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C1-3 Use RPL to shape curriculum design for more flexible provision


Questions

  • To what extent do curricula offer learners flexibility in learning pathways, learning approaches and choice in topics of study and assessment approaches?
  • To what extent do curricula offer greater customisation to learner needs through more flexible pedagogic and assessment approaches e.g. curricula based around specific values and processes?
  • To what extent do curricula incorporate the academic, personal and professional development of learners throughout a programme? 

Good practice

The QAA Flexible Curricula toolkit is used to support: 

  • The design of more flexible provision and pathways through RPL, articulation and credit transfer.
  • Curricula design is based around specific values and processes rather than specific content and activities, allowing learning to be customised to suit learner and learner cohort needs.
  • Programmes provide choice about topics of study, orientation (e.g. theoretical, practical, vocational) and learning pathways to defined learning outcomes.
  • Approaches such as inquiry-based learning, coaching and reflective practice form core elements of negotiated curricula design.
  • Cross-institutional frameworks (e.g. re-purposing modules from other faculties, departments, courses) to maximise use of modules of learning.
  • Highly modular curricula are designed which can be flexibly recombined to suit the personal needs and interests of learners, ('pick and mix' approach).
  • PDP (Personalised Development Planning) is a key element of programmes for each learner.
  • E-portfolios are used by learners, tutors & mentors to support academic, professional and personal development.
  • Assessment criteria and methods are negotiable with flexibility in completion routes.