Design intentional curriculum

Intentional curriculum design anticipates the learning styles and needs of all students and seeks to provide an environment that respects and represents the multiple identities of the students we teach.

Intentional, inclusive curriculum design aims to address the complex range of variables associated in teaching to diverse student audiences by recognising that ‘effective practice for one group can and should be effective practice for all’ (Morgan, H & Houghton A-M: 2011).

To achieve this aim, the curriculum design process is guided by the following principles:

Principle

Application

Anticipatory

Teachers anticipate the learning styles and needs of all students and respect their right to access the curriculum. This anticipatory approach reduces the need to redesign or design-in at a later stage.

Flexible

It is open and responsive to an evolving student population and to changes in circumstances that may require adaptations to the timetable or delivery.

Accountable

Staff and students are responsible for compliance of both internal and external policies procedures and regulatory standards.

Collaborative

Builds on partnerships between students, colleagues and other stakeholders including professional bodies, sector bodies, international partners and employers to enrich the curriculum content and relevance.

Transparent

The reason for design decisions are made clear.

Equitable

Equality is monitored in the processes and procedures used for students and decisions are made in a fair, open and transparent way.

(Adapted from: Inclusive curriculum design in Higher Ed: Considerations for effective practice across and within subject areas, The Higher Education Academy, 2011)