The purpose of our procedure
Our Curriculum Design Procedure specifies the requirements and components of all Adelaide University coursework programs and courses, including requirements of the Australian Qualifications Framework (AQF), the Higher Education Standards Framework (HESF) (Threshold Standards) 2021, and the National Code of Practice for Providers of Education and Training to Overseas Students 2018.
It should be read in conjunction with our Curriculum Approval Procedure.
Please also read this procedure in conjunction with our:
- Curriculum Policy
- [Curriculum Management Procedure]
- Education Quality Policy
- [Curriculum Quality Assurance Procedure]
- Third-Party Program Delivery Arrangements Procedure.
Who our procedure applies to
Inclusions
- Adelaide University staff involved in the design, development and approval of award and non-award Adelaide University coursework curriculum.
Exclusions
- Graduate Research Programs.
Our Curriculum Design Procedure
Curriculum is designed using the [Adelaide Attainment Model] (see [website]), ensuring a focus on a contemporary curriculum informed by community and industry needs.
Adelaide University’s stackable degree structure provides students with multiple pathways and flexibility as to how they engage with our courses and programs.
Additional guidance, templates and resources to support curriculum design are available in the [Curriculum Design Toolkit].
New and amended programs and courses are approved under our Curriculum Approval Procedure. Once approved, they are reviewed regularly under our [Curriculum Quality Assurance Procedure].
1. Developing new programs
Before developing a full proposal for a new program, Colleges must submit a [concept proposal] to the [Curriculum Strategy and Enhancement Group] for consideration.
Once approval to develop a full submission has been obtained, College staff will follow the Curriculum Approval Procedure.
2. Our approach to program and course naming protocols
Program titles, course titles, and post nominals will be determined as part of the approval process.
Specialisations and majors will appear on a student’s parchment and transcript.
Further guidance will be provided in [the Curriculum Design Toolkit].
3. How we obtain professional accreditation
New programs that require accreditation by an external accrediting authority must first be internally accredited by Adelaide University before seeking professional accreditation (see our Curriculum Approval Procedure).
4. How we design our programs
Our programs are designed to provide a contemporary curriculum that supports our [Adelaide Attainment Model] (see [website]), and the principles of the Curriculum Policy. Design must also ensure compliance with relevant legislative and professional accreditation requirements.
4.1 Program structures and levels
Programs are structured according to Table 2 and designed to meet the requirements of the relevant AQF level and an assigned Field of Education Code.
Each program follows a scaffolded sequence of courses, demonstrating increasing complexity and coherence, allowing for a stackable sequence of qualifications, at both undergraduate and postgraduate levels ([website]).
For bachelor programs, students must complete no more than 60 units of first-level courses (excluding common core courses), and at least 48 units at the highest level available in their program.
(See section 5.2 and 6.2 for information on majors and specialisations).
4.2 Program learning outcomes
Program learning outcomes (PLOs) ensure graduates have the required knowledge, attributes and skills to begin professional practice and meet the relevant AQF Level.
Each program must:
- have PLOs that are mapped to our Graduate Qualities
- comprise courses that contribute course learning outcomes that allow students to achieve their program learning outcomes.
4.3 Program schedules
Program schedules are entered into CurV by [role] and must specify:
- core courses
- Work Integrated Learning (WIL) courses (see also section 5.3)
- majors and specialisations
- elective courses.
4.4 Admission and inherent requirements
All programs must have transparent admission requirements as defined in [Curriculum Design Toolkit].
Programs with inherent requirements must clearly publish them on the relevant program webpages and be made available to prospective students.
All programs seeking CRICOS registration must state the minimum English language requirements for international students in writing, reading, speaking and listening (see our English Language Requirements Procedure).
4.5 How our Attainment Model supports stackable learning
The [Adelaide Attainment Model] (see [Website]) provides students with flexibility to incrementally stack their learning in both undergraduate and postgraduate coursework programs. The model provides students with defined exit points once the required courses have been completed.
Where programs are nested entry should normally be for the highest AQF level program only. Entry points for lower AQF level nested programs should only be designed when the lower level program has significantly different entry requirements.
As part of the [Adelaide Attainment Model]s ’approach to stackable degree, programs may be designed to enable achievement of incremental qualifications, where possible (see website).
4.6 Maximum duration
All programs are assigned a maximum duration as outlined in Table 2. See our [Curriculum Management Procedure] for details on managing students who exceed maximum duration limits.
4.7 Language of instruction
Any component of a program delivered in a language other than English must specify the language of instruction and the volume of delivery in that language.
5. How we design our undergraduate programs
5.1 Common core
Undergraduate programs must include one common core course for each year of the program’s standard duration.
Common core courses are required in all undergraduate programs, with the exception of those with specified content as a result of professional accreditation requirements.
Current common core courses are listed on the [website].
5.2 Majors
A major must comprise no fewer than 48 units and no more than 66 units of courses related to a discipline or area of study.
