Complete thesis - Murdoch University

• outcomes such as the development of skills and motivation together with the developmentof an ability to be lifelong learners.See Appendix A for a discussion of Topic numberingFigure 7.5: Excerpt of RE content categorised for mappingIn order to facilitate all the alignments required, a curriculum map was developed with thetopics in ENG260 categorised firstly by the broad area of RE syllabus (see Figure 7.5) andthen by the learning outcome to be addressed. Curriculum mapping, as an evaluative toolattributed to English (1978), has been used primarily in schools, with limited use in highereducation. English (1978) advocated the use of mapping to ensure that the declared aims ofa curriculum match those which are taught and learned, while Biggs (1999) includes mappingof assessment in order to achieve the alignment of declaration, delivery and learning as wellas assessment of individual skills.This map was based on scrutiny of documentation related to the unit, in particular syllabusand unit outline information provided to students at the commencement of the semester.These detail topics to be covered, assessment elements and criteria and expected demonstrableoutcomes of these. Because the researcher had been instrumental in the development of theunit originally, a rich chronology of development decisions was also available for analysis.This documentation (which included minutes of meetings during the development process,jottings on topics, their importance and expected learning outcomes and reflection on teachingphilosophy) were an important source of historical decision-making information.The data gleaned from all of these were initially mapped to the generic graduate outcomes of288