Criterion 1

Indicative standards by criteria

Criterion 1 | Design and planning of learning activities

To demonstrate this criterion you should provide evidence of good practice in planning, development and preparation of learning resources and materials for a unit, course or degree program, including coordination or involvement in curriculum design and development. Good practice may be demonstrated across any or all of the full range of teaching contexts, including undergraduate, postgraduate, clinical and practical contexts. Where possible you should demonstrate how you have shown leadership or influenced others.

Good practice in relation to this criterion might include demonstration of:
• Preparation
• Knowledge of the discipline
• Knowledge of the student learning process
• Knowledge and appropriate use of teaching techniques
• Knowledge and application of curriculum design
• Knowledge and appropriate use of technology
• Innovative design or use of technology

Note: Indicators in Bold up to Lecturer B should be considered as minimum standards. Indicators in Bold above Lecturer B should be considered as key signals to build a case for promotion where the contribution is in teaching. The indicators not in bold are to illustrate other activities and evidence that can be used to demonstrate achievement.

Download the framework organised by criteria as a pdf or modifiable word document.

Criterion 1: Design and planning of learning activities
Planning, development and preparation of learning activities, learning resources and materials for a unit, course or degree program; including coordination, involvement or leadership in curriculum design and development
Lecturer (A)	Lecturer (B)	Senior Lecturer (C)	Associate Professor (D)	Professor (E)
Planned learning activities designed to develop the students’ learning Sound knowledge of the unit content and material Unit outline that clearly details learning outcomes, teaching and learning activities and assessment Preparation of unit materials Peer review of unit materials by unit/course coordinator For relevant items in the student survey, average or above average scores for all units taught e.g. • Appropriate teaching techniques are used by the teacher to enhance my learning. • The teacher is well prepared. • The teacher effectively used learning technologies to support my learning	Deep knowledge of the discipline area Well planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Effective unit/ course coordination Effective preparation of tutors and management of teaching teams Peer review of unit materials by course coordinator For relevant items in the student survey, average or above average scores for two consecutive years and in all units taught	Meets the requirements for level B and Deep knowledge of the discipline area Innovation in the design of teaching, including use of learning technologies Effective preparation and management of tutors and teaching teams Leadership in curriculum development and design. Development of significant curriculum materials Benchmarking of a unit or course against similar units/courses	Meets the requirements for Level C and Leadership in effective curriculum development at a program level Contribution to the teaching or curriculum and/or discipline at a national level External expert peer review of unit/course materials/ curriculum/initiative curriculum Adoption of learning materials by other universities Nomination for a teaching award for curriculum contribution	Meets the requirements for Level D and Leadership role and impact in curriculum design and review, planning and/or development at a (inter)national level Significant curriculum or disciplinary contribution through published student learning materials/textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum
Indicative evidence for criterion 1
Unit/course outline and materials Report from unit and/or course coordinator Student surveys and feedback to students on response/outcomes Student feedback from focus groups Student feedback derived from external independent evaluation Tutor feedback on preparation, organisation or mentoring support Feedback from teaching teams Expert peer review on course/program materials and innovation External peer recognition and/or review on impact of curriculum, discipline or innovation Details of leadership roles and specific contribution Details of mentoring and support of colleagues Feedback from staff mentored Letter from Chair of curriculum committee on contribution Awards and citations for learning materials Text book awards