The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can
list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognise the types of curriculum being applied in their own work context and
describe or illustrate a curriculum implementation process. he student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.
The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies. He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
change over time, taking account of the context and stakeholders. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.
The student can justify and defend his/her curriculum choices and synthesise diverse needs, opinions and viewpoints to make informed curricula decisions. He/she can analyse the curriculum structures within an organisation and synthesise new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions. The student is willing and able to tolerate an acceptable and appropriate level of risk, able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. The student is able to demonstrate the ability to actively listen.