(1) Curriculum at Western Sydney University (University) is designed to provide opportunities for students to add interdisciplinary breadth and applied depth to their core program. This breadth and depth enables students to develop as citizen scholars who are Future Thinkers, Global Citizens, Innovative Entrepreneurs and Sustainability Advocates. Refer to the Graduate Attributes Guidelines. These elements convey significant value to students, and buffer graduates against shifts in their professional situations allowing them to be more adaptable and agile in dealing with an unpredictable employment landscape. (2) These procedures provide information on curriculum development and structure as follows: (3) The Schools are the custodians of the University's curriculum and oversee the development and delivery of the content and teaching. Curriculum may be comprised of units offered by more than one School, and teaching may be provided by University Research Institutes, Western Sydney University - The College (The College) and other partners. (4) These procedures support Schools in curriculum development and should be read in conjunction with the Curriculum Design and Approvals Policy, noting that the policy principles apply to all awards included in this document. (5) Schools ensure the continued quality and compliance of courses and units, including those with external accreditation requirements or sector agreed threshold-learning outcomes at discipline level, with regular reporting to School Academic Committees (SACs). (6) To support curriculum design that educates, supports and encourages ethical academic behaviour, detailed information is available on the webpages for staff listed in the associated information to these procedures. (7) To support curriculum design that embodies partnership pedagogy, being co-created with a range of partners, within academic and regulatory requirements, detailed information is available on the webpage for staff listed in the associated information to these procedures. (8) Western Sydney University courses share an underlying architecture wherever possible to facilitate the opportunity for the inclusion of interdisciplinary learning and new sub-majors within a student's degree. (9) Course structures provide opportunities for flexible bundling of (10) Curriculum is developed to ensure coherence through scaffolding and other mechanisms that support integration within and between (11) The design of curriculum is a School-led process. Schools engage with staff from across the University who have responsibilities to assist with curriculum design. (12) Foundation Studies programs are designed as enabling courses to introduce students to the knowledge and skills needed for the first year of a Bachelor degree at the University. Refer to the Admissions Policy for admission rules. (13) Foundation Studies programs must meet National Standards for Foundation Studies. (14) Western Sydney University licenses The College to develop and teach the University Foundation Studies program. Students in the Foundation Studies programs are enrolled as students of the University. (15) Information on current University Foundation Studies Programs will be provided in The College Guide and the University Handbook. (16) Diploma programs (typically 1 year full-time or part-time equivalent) generally comprise 80 credit points and are designed to develop graduates with technical and specialised theoretical knowledge and skills, in either a specific area or a broad field of work and learning, and/or as preparatory courses for further study. (17) The Diploma program may consist of preparatory units and equivalent units from a corresponding Bachelor degree and may be developed as a pathway into a Bachelor degree. (18) The Diploma is usually equivalent to the first year of the corresponding degree at the University and provides a pathway into the second year of study at the University. (19) The Diploma may be integrated with a Bachelor degree to create a Diploma in (discipline)/Bachelor of (discipline) program. Each student who successfully completes the Diploma component of the integrated program at The College automatically transitions into the second year of the corresponding program at the University. Refer to Nested and Integrated Qualifications for more details. (20) Advanced Diploma programs (typically 1.5 to 2 years full-time or part-time equivalent) generally comprise 120 to 160 credit points, building on corresponding Diploma programs (80 credit points core with 40 credit points of advanced focus and/or 40 credit points of advanced flexible units). (21) The Advanced Diploma award will comprise no more than 80 credit points of Level 1 units and at least 40 credit points of Level 2 units. (22) Flexible units in an Advanced Diploma may be chosen from a selection of Level 1 and Level 2 units. (23) An exception to the requirement for flexible units in an Advanced Diploma may be approved, where professional requirements of the relevant articulated Bachelor degree or other substantiated considerations dictate that the core and focus comprise more than 120 credit points. (24) Associate Degrees (typically 2 years full-time or part-time equivalent) can exist as a stand-alone course, complementing an existing Bachelor degree or as a pathway such as an embedded exit or entry pathway for a Bachelor degree. (25) Associate Degrees generally comprise 160 credit points drawn