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Course title

Principles of Courseware Design and Development

Learning outcomes, curricular alignment and assessment design

Overview

Courseware that earns regulatory approval and engages adult learners relies on foundational design principles applied with absolute consistency. This workshop examines those fundamentals and clarifies how the Skills and Workforce Development Agency (SWDA) evaluates course proposals during accreditation.

Every programme must succeed twice, first before the regulator at submission and subsequently in the training room. Both reviews depend on constructive alignment, verifying that learning outcomes, training activities, and assessment methods form an integrated, purposeful curriculum.

The session moves systematically from adult learning theory to practical application, demonstrating how to write outcomes against approved national skills and build assessment tools that satisfy the Principles of Assessment and the Rules of Evidence.

Learning outcomes

By the end of the workshop, you will be able to

  1. 01

    Formulate measurable learning outcomes aligned directly with Technical Skills and Competencies (TSCs) and Course Approval Skills List (CASL) requirements.

  2. 02

    Integrate learning outcomes, instructional methods, and assessment tasks into a coherent, constructively aligned curriculum.

  3. 03

    Differentiate instructional strategies to accommodate diverse adult learner profiles and workplace learning contexts.

  4. 04

    Construct robust assessment instruments and evidence plans that satisfy the Principles of Assessment and the Rules of Evidence.

Programme

What you will learn

Part 1 · 2 modules

Foundations of adult learning

1.1How adults learn
  1. (a)Andragogy and the adult learner
  2. (b)Motivation, prior experience and relevance
  3. (c)The VARK learning preferences
1.2Starting from the skill
  1. (a)Reading a TSC or CASL skill statement
  2. (b)Knowledge and ability statements
  3. (c)Setting the proficiency level

Part 2 · 3 modules

Designing the course

2.1Writing learning outcomes
  1. (a)Measurable action verbs
  2. (b)One outcome, one observable behaviour
  3. (c)Mapping outcomes to the skill
2.2Constructive alignment
  1. (a)Aligning outcomes, activities and assessment
  2. (b)Choosing instructional methods
  3. (c)Time allocation and the lesson plan
2.3Materials that teach
  1. (a)The structure of a learner guide
  2. (b)The facilitator guide and trainer notes
  3. (c)Slides that support delivery rather than replace it

Part 3 · 2 modules

Assessment

3.1Assessment design
  1. (a)At least two (2) assessment methods
  2. (b)Written, practical and oral assessment
  3. (c)Marking schemes and model answers
3.2Quality of evidence
  1. (a)The Principles of Assessment, valid, flexible, fair and reliable
  2. (b)The Rules of Evidence, validity, authenticity, sufficiency and currency
  3. (c)Common findings in Course Quality Checks

Who should attend

  • Curriculum developers and instructional designers
  • Trainers moving into course design
  • Subject-matter experts contributing to courseware
  • Course managers who review courseware before submission

In-house delivery

Tailored for your organisation.

Delivered at your offices or conducted virtually, each run is customised around your active course portfolio and internal operating procedures.

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