF STUDENTS
To aid their successful completion of this course, students are expected to:-

 [Enter Expectations]

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 COURSE SCHEDULE

COMPETENCIES ASSIGNMENT
LESSONS
(What students are required to accomplish at SCHEDULE
WEEK the end of each lesson) (Dates for submission &
receipt of Assignments)

MODULE 1: [MODULE TITLE]

 [Enter competencies. Start with a
LESSON 1 – [Enter title of lesson] verb]

1 (Comment: As done here, please

enter the Module title at the start of
the respective lessons where the
modules begin. Please delete this
comment).

LESSON 2 – [Enter title of lesson]

2  [Enter competencies. Start with a
verb]

LESSON 3 – [Enter title of lesson]

3  [Enter competencies. Start with a
verb]

LESSON 4 – [Enter title of lesson]

4  [Enter competencies. Start with a
verb]

LESSON 5 – [Enter title of lesson]

5  [Enter competencies. Start with a
verb]

LESSON 6 – [Enter title of lesson]

6  [Enter competencies. Start with a
verb]

LESSON 7 – [Enter title of lesson]

7  [Enter competencies. Start with a
verb]

LESSON 8 – [Enter title of lesson]

8  [Enter competencies. Start with a
verb]

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 COURSE SCHEDULE

COMPETENCIES ASSIGNMENT
LESSONS
(What students are required to accomplish at SCHEDULE
WEEK the end of each lesson) (Dates for submission &
receipt of Assignments)

LESSON 9 – [Enter title of lesson]

9  [Enter competencies. Start with a
verb]

LESSON 10 – [Enter title of lesson]

10  [Enter competencies. Start with a
verb]

LESSON 11 – [Enter title of lesson]

11  [Enter competencies. Start with a
verb]

LESSON 12 – [Enter title of lesson]

12  [Enter competencies. Start with a
verb]

LESSON 13 – [Enter title of lesson]

13  [Enter competencies. Start with a
verb]

14 STUDY BREAK

15 FINAL ASSESSMENT PERIOD

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ASSESSMENT STRATEGY

Module Assessment Weighting

Example Coursework: Written Assignment, Oral Presentation 60%

Module 1 Students will be required to conduct research on emerging trends in ICT.

Final Exam 40%

Module 1: [Enter Type of Assessment]

[Enter Overview of Assessment]

Module 2: [Enter Type of Assessment]

[Enter Overview of Assessment]

Module 3: [Enter Type of Assessment]

[Enter Overview of Assessment]

Module 4: [Enter Type of Assessment]

[Enter Overview of Assessment]

Module 5: [Enter Type of Assessment]

[Enter Overview of Assessment]

Overall score will be obtained by finding the average of the scores obtained per module. A maximum of one
coursework and/or one final exam is to be assigned per module.

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