from the corresponding Bachelor degree (80 credit points core, 40 credit points of focus and 40 credit points of flexible units). (26) The award will comprise no more than 80 credit points of Level 1 units and at least 60 credit points of Level 2 units. (27) Flexible units in an Associate Degree course may be chosen from a selection of Level 1 and Level 2 units. (28) An exception to the requirement for flexible units in an Associate Degree may be approved where professional requirements of the relevant articulated Bachelor degree or other substantiated considerations dictate that the core and focus comprise more than 120 credit points. (29) This qualification type was developed in response to community and industry need as a result of the COVID-19 crisis. (30) The base structure of this qualification is: (31) Wherever possible, the underlying architecture of a Bachelor degree will facilitate the opportunity for the inclusion of multidisciplinary learning. (32) The base structure of Bachelor degrees is a minimum of 240 credit points, with: (33) In some cases the base structure may be varied, owing to accreditation requirements or specific elements that are unique to an award (for example, School of Medicine awards). In these instances, the course may be considered for approval by the University Academic Senate according to the usual quality assurance and approval procedures, but a clear argument must be articulated in the approval documents indicating why the variations are required. This includes where the intended learning outcomes and/or professional accreditation requirements cannot be met. (34) Wherever possible, exit points at Diploma or Associate Degree award level, or in certain instances alternate Bachelor awards, should be available to students. (35) Majors and sub-majors are approved, defined and cohesive sequences of focus or flexible units that provide either a focus or multidisciplinary aspect to a student's course. Where sufficient elective unit options are available within the sequence of a course, this may also be used to obtain majors and sub-majors. (36) Majors comprise a minimum of 80 credit points, with no more than 30 credit points at Level 1 and typically 30 credit points at Level 3 or higher. A major may consist solely of Level 2 and Level 3 units. These provisions may be varied but a specific case must be made for each variation and approved through the standard approval process. (37) Testamur majors are defined sequences of units in a focus area, which represents a significant area of study that the University wishes to recognise to highlight the graduate’s area of specialisation. Testamur majors are listed on the student’s testamur. (38) Sub-majors comprise 40 credit points at any level. Sub-majors may consist of focus or flexible units that are entirely at one level or at different levels. (39) To ensure distinctiveness the sharing of units across majors should be minimised. A maximum of three units only may be shared across two testamur majors, and one unit across two sub-majors. Where the same units are listed in the sequence for more than one major or sub-major, they can be counted towards each of these majors or sub-majors, even though the student only takes them once. However, the units may only be counted once for the purposes of the student's successful completion of the required number of credit points for an award. (40) Majors and sub-majors may not be available in all courses. Some awards are regulated by professional bodies and the identification of separate majors may not be applicable in this context. (41) In order to complete a Bachelor degree that achieves the Graduate Attributes and meets AQF requirements, the course will be expected to include sufficient units at Level 3 or above to ensure course learning outcomes are met. This would typically be a minimum of 60 credit points (usually 6 units) at Level 3 or above in a 240 credit point degree. An academic case can be made for this to be varied, but this must be highlighted and a case made for the variation and approved through the standard approval process. If the degree is longer than 240 credit points, the required credit points should be proportionally higher. (42) An Honours course may be embedded in a 4 year Bachelor Honours course, or available as a one-year course following successful completion of a cognate Bachelor degree, usually with a specified Grade Point Average (GPA) threshold. (43) Honours programs will have two compulsory components, the research training component (minimum of 10 credit points at unit Level 4 or above) and the research component (minimum of 20 credit points at unit Level 4 or above). (44) In order to complete an Honours course that achieves the Graduate Attributes and meets AQF requirements, the course will be expected to include sufficient units at Level 4 or above to ensure course learning outcomes are met. This would typically be a minimum of 60 credit points at Level 4. (45) The School Honours Coordinator or relevant Associate Dean will monitor Honours candidates to ensure completion of the two compulsory components as a condition to apply for graduation. (46) Applications for end-on or embedded Honours programs will be considered as prescribed by the published Honours Admission Criteria and Procedures. Refer to the associated information to these procedures. (47) The compulsory research training component must include: (48) The