Designing for Engagement – Reflections from My First Curriculum Plan
Designing for Engagement – Reflections from My First Curriculum Plan
As I progressed through the PCET course, I had the opportunity to begin designing a curriculum module aimed at FE learners in the creative industries. This was a significant step in my development as an educator, moving beyond planning individual sessions to considering how a structured learning journey could be shaped over several weeks. My focus was not just on what I wanted to teach, but how to design for engagement, inclusion, and progression.
The module I developed centred on illustration for the entertainment industries, combining elements of visual storytelling, character design, and pitch bible development. At first, I approached the task with an industry lens, thinking mostly about outcomes and portfolio development. However, through reflection, I began to shift my focus towards how learners would experience the module, and how to ensure it was inclusive, supportive, and learner-centred. I found Biggs’ (1999) theory of constructive alignment especially helpful in this process. He argues that effective curriculum design links learning outcomes, teaching methods, and assessment in a way that supports deeper learning. This made me re-examine the tasks I had set: were they truly aligned with the intended learning outcomes? Were the assessments providing students with meaningful ways to show their understanding? These questions helped me refine my sequence of activities, ensuring that each week built on the last with clear purpose. I also drew on Bruner’s (1966) idea of the spiral curriculum, where complex ideas are introduced gradually, with increasing depth. This theory influenced my decision to delay introducing technical tools like Photoshop until later in the module. Instead, I began with concept development with traditional methods, helping learners build confidence before tackling software. I believe this scaffolding respects the diversity of learners’ starting points and avoids overwhelming those less confident with digital tools.
Inclusivity was another key consideration. I reflected on how to make the content accessible to students with different backgrounds, abilities, and learning preferences. This meant including visual prompts, regular peer feedback opportunities, and options for learners to make choices in how they presented their ideas. These principles align with the FE Professional Standards (Professional Standards, 2017), which emphasise the importance of promoting inclusion and enabling learners to take ownership of their learning.
My next step is to pilot parts of this curriculum in practice and gather feedback from learners. I want to evaluate whether the sequencing and tasks truly support engagement and whether learners feel challenged and supported throughout. This will help me continue developing as a reflective, responsive curriculum designer. Designing this module helped me connect theory with practice in a meaningful way. It reminded me that engagement is not something that happens by chance, it’s something we plan for, build into every week, and continually revisit. Curriculum design, I’ve learned, is one of the most powerful ways we can shape learner experience.
References
Biggs, John B. “Teaching for Quality Learning at University.” Teaching for Quality Learning at University, Open University Prese, 3 Sept. 2014, www.researchgate.net/profile/John-Biggs-3/publication/215915395_Teaching_for_Quality_Learning_at_University/links/5406ffed0cf23d9765a82d5e/Teaching-for-Quality-Learning-at-University.pdf?origin=publicationDetail&_sg%5B0%5D=a4sCW2CB7761z7qAwYAPXlk6NvPYBpqrBNryJ0opWZiDSwjSgjwdN-tgtnbm2_49ilA0kvQLqdJr8hoFy2QxwQ.-gXBJ9g00rlKalQAMjOLAeLzHcQd5HX9qQTQBRCsIThL26PEhNhR6HKUmExnycH4bNfHC8sKNODeICTmg0EeeQ&_sg%5B1%5D=-aj4V3eVjL5QE--ag0PmgSxQ3I-Ar9gS3yaZKTVLVvJoWkMTjEhfWEzfJaEbi-hZvFiEscvkqEySHnaSbdrjmQ5MTxsBtUZn_KoA6scb92ln.-gXBJ9g00rlKalQAMjOLAeLzHcQd5HX9qQTQBRCsIThL26PEhNhR6HKUmExnycH4bNfHC8sKNODeICTmg0EeeQ&_sg%5B2%5D=mgJW7mvwJKff5WdN1Of2joMSdIbTyKV3PJ58sgrg3kM90QCh7bAp_I645ruXTKNtPKX63JDshONL4vU.cXTuIeAdR8GPENbRfCgLD_OzXjxDoQ6QoNEL2Y91yYHLoUd6zx2jBwp1INqH1aM-ErAkvz4FJfJKmdwmHKCJmw&_iepl=&_rtd=eyJjb250ZW50SW50ZW50IjoibWFpbkl0ZW0ifQ%3D%3D&_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIiwicG9zaXRpb24iOiJwYWdlSGVhZGVyIn19. Accessed 20 May 2025.
Bruner, Jerome S. (Jerome Seymour), and Internet Archive. Toward a Theory of Instruction. Internet Archive, Cambridge, Mass., Belknap Press of Harvard University, 1966, archive.org/details/towardtheoryofin00brun. Accessed 20 May 2025.
Professional Standards for Further Education Teachers and Work-Based Learning Practitioners in Wales. 2017. Accessed 20 May 2025.
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