Appendix 1: Unit learning outcomes and levels of thinkingclt.curtin.edu.au/local/downloads/course_quality... · Web viewThe Graduate Certificate in Diabetes provides student with

Curriculum Map

Course Code: Name of Course: Course Co-ordinator:

Major Code: Name of Major: Major Co-ordinator:

AQF: Field of Education: Credit Value:

Availabilities:LocationInternal ☐Curtin Online ☐Curtin OUA ☐Curtin Sarawak ☐Other offshore locations ☐Articulation Partners:

Course Completion Requirements:

Accreditation Status:

Course Entry Requirements:

Curriculum Map Template_27Feb2017_EM Page 1 of 26

ALIGNING LEARNING OUTCOMES

Curtin University Graduate Attributes Brief description

Course/Major Learning OutcomesA graduate of this course can:

Professional Competencies/Standards

1. Apply discipline knowledge, principles and concepts

Apply discipline knowledge, understand its theoretical underpinnings, and ways of thinking; Extend the boundaries of knowledge through research.

Enter Course Learning Outcomes. Each outcome is to begin with a lower-case letter; if a single outcome consists of more than one sentence, use a semi-colon followed by lower case.

Enter Professional Accreditation Competencies (if applicable)

2. Think critically, creatively and reflectively

Apply logical and rational processes to analyse the components of an issue; Think creatively to generate innovative solutions.

3. Access, evaluate and synthesise information

Decide what information is needed and where it might be found using appropriate technologies; Make valid judgements and synthesise information from a range of sources.

4. Communicate effectively Communicate in ways appropriate to the discipline, audience and purpose.

5. Use technologies appropriately Use appropriate technologies recognising their advantages and limitations.

.

6. Utilise lifelong learning skills Use a range of learning strategies; Take responsibility for one’s own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate.

7. International perspective Think globally and consider issues from a variety of perspectives; Apply international standards and practices within a discipline or professional area.

8. Cultural understanding Respect individual human rights; Recognise the importance of cultural diversity particularly the perspective of Indigenous Australians; Value diversity of language.

9. Apply professional skills Work independently and in teams; Demonstrate leadership, professional behaviour and ethical practices.


Course Structure Form

Insert Course Structure Form here provided by Courses Management.


AQF Specifications Learning Designer and/or Course Coordinator

Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type.Please delete appropriate AQF Specifications table. CRO

AQF L7Graduate Certificate qualification type descriptor Evidence of how descriptor is met

PurposeThe Bachelor Degree qualifies individuals who apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning

Knowledge

Graduates of a Bachelor Degree will have a broad and coherent body of knowledge, with depth in the

underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning

Skills

Graduates of a Bachelor Degree will have:• cognitive skills to review critically, analyse, consolidate and synthesise knowledge• cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in

some areas• cognitive and creative skills to exercise critical thinking and judgement in identifying and solving

problems with intellectual independence• communication skills to present a clear, coherent and independent exposition of knowledge and

ideas

Application of knowledge and

skills

Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:• with initiative and judgement in planning, problem solving and decision making in professional

practice and/or scholarship• to adapt knowledge and skills in diverse contexts• with responsibility and accountability for own learning and professional practice and in

collaboration with others within broad parameters

Volume of learning

The volume of learning of a Bachelor Degree is typically 3 – 4 years

learning


AQF L8 Graduate Certificate qualification type descriptor Evidence of how descriptor is met

Purpose

The Graduate Certificate qualifies individuals who apply a body of knowledge in a range of contexts to undertake professional or highly skilled work and as a pathway for further learning

This Graduate Certificate prepare students to develop advanced knowledge and skills for professional or highly skilled work and further learning corresponding to AQF level 8 qualifications.

Knowledge

Graduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area

The Graduate Certificate in Diabetes provides student with an applied foundation in biological and behavioural sciences, principles of teaching and learning, chronic disease self-management education and best practice management of diabetes.

Theory and practice is integrated through partnerships with the School of Nursing and Midwifery and health care facilities.

Skills

Graduates of a Graduate Certificate will have:

• cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems

• cognitive skills to think critically and to generate and evaluate complex ideas

• specialised technical and creative skills in a field of highly skilled and/or professional practice

• communication skills to demonstrate an understanding of theoretical concepts

• communication skills to transfer complex knowledge and ideas to a variety of audiences

Graduates will have the capacity to advance diabetes education and guide clinical practice in their discipline specific area.