compulsory research training component may include training in the ethical conduct of research, research management and work integrated learning, depending upon the nature of the study. (49) The compulsory research component may be a written thesis, or a non-standard thesis, as follows: (50) A double degree course of study is where two otherwise separate degree programs are studied in conjunction, with the units from one being recognised as focus and/or flexible units towards the other. (51) There should be clear synergies between the degrees, which are designed to include integrated sets of learning outcomes, highlighting the points of synergy. (52) Where there are on-campus activities, travel required between campuses for students to undertake the typical pattern of study should be minimised. (53) These double degrees will support one or more of the following purposes: (54) There are three models for double degrees: (55) In all three models, each constituent degree must be identified in the course documentation as an 'exit' award. Where students complete the requirements for one of the exit awards, they may elect to receive a testamur for the completed award and exit the course. (56) A combined Bachelor double degree cannot be taken as a stand-alone degree. It is a program designed to be undertaken in specific combination with another Bachelor degree and may consist of interleaved intensive units with a capstone experience that integrates elements of the program. Students will typically complete the second degree either intertwined and studied concurrently with the primary degree, or as a final year block of units at the end of the primary degree. (57) Combined Bachelor double degrees must satisfy the learning outcomes for the primary degree and include integrating elements, such as project units, that allow students to develop skills in working across their disciplines. There must be integrative course learning outcomes, which complement the outcomes for both degrees. (58) Students must meet the requirements for admission of their primary course before they can be admitted into the combined double degree course. (59) Qualification for combined Bachelor double degrees requires the successful completion of 240 credit points which include the (60) Postgraduate coursework courses are specialised, provide opportunities for high-level focused learning and may include accommodation of professional accreditation requirements. (61) Postgraduate units are assigned either 10 credit points, or multiples of 10 when attached primarily to special long-term research units or thesis preparation units, or Postgraduate research courses. (62) Normally, all Postgraduate coursework courses will be structured with embedded exit points at Graduate Certificate, Graduate Diploma and Masters levels. (63) Graduate Certificates and Graduate Diplomas provide opportunities for high-level focused learning, and may also provide pathways into and from Masters degrees. A Graduate Certificate and Graduate Diploma must demonstrate scaffolded learning for the attainment of course learning outcomes. Where the course is intended to be linked to another postgraduate qualification (either as an entry/exit pathway or as a focus for high level specialist learning) then the program of learning must additionally demonstrate integrating links to the other awards. (64) Graduate Certificates comprise at least 40 credit points of prescribed core/ (65) Graduate Diplomas comprise at least 80 credit points of prescribed core/ (66) Masters degrees by coursework have varying volumes of learning, comprising 80, 120 or 160 credit points, depending on the purpose of the degree (broadening or deepening) and the scope of the student’s prior study or employment. Refer to the Quality and Compliance Guides available on the Office of the Deputy Vice-Chancellor and Vice-President, Academic webpage. (67) Broadening Masters Degrees are usually 160 credit points. These courses feature a program of learning designed to introduce students to new broad knowledge domains that provides opportunity for student choice and flexibility. A minimum of 80 credit points to a maximum of 120 credit points are (68) Deepening Masters Degrees are usually 160 credit points. These comprise a minimum of 80 credit points to a maximum of 120 credit points of (69) Masters degrees by coursework, with 2 years or 1.5 years of full-time equivalent study, may include admission pathways which reduce the total required (70) The Masters of Philosophy is a research higher degree of which at least two-thirds must be undertaken as independent research. (71) The period of candidature is 1 to 2 years full-time or the part-time equivalent. (72) The Master of Philosophy (Discipline) is aimed at the research skills development of the candidate, with particular emphasis on research methodology appropriate to their specific discipline area. This degree is designed to provide the experience and expert knowledge needed to confidently approach PhD studies and a research career. Further detail is provided in the Research Masters (Honours) Policy. (73) Extended Masters (Coursework) degrees are typically 3 to 4 years following a minimum attainment of a 3 year Bachelor degree (AQF level 7) qualification. (74) The Masters of Research is aimed at the research skills development of the candidate, with particular emphasis on research methodology appropriate to their chosen