ABSTRACT
Construction of a schedule provides an opportunity to check workloads, deadline clashes, timetable arrangements, room and staff requirements, appropriateness of teaching sessions and ensure that students are clear about the arrangements for a module. If schedules and concept maps are helpful ways of ordering and organising content, then outcomes-content matrix provides a useful means of ensuring that the chosen content relates to the learning outcomes and shows that coverage is complete without undue repetition. The combination of contact hours, directed/private study time and assessment is the total time that students should be taking – on average – to achieve the planned learning outcomes. The next stage is to check that the existing situation provides a coherent and progressive pathway for the students, and if it does not to decide what needs adding, changing or deleting. The final matrix detailed here is useful for reviewing the development of practical skills and ability to tackle student-centred, project work.