Theory and practice is integrated through partnerships with the School of Nursing and Midwifery and health care facilities.


skills

Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills:

• to make high level, independent judgements in a range of technical or management functions in varied specialised contexts

• to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts

• with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters

Generally graduates from this course, who have a clinical based health or allied health professional background, may gain employment in the field of diabetes education and care.

Graduates who are eligible for Australian Diabetes Educator Association ADEA credentialing may be better placed to achieve designated diabetes educator positions.

Graduates from this course, who do not have a health professional background, may gain employment in an allied field, for example diabetes research.

Volume of learning

The volume of learning of a Graduate Certificate is typically 0.5 – 1 year This course is two- four semesters (one- two years) part-time study. There is a semester one and semester two intake for this course.


AQF L9 Master Degree (Coursework) qualification type descriptor Evidence of how descriptor is met

Purpose The Master Degree (Coursework) qualifies individuals who apply an advanced body of knowledge in a range of contexts for professional practice or scholarship and as a pathway for further learning

Knowledge

Graduates of a Master Degree (Coursework) will have:• a body of knowledge that includes the understanding of recent developments in a discipline and/or

area of professional practice• knowledge of research principles and methods applicable to a field of work and/or learning

Skills Graduates of a Master Degree (Coursework) will have:• cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory

and professional practice or scholarship• cognitive, technical and creative skills to investigate, analyse and synthesise complex information,

problems, concepts and theories and to apply established theories to different bodies of knowledge or practice

• cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level

• communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences

• technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship


skills

Graduates of a Master Degree (Coursework) will demonstrate the application of knowledge and skills:• with creativity and initiative to new situations in professional practice and/or for further learning• with high level personal autonomy and accountability• to plan and execute a substantial research-based project, capstone experience and/or piece of

scholarship

Volume of learning

The volume of learning of a Master Degree (Coursework) is typically 1 – 2 years; in the same discipline 1.5 years following a level 7 qualification or 1 year following a level 8 qualification; in a different discipline 2 years following a level 7 qualification or 1.5 years following a level 8 qualification


First Year Curriculum Design to support retention (Kift 2009)(To be considered when issues around retention have been identified).

Dimensions CommentsTransition Orientation and transition needs coherently and relevantly mapped to crucial time periods

Management of Unit Coordinators or other teachers in the Y1 who are new to first year teaching

Students provided with opportunity to self-assess their entry knowledge, skills and attitudes against discipline expectations

Clear and consistent communication to commencing students regarding expectations and responsibilities

Information provision about programs, processes and procedures pre-enrolment clear, accurate, consistent, and sufficiently detailed for informed choice and effective action

Diversity Characteristics of Y1 cohort (diversity and their needs are determined) Access to academic, technical and other support assistance; communication just in time Self-assessment learning and support needs Flexibility in curriculum design to support diversity Exposed to a variety of learning engagement and assessment tasks

Design Y1 curriculum objectives and coherence Intentional sequencing and integration of knowledge, skills and application of knowledge/skills Transition mapped out and curriculum scaffolds tertiary learning Co-curricular activities designed to support formal learning Exposed to a variety of learning engagement and assessment tasks

Engagement Variety of engaging pedagogies Includes collaborative learning to facilitate social interaction Supplementary support eg PASS, JumpStart, peer mentoring Student – staff interactions Space and opportunity for intentional social interaction (importance of building friendships)

Assessment Coherent and integrated strategy; manageable for students and staff; variety of types Consistency in course expectations between units Increase in complexity over time Early low stakes assessment where students receive feedback (at least one by Wk 4-5) How do students interpret and act on feedback provided?

Evaluation Review of success of program with good outcomes Evidence based curriculum design First year staff included in evaluation and outcomes PD for Y1 teaching staff Strategy for managing student disengagement eg non-attendance, non-participation, fail, non-

submission of assessment


Curtin - Bentley: SPK, v. Version, TitleEffective Date:

Curtin - OUA: SPK, v. Version, TitleEffective Date:OUA Unit Coordinator: Ext.

Credit Value: Year / Study Period:Unit Coordinator: Ext.

