PACE - Effective Curriculum
Effective Curriculum 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.
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
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.
The resources presented below are intended for use by those involved in the design and delivery of PACE units.
Annotated Bibliography: Effective Curriculum for Learning through Participation (LTP): Theoretical Underpinnings [PDF - 147k]
This is a brief annotated bibliography of literature on learning theories that underpin various forms of Learning through Participation (e.g. work-integrated learning, service learning). It contains review articles as well as papers that detail specific theories.
Typology of participation experiences [PDF - 749k]
This resource provides information about the broad range of activities that fall under the umbrella of experience based learning. Examples include placement, practicum, internships, case studies, virtual projects and industry visits.
Effective curriculum design for PACE: Some available resources [PDF - 225k]
This resource provides information and links to a range of manuals, papers, reports and websites that address various aspects of effective curriculum design in PACE.
Responding to student diversity: strategies for placing PACE students [PDF - 220k]
This resource is intended to help find suitable placements and activities for students who are perceived as "challenging".
Socially inclusive practice in PACE [PDF - 175k]
This resource is based on findings from research undertaken as part of a PACE Development Grant, and has been developed to support those involved in the design and delivery of PACE units.
 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