When a program includes a major, students may be able to apply for admission into their chosen area of specialisation. In these cases, the name of the major will appear on the student’s transcripts and parchment.
5.3 Work Integrated Learning
Work Integrated Learning (WIL) is an integral part of our programs (see also our Work Integrated Learning Policy). Bachelor-level programs must include at least 6 units of WIL.
Additional WIL course information is required for CRICOS-registered programs (see [Curriculum Design Toolkit]).
5.4 How we incorporate Indigenous Knowledge
[Our programs and courses will provide students with the opportunities to study First Nations knowledges, including through our common core courses.]
5.5 Sub-degrees and nested programs
Undergraduate programs may include nested sub-bachelor programs at AQF Levels 5 or 6 (see table 2).
Each sub-bachelor program must have distinct program learning outcomes aligned to the appropriate AQF Level. Program learning outcomes will articulate with those of any associated program.
Admission is normally available only at the highest AQF Level, i.e. bachelor level qualification, with sub-bachelor awards offered as exit points. Where entry into a sub-degree is available there must be distinct entry requirements.
6. How we design our Honours programs
Honours programs are allowed by exception only and must be approved by the [Curriculum Strategy and Enhancement Group]. See our [Curriculum Approval Process] for details.
A 4-year Bachelor (Honours), or in some circumstances a 3-year Bachelor plus 1-year Honours, is permitted only when required for accreditation, partnership, or other strategic circumstances.
7. How we design our coursework postgraduate programs
7.2 Specialisations
A specialisation may form part of coursework postgraduate programs and will comprise a coherent sequence of courses in a discipline or area of study.
Students may be able to apply for admission into their chosen specialisation. The name of the specialisation will appear on graduates’ transcript and parchment.
7.3 Coursework masters
A standard coursework master’s degree comprises either 72 units (1.5 years full-time study), or 96 units (2-year full-time study) and may include a combination of coursework and research components.
Advanced standing may be granted to students who have completed relevant study in a related discipline (see our Credit Procedure).
7.4 Vertically Integrated Degree
Vertically Integrated Degree programs may be offered where sequential learning across undergraduate and postgraduate degree programs is required for professional accreditation.
8. The design of our courses
8.1 Course design
Courses are designed with the educational philosophy that the learner is central to all aspects of course design.
The level of each course will be identifiable through its course code. For example, courses with numerical components starting with ‘1’ are first level course, courses starting with a ‘2’ are second level courses, and so on.
Cross-listed courses are those that may be offered simultaneously in both undergraduate and postgraduate programs, and will not be associated with a particular level.
Course learning outcomes must contribute to program learning outcomes, ensuring that students complete their program with knowledge and skills aligned to the appropriate AQF Level.
Courses will be designated as one of the following:
- program core course
- common core course
- discipline course
- major course
- specialisation course
- WIL course
- elective course (free or program elective).
8.2 Course management
All courses are owned by Adelaide University, with each course being assigned to at least one [College, or the Graduate Research School]. More than one [College] may be involved in a course under a collaborative teaching arrangement, with one assigned primary responsibility, even if the management and/or teaching is shared equally between two [Colleges] (see [website]).
New courses should never be developed when the proposed content overlaps significantly with content taught in an existing course or program and could instead be offered under an interdisciplinary teaching arrangement (see [website]).
To minimise duplication of teaching and content across courses, approval from [role] is required when more than 30% of a course overlaps with another.
Common core courses are managed by the [[Adelaide Attainment Model]].
See our [Curriculum Management Procedure] for more detail.
8.3 Unit values and their contribution to student load
All courses will have weighting of 2 units, 6 units, 12 units, or 18 units unless otherwise approved by the Deputy Vice Chancellor - Academic. Courses will contribute to programs as shown in Table 1.
Table 1. Course unit, EFTSL, and student workload
Units | Equivalent Full Time Student Load (EFTSL) | Expected Total |
2 units | 0.041 EFTSL | 50 hours |
6 units | 0.125 EFTSL | 150 hours |
12 units | 0.25 EFTSL | 300 hours |
18 units | 0.375 EFTSL | 450 hours |
8.4 Field of Education Code
In keeping with the Australian Standard Classification of Education (ASCED), courses will have a detailed Field of Education Code assigned to them by the [role] during the design phase.
8.5 Course components
All Adelaide University courses will clearly list the following on the [course outline page]:
- a course description
- course aims and learning outcomes
- assignments and weightings (see also our Assessment Procedure)
- any prerequisites (including for restricted courses)
- any corequisite
- any antirequisites
- assumed knowledge
- Total WIL hours and weeks
- unit value
- delivery location.
8.6 When a course can have a quota
Quotas that limit the number of students who can enrol must be approved by [role]. A Quota will only be approved where there is a sound pedagogical argument, or where resource constraints or safety considerations apply. Core courses, including common core courses, cannot have quotas.