FOE: Is this offered at Miri Sarawak? ☐ Yes ☐ NoRequisite(s): Enter Requisite SPK Title and Type of RequisitionEquivalent(s): Enter SPK, Version and Title of any active or planned equivalents

Result Type: Tuition Pattern:Lecture: 0x0 hours weeklyTutorial: 0x0 hours weeklyLaboratory: 0x0 hours weekly

Syllabus:The syllabus must be less than 1275 characters in length, presented in a paragraph statement not list format. It provides a concise description of broad knowledge, skills and activities.

Lear

ning

Des

ign

Unit Learning Outcomes (ULOs)Enter Unit Learning Outcome. Each outcome is to begin with a lower case letter, if a single outcome consists of more than one

sentence, use a semi-colon followed by lower case.

Level of thinking

Course Learning Outcomes

Professional Competencies/Standards

1.2.3.4.5.6.

Uni

t Ass

essm

ent

(See

App

endi

x 3)

Assessment Task Assessment Description % Week Due

ULOs Max 3 Type Medium ELP Role Supervision

1. Enter Assessment Task (e.g. Marketing Environment and Conditions Report).

Enter Assessment Description (e.g. a meaningful description of the essay and the word count.

2.3.4.

WIL Descriptor: Principal Assessor Feedback

Moderation Arrangements / Strategies (See Appendix 4)Authenticity Profile Pre-Marking Intra-Marking Post-Marking

1.2.3.4.

Indigenous Perspectives Descriptor1.2.3.4.

Addi

tiona

lCu

rric

ulum

Ele

men

ts eg. Additional comments/remarks relevant to the course.

Cour

ses

Man

agem

ent

& C

LT U

se o

nly UNIT CONTENT CHANGED

? Comments / Level of Change

Unit Details ☐ YesSyllabus ☐ YesULOs ☐ YesAssessments ☐ YesTuition Pattern ☐ Yes



COURSE ANALYSIS CHARTS - LEARNING OUTCOMES CRO


COURSE ANALYSIS CHARTS - LEARNING OUTCOMES


COURSE ANALYSIS CHARTS - ASSESSMENT TASKS

Submission18%

Performance64%

Examination18%

Figure 6: Proportion of Assessment Tasks by Type

SubmissionPerformanceExamination



Written22%

Oral43%

Practical31%

Combination4%

Figure 7: Proportion of Assessment Tasks by Medium

WrittenOralPracticalPerformanceVisualCombinationOther

Individual100%

Figure 8: Proportion of Assessment Tasks by Role

IndividualPairGroupIndividual/GroupOther

Non-invigilated100%

Figure 9: Proportion of Assessment Tasks by Super-vision

InvigilatedNon-invigilatedSupervised



WIL-Emerging75%

WIL-Not Evident25%

Figure 11: Work Integrated Learning Attribute Level At Course Level

WIL-EmergingWIL-DevelopingWIL-Highly DevelopedWIL-Not EvidentWIL-Not Applicable



Teaching staff only94%

Peer only6%

Figure 12: Proportion of Assessment Tasks by Principal Assessor(s)

Teaching staff onlyIndustry onlyPeer onlySelf onlyTeaching staff/industryTeaching staff/peer(s)Teaching staff/selfOther

Mark20%

Grade20%

Rubric17%

Verbal19%

Anno-tate

d script9%

Peer

feedback

8%

Other electronic means

7%

Figure 13: Feedback

Mark

Grade

Rubric

Verbal

Annotated script

Peer feedback

Other electronic means


COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE

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3Figure 14.1: Assessment Tasks by Week Due in Year 1 Semester 1

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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE

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Figure 14.4: Assessment Tasks by Week Due in Year 2 Semester 2


COURSE ANALYSIS CHARTS – ENGLISH LANGUAGE PROFICIENCY

B2 Writing75%

B2 Speaking19%

B2 Listening6%

Figure 15: English Language Proficiency

B2 Writing

B2 Speaking

B2 Listening

C1 Writing

C1 Speaking

C1 Listening

C2 Writing

C2 Speaking

C2 Listening

Not Evident


COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES

Clinica

l Prac

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Fieldwork

Laborat

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Lecture

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Seminar

Studio

Tutoria

l

Workshop

Individual S

tudy

Online C

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0

0.5

1

1.5

2

2.5

Figure 16: Activity Types

1 Hour14%

2 Hours86%

Figure 17: Proportion of Learning Experiences by Duration

1 Hour2 Hours3 HoursHalf-dayFull dayOther


Appendix 1: Unit learning outcomes and levels of thinking

Unit learning outcomes are what students are expected to be able to do upon successful completion of the unit. They begin with a strong action verb and describe specific tasks, preferably requiring students to develop higher order thinking skills (levels 4 to 6 in this table). For more information on creating quality unit learning outcomes, and specific information on the table below relating to Bloom’s Taxonomy, see http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf.

