1. Programme developments
Coherence within the curriculum

2. COBE Centre for Outcomes-Based Education
intranet.open.ac.uk/cobe

3. From courses to programmes

4. From courses to programmes

5. Pathways through courses within a programme
Qual 1
Qual 2
The chart shows some of the courses in a programme.
A student will make decisions about which courses they will study and which pathway they will take
One pathway will lead to Qual 1,
A slightly different choice of courses may still lead to this award
Another choice of pathway will lead to another award - Qual 2
And another choice of courses may not fit an award in that programme but can link to an award in another programme or the named degree BA/BSc Open
Note: the Open degree is a named degree. It has no curriculum map as such. However, all second and third level courses are required to have learning outcomes that are aligned to the OU Undergraduate Levels Framework. In this way we can continue to offer our most popular degree choice and satisfy QAA.
Open degree
Level 1
Level 2
Level 3

6. Pathways through courses within a programme
Qual 1
Qual 2
Open degree
Level 1
Level 2
Level 3

7. Pathways through courses within a programme
Qual 1
Qual 2
Open degree
Level 1
Level 2
Level 3

8. Pathways through courses within a programme
Qual 1
Qual 2
Open degree
Level 1
Level 2
Level 3

9. Pathways through courses within a programme
Qual 1
Qual 2
Open degree
Level 1
Level 2
Level 3

10. Pathways through courses within a programme
Qual 1
Qual 2
Open degree
Level 1
Level 2
Level 3

11. Pathways through courses within a programme
Qual 1
Qual 2
Open degree
Level 1
Level 2
Level 3

12. Pathways through courses within a programme
Qual 1
Qual 2
Open degree
Level 1
Level 2
Level 3

13. Qual 1 Pathways through courses within a programme Qual 2 Open degree
Level 1
Level 2
Level 3

14. Qual 1 Pathways through courses within a programme Qual 2 Open degree
Level 1
Level 2
Level 3

15. Qual 2 Pathways through courses within a programme Qual 1 Open degree
Level 1
Level 2
Level 3

16. Open degree Pathways through courses within a programme Qual 1 Qual 2
Level 1
Level 2
Level 3

17. Course and qualification learning outcomes - relationship
As course learning outcomes are built up, groups of courses will meet the requirements of award learning outcomes.
Note:
The award’s outcomes must be provided through the compulsory and core optional courses of the award.
In addition optional courses are likely to reinforce some of the award’s learning outcomes.
Free choice courses will contribute more broadly to the building of graduateness.

18. Course and qualification learning outcomes - relationship
Course replacement
Qualification learning outcomes
Course 1
Course 4
Course 6
Course 5
Course 3
Course 2a
Course 2

19. Tools/processes Programme committees actively manage
For new qualifications/courses – the stage gate process
Curriculum maps support both of these
PLANET holds records for the University

20. Curriculum maps enable programme committees to manage coverage, coherence and progression of the learning outcomes at award level.
Slightly modified it can also be a valuable tool for managing courses.

21. Resources Curriculum Management Guide, online resource
‘Using Learning Outcomes’ booklet
‘Undergraduate Levels Framework’ booklet
‘Enhancing Employability’ booklet
‘Integrating Information Literacy Into the Curriculum’ booklet

22. Qualification-based assessment
To provide knowledge and evidence about award-based assessment
Implications of award structures on assessment at course level
Builds on work already undertaken by COBE on the move to programmes, the coherence of student pathways within awards and the cost implications of the increasing use of ECA and project work, particularly at level 3.

23. Vertical coherence Aims:
Providing progressive assessment as students work towards awards within programmes of study
Students on particular pathways not being over exposed to one form of assessment, and assessment at one level should prepare students for the next stages of the award.

24. Horizontal coherence Aims:
Shared understanding of meaning of study at a particular level in terms of the learning outcomes developed and how they are assessed
Greater awareness of levels may in turn help the vertical coherence of awards

25. Projects Working with colleagues from 4 Programme areas.
Childhood and Youth Studies, Arts and Humanities, Psychology, Science.
Vertical coherence, ‘capstone’ award assessment, sector review of different forms of assessment, implications of award-based assessment.
Outcomes in June 2008.

26. COBE Centre for Outcomes-Based Education
intranet.open.ac.uk/cobe