ABSTRACT

Lecturers teach courses that lead their students towards the development of graduate attributes. They need to mix the specific demands of their subject discipline and any professional body requirements together with the generic attributes needed for employability and life-long learning. This chapter explores approaches to the development of one of those attributes, reflexivity, through curriculum design and implementation. It also explores how lecturers can address graduate attributes and reflexivity in particular through aspects of curriculum design. A key part of curriculum design is to specify the aims of the course, usually as learning outcomes the students are expected to achieve by the end. Work-based learning and placement learning provide a realistic context for students to practise and develop key competences and attributes. While helping their students develop the graduate attributes, new lecturers are also enhancing their own skills and need to match them to the UK Professional Standards Framework for teaching and supporting learning in higher education.