Level of Thinking (LOT) Skills Demonstrated and Assessment Verbs

1. Remembering

Observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes or procedures; mastery of subject matter.Unit learning outcome and assessment verbs: arrange, cite, collect, define, describe, duplicate, enumerate, examine, find, identify, indicate, label, list, locate, match, memorise, name, order, outline, quote, recall, recite, recognise, record, relate repeat, reproduce, retrieve, select, show, state, tabulate

2. Comprehending

Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes, predict consequence.Unit learning outcome and assessment verbs: arrange, articulate, associate, classify, compare, contrast, describe, differentiate, discuss, distinguish, exemplify, expand, explain, express, extend, identify, illustrate, indicate, interpret, locate, match, outline, paraphrase, recognise, relate, report, restate, review, select, summarise.

3. Applying

Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.Unit learning outcome and assessment verbs: administer, apply, calculate, chart, classify, collect, compute, control, convert, demonstrate, determine, develop, dramatise, draw, employ, estimate, execute, exhibit, illustrate, implement, manipulate, model, modify, operate, practice, prepare, relate, report, select, show, sketch, transfer, use, utilise.

4. Analysing

Discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.Unit learning outcome and assessment verbs: analyse, calculate, categorise, classify, compare, contrast, correlate, deconstruct, detect, differentiate, discriminate, distinguish, examine, explain, interpret, organise, quantify, research, scrutinise, separate, sequence, subdivide, survey, test, translate.

5. Evaluating

Compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make choices based on reasoned argument; verify or question the value of evidence.Unit learning outcome and assessment verbs: appraise, argue, assess, categorise, choose, compare, conclude, contrast, critique, debate, decide, deduce, defend, discriminate, dispute, establish, estimate, evaluate, gauge, generalise, hypothesise, infer, interpret, judge, justify, measure, monitor, negotiate, predict, prioritise, propose, prove, rank, rate, recommend, relate, select, solve, support, validate, verify.

6. Creating

Combining ideas to develop an original idea or product, engage in creative thinking.Unit learning outcome and assessment verbs: adapt, anticipate, assemble, change, communicate, compare, compile, compose, construct, create, derive, design, develop, devise, formulate, generate, hypothesise, improve, incorporate, infer, initiate, integrate, interpret, invent, make, modify, originate, plan, produce, reconstruct, revise, synthesise, transform, visualise.


http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf

Appendix 2: Learning Design Capabilities Scales

Work Integrated Learning (WIL)HD Highly

DevelopedWIL Highly Developed: Work or community-based experience

D Developing WIL evident in all unit learning outcomes which are verified by authentic assessmentE Emerging WIL evident in some unit learning outcomes which are verified by authentic

assessmentNE Not Evident WIL Not Evident: no evidence of WILNA Not

ApplicableWIL Not Applicable: WIL is not applicable in this unit

Appendix 3 – Assessment Data Source

Details about Assessments are shown in the categories below:

Type Task (examples) Medium (examples)

Role Supervision Authenticity Principal Assessors Feedback (examples)

Choose from:

Performance Submission Examination Combination

Test Presentation Reflection Investigation Exercise Work placement Laboratory Exam Take home Exam Essay Report Case study Dissertation Portfolio

Written Oral Practical Performance Visual Calculations Combination Artefact Other

Individual Pair Group Combination

Invigilated Non-invigilated Supervised

Highly developed (e.g. work placement, fieldwork)

Developing (e.g. simulation, role-play or case study)

Emerging (e.g. theoretical information based on workplace)

Not evident Not applicable

Teaching staff only Industry only Peer only Self only Teaching staff/industry Teaching staff/peers Teaching staff/self External

