Tuesday, 7 May 2019


WP3 European Curriculum Design TOOLKIT

Pedagogy and T+L Strategies
Pedagogy and T+L Strategies ONE: Core SCL and LO T+L Strategy – what students will learn, how they will learn, how do we KNOW our students are learning?

When our students sign onto our Study Programme, they expect to spend a period of time, (one year, two years, three years or four years) LEARNING what we INTEND them to learn. Ours is a Learning Outcome approach. On SUCCESSFUL completion of our Study Programme, our students will be able to… do this, do that et cetera, as specified in our Programme Learning Outcomes.

Each Study Programme is broken down into a separate year of study (in Ireland this is known as a Stage. (Stage 1, Stage 2, Stage 3, Stage 4). Each Stage or year of study may be broken down into Semesters or Terms, depending on the regulations of your HEI. Each Stage of our Study Programme is usually broken down into separate study sections. In Europe, we often call these study sections ‘MODULES’. In Ukraina and elsewhere, these sections of study are often called ‘courses’ or ‘classes’.

Through their years of study with us, our students must start to learn at a simple (or entry) LEVEL. Each student’s level of learning should develop and progress as they successfully spend time learning on your study programme.

Different subjects can be taught and learned in different ways – this should generally be determined by the Programme Team, as experts in their field or discipline, respecting their ‘academic autonomy’.

When our students complete a Module of study, there is an expectation that we will check that they have learned what we intended them to learn. This is the first part of what we know as ASSESSMENT. When each student has successfully completed the modules in a STAGE (or year) of study, they are allowed to PROGRESS to the next stage of study. When each student has successfully completed all of the stages of our study programme, they will achieve a final AWARD (eg BA, MA or PhD). These levels will have evolved from the Dublin Descriptors.

ALL of these components come together to form the individual Teaching and Learning STRATEGY for our Programme.

A copy of the original Dublin Descriptors document on EQF levels of award from the Joint Quality Initiative informal group - 18th October 2004

UCD Assessment – A Guide to Taxonomies – January 2010

UCD Teaching Toolkit One – How Students Learn – January 2010

Irish National Framework of Qualifications - interactive FAN diagram


Qualifications Frameworks - A European View (from QQI Ireland) - interactive FAN diagram


QQI Irish NFQ Grid of Level Indicators BA MA and PhD - IMAGE

QQI Irish NFQ Grid of Level Indicators - IMAGE

NEXT: PEDAGOGIES TWO https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_26.html

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