PACE - Curriculum Design

Curriculum Design for PACE Units

The term curriculum is used in varying ways. The UK Higher Education Academy (2007, cited in Hicks, 2007) conceptualise curriculum as:

  • what is to be learnt - content
  • why it is to be learnt - rationale and underlying philosophy
  • how it is to be learnt - process
  • when it is to be learnt - structure of the learning process
  • consideration of how the learning will be demonstrated and achievement assessed.[1]

Keeping this definition in mind we have identified four key components to building an effective curriculum, which are visually depicted in the diagram below:

  • Theoretical underpinnings
  • Participation activity
  • Supporting activities
  • Assessment

The Learning and Teaching Centre has developed resources for several of these areas; assessment, participation activity (the role of host supervisors; typology of activities) and supporting activities (reflection). These resources can be accessed on the PACE Resources page

Additional resources are currently under development.

Effective curriculum - Theoretical Underpinnings, Participation Activity, Supporting Activities, Assessment.

The resources presented below are intended for use by those involved in the design and delivery of PACE units.


[1] Hicks, O. (2007). Curriculum in higher education in Australia - Hello? HERDSA. Retrieved from: http://tls.vu.edu.au/portal/site/newsevents/events_2011/Curriculum%20in%20higher%20education%20in%20Australia.pdf


This resource was developed by the Learning and Teaching Centre at Macquarie University. 
Comments and feedback are welcome and can be sent to ltcenquiries@mq.edu.au
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