Table 2. Program Structures and Levels
Award Title | AQF Level | Standard Duration | Minimum Units | Maximum Duration** |
Undergraduate Certificate | Level 5 | 6 months | 24 units | 3 years |
Diploma | Level 5 | 1 year | 48 units | 4 years |
Associate Degree | Level 6 | 1.5-2 years | 94 units | 6 years |
Three-year Bachelor Degree | Level 7 | 3 years | 144 units | 8 years |
Four-year Bachelor Degree | Level 7 | 4 years | 192 units | 10 years |
Five -year Bachelor Degree | Level 7 | 5 years | 240 units | 10 years |
Bachelor Degree (Honours) | Level 8 | 4 years | 192 units | 10 years |
Graduate Certificate | Level 8 | 6 months | 24 units | 3 years |
Graduate Diploma | Level 8 | 1 year | 48 units | 4 years |
Masters Degree (Coursework) | Level 9 | 2 years | 94 units | 6 years |
Vertically Integrated Program | Level 7 followed by Level 9 | 6 years plus 1 additional year for each additional 48 units | 144 units for Bachelor degree followed by at least 192 units | 10 years |
** Maximum durations will vary for double degrees. Alternative maximum durations may be stipulated by accrediting authorities. See also our [Program and Course Management Procedure].
Definitions used in our procedure
Please refer to our Adelaide University glossary for a full list of our definitions.
Admission requirements means the specific academic qualifications, skills knowledge and other requirements that an Applicant must satisfy in order to be eligible for admission into a particular program.
Antirequisite means two or more courses that cover the same or very similar content. Students cannot enrol in both courses in any program.
Assumed knowledge means knowledge that it is assumed a student will have before commencing a course, which is not necessarily obtained through the completion of another course, for example proficiency with a software package, or using a piece of equipment. Teaching in the course will take place on the assumption that students enrolled in the course have that knowledge.
Collaborative teaching means when two or more schools work together to design, deliver, and manage a course or program.
Corequisite means a course that must be undertaken before or at the same time as another specified course.
Graduate Research Program means a program at doctoral or master level which comprises two-thirds or more of its assessable content by research.
Inherent requirements means capabilities, knowledge and skills necessary to achieve the core learning outcomes of a program or to satisfy curriculum requirements.
Learning outcomes means the knowledge and skills a student has acquired and is able to demonstrate on completion of either a course or a program.
Major means a coherent sequence of courses which develop depth of knowledge and expertise in a discipline.
Parchment (also called a testamur) means a legal document that certifies a degree. It is an official document certifying the name of the graduate, the title of the award, and its conferral date. The parchment bears the logo and seal of Adelaide University, and the signatures of the Chancellor and Vice Chancellor.
Prerequisite means a course that must be successfully completed before enrolling in another course.
Program Schedule means the sequence of courses to be studied at each year level of a program to progress students through increasingly complex aspects of major program themes and developmentally sequenced intellectual demands.
Prospective Student means a person who has contacted Adelaide University, or an agent representing Adelaide University, with the intent of becoming a student.
Restricted course means a course that is only available to students enrolled in particular programs.
Specialisation means a sequence of courses in a study area at the postgraduate level. Specialisations usually constitute 4 courses or 24 units at the postgraduate level, but this may vary depending on the program.
Vertically Integrated Degree Programs are a series of degree programs that are packaged and are designed to be completed sequentially for professional accreditation purposes. They usually require students to complete a Bachelor before progressing to a coursework Masters.
Work Integrated Learning (WIL) is an umbrella term for a pedagogical approach that combines theoretical learning of a discipline or professional context with practical experience, either actual, simulated and/or virtual, as a planned part of the curriculum. This approach helps students apply academic concepts to real-world work and professional situations, enhancing their skills, employability and understanding.
How our procedure is governed
This Procedure is categorised, approved and owned in line with the governance structure of Adelaide University and the offices and officers listed below.
Parent policy | Curriculum Policy |
Policy category | Academic |
Approving authority | co-Vice Chancellors/Vice Chancellor and President |
Policy owner | Deputy Vice Chancellor - Academic |
Responsible officer | [Title] |
Effective from | 26 August 2025 |
Review date | [3/4/5 years after date this version is approved, TBC] |
Enquiries | Interim Central Policy Unit/[Central Policy Unit] |
Replaced documents | None |
Legislation and other documents related to this procedure
Category | Documents |
Associated procedures | [Curriculum Approval Procedure] [Curriculum Management Procedure] |
Related policy documents | Curriculum Policy |
Referenced legislation | |
Higher Education Standards Framework (Threshold Standards) 2021 1.4 Learning Outcomes and Assessment 3.1 Course Design 5.3 Monitor, Review and Improvement | |
| National Code of Practice for Providers of Education and Training to Overseas Students 2018 | |
External references
| Australian Qualifications Framework |
History of changes
Date approved | To section/clauses | Description of change |
26 August 2025 | N/A | New procedure |
Note on structures, positions and position titles:
At the time of writing, the organisational structure, positions, committees, or any other unknown item etc. for Adelaide University have not been confirmed. Accordingly, square brackets [ ] temporarily enclose such information in this procedure until confirmed.