Grade Mark Rubric Verbal Annotated script Group report Individual email Peer feedback Specific feedback

sessions Other electronic

means Audio feedback Audio/video Self-feedback


Appendix 4 – Assessment Moderation Arrangement / Strategies

Type of Assessment:Submission - an assessment task for which the student submits an artefact for evaluation. The artefact may be electronic (text-based, non-text-based or media based) or physical. Assessments in this category are recognised to have low to medium academic integrity depending on the strategies implemented to address assurance of individual student learning and originality of student work. Performance – an assessment task that involves the evaluation of a student performance or demonstration of a skill or competency. The performance may be live or recorded. Assessments in this category are recognised to have medium to high academic integrity depending on the strategies implemented to assure fair and transparent assessment practices through moderation.Examination – an assessment conducted under controlled and invigilated conditions. Assessments in this category are recognised to have medium to high academic integrity depending on the nature of invigilation and strategies implemented to assure fair and transparent assessment practices through moderation.Combination – a combination of assessments that involves the integration of two or more of the above.

N/E = Unable to ascertain from the unit outline.


Submission Performance ExaminationPre-Marking Assessment task was reviewed (based on previous student

performance) and updated prior to publication of Unit Outline

Unit coordinator and co-assessor design/review assessment task(s) and rubric/marking key(s) prior to publication of unit outline

Unit coordinator and co-examiner design/review assessment task(s) and marking key(s)

Assessment task was reviewed (based on previous student / staff feedback) and updated prior to publication of Unit Outline

Marking team to discuss & reach consensus on applying marking key/rubric

Students provided with details of exam structure

Assessment task is distinguished from, but comparable to, task used in previous study periods

Students provided with rubric/marking key Marking team to discuss & reach consensus on applying marking key

Students provided with rubric/marking key Explicit induction of external supervisors for placement / fieldwork assessment

Students provided with exemplars or marked exemplars Students provided with placement manual (includes details of assessment)

Student conduct self or peer review using rubric/marking key

Intra-Marking Second marking of sample of assessments Second marking of fails where presentations are recorded Second marking of all failsBlind double marking (of clean copy) of sample of assessments by two independent assessors

Unit Coordinator to check sufficient information and justification provided to support fail grades

Anonymous marking (student identity hidden from marker)

Post-Marking Check or second marking of borderline All marks entered in grade centre; Review of distribution of marks

Spot check of outliers (high or low scoring assessments)

Spot check of outliers (high or low scoring assessments) Check marking of all threshold (around grade boundaries eg 59/69/79/89) assessments

Check marking or second marking of all threshold (around grade boundaries eg 59/69/79/89) assessments

All marks entered in grade centre; Review of distribution of marks


Appendix 5 – ELP Scales

Written Production

Level DescriptionC2 Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points. Can produce

clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. Can provide an appropriate and effective logical structure which helps the reader to find significant points.Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result.Lectures: Is aware of the implications and allusions of what is said and can make notes on them as well as on the actual words used by the speaker.

C1 Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion. Can expand and support points of view at some length with subsidiary points, reasons and relevant examples. Can summarise long, demanding texts.Lectures: Can take detailed notes during a lecture on topics in his/her field of interest, recording the information so accurately and so close to the original that the notes could also be useful to other people.

B2 Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and evaluating information and arguments from a number of sources. Can write an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail.Can evaluate different ideas or solutions to a problem. Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Can synthesise information and arguments from a number of sources. Can summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes. Can summarise extracts from news items, interviews or documentaries containing opinions, argument and discussion.Lectures: Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to concentrate on the words themselves and therefore to miss some information.

NE Assessment of ELP proficiency Not Evident in this task.


Oral Production: Speaking

Level DescriptionC2 Can produce clear, smoothly flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.

Can give clear, smoothly flowing, elaborate and often memorable descriptions. Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices.Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience’s needs. Can handle difficult and even hostile questioning.

C1 Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. Can give clear, detailed descriptions of complex subjects. Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions.Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing fluency and ease of expression.

B2 Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail.Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. Can give detailed accounts of experiences, describing feelings and reactions.Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. Can take a series of follow up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience.



Oral Production: Listening

Level DescriptionC2 Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed. Can understand enough to follow extended

speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. Can keep up with an animated conversation between native speakers.Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.

C1 Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. Can keep up with an animated conversation between native speakers.Can follow most lectures, discussions and debates with relative ease.

B2 Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialisation and follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers. Can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way.Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.



Documents

Appendix 1: Unit learning outcomes and levels of thinkingclt.curtin.edu.au/local/downloads/course_quality... · Web viewThe Graduate Certificate in Diabetes provides student with