field of study. This degree is designed to provide the experience and expert knowledge needed to confidently approach PhD studies and a research career. The Masters Degree Research may be structured to include two stages as below: (75) Some Masters Degrees by coursework may include choices of majors and sub-majors. This enables students who study the 1 year, 1.5 year or 2 year courses to focus on a particular area of practice within the discipline at a postgraduate level. (76) For all versions (2 year, 1.5 year and 1 year) 40 credit points of study represent specialisations and are (77) For procedures relating to Doctoral Degrees refer to the Doctorate Policy. (78) Most units in courses offered at the University are assigned a value of 10 credit points, or multiples of 10 and are usually offered over one teaching session. (79) Units at this University typically reflect 150 hours (80) The combined value of the unit credit points in a course structure must meet the course requirements as listed in these procedures. (81) A strong case needs to be presented for unit pre-requisites and co-requisites to preserve student choice and flexibility, including consideration of the impact on students transferring from other courses or institutions. Inclusion of 'required knowledge and/or skill' as part of unit information is preferable to the use of unit pre-requisites and co-requisites. (82) Students are responsible for assessing their ability to meet any 'required knowledge and/or skill' requirements, with academic advice being made available to help students make their assessment. Refer to the Curriculum Advice to Students Procedures. (83) Pre-requisites are used where it can be demonstrated that the pre-requisite is essential to succeed in the unit. For example, where specific technical knowledge is required or for work health and safety. This rationale must be included in the concept, new and/or variation documentation. A rationale should include where this condition is necessary to meet accreditation requirements. (84) Co-requisites may be used where there is a clear pedagogical rationale for concurrent enrolment. For example, a theory-based unit run concurrently with a related, practice-based unit. This rationale must be included in the concept, new and/or variation documentation. (85) Details of any pre or co-requisites are to be clearly defined in the Handbook. (86) A unit option or alternative that is taken from a prescribed pool of units for that award is not considered to be a flexible unit. Units within a prescribed pool would be core or (87) A pool of cross or transdisciplinary sub-majors may be included as the flexible elements of a degree. (88) Curiosity Pods (typically 15 to 30 hours of student learning effort) are designed as tasters available to all students, regardless of what course they are studying. (89) As a stand-alone offering, Curiosity Pods have no pre-requisites beyond those expected for university study. (90) Typically, Curiosity Pods are also embedded as a 2 credit point learning activity in an existing unit. They support the student to achieve the learning outcomes of the unit. (91) Curiosity Pods may form an approved sequence of four, combined with a fifth pod that is designed as an integrative assessment, to form a 10 credit point unit. (92) Students who successfully complete a Curiosity Pod, recognised via advised completion events within that Curiosity Pod, will be provided with a record of their successful completion. (93) Unit levels are based on the complexity of the course learning outcomes, not the year in which they appear in a course structure. Units are to be clearly identified to enable the scaffolding of learning to be clearly displayed. The following definitions are provided to assist in determining the appropriate level for undergraduate courses. (94) This is a foundational unit designed to provide students with the necessary skills and knowledge for success in Level 1 units. Level Z units correspond to Higher School Certificate (HSC) level or equivalent Vocational Education and Training (VET) study and are found in Foundation Studies Programs and Diplomas. As precursors to Level 1 units, their learning outcomes include elementary knowledge and skills for further learning, and the development of academic skills that will allow students to undertake Level 1 units. (95) This is an introductory unit for an undergraduate degree. It assumes that the student has academic skills that would correspond to successful completion of HSC-level or equivalent VET study. In some cases, there will be required knowledge that is equivalent to having completed one or more HSC subjects at a particular standard, e.g. within a particular band. Level 1 units are usually encountered in the early stages of undergraduate study. Their learning outcomes include professional or discipline specific knowledge at an introductory level for a Bachelor degree, and the development of academic skills that will allow students to progress to more complex and challenging units. (96) This is a unit that requires students to have the knowledge or skills base, as well as the academic skills, resulting from the successful completion of one or more relevant Level 1 units. Students would not normally encounter Level 2 units in their first session of undergraduate study, except in some advanced programs or unless they have suitable advanced standing. Level 2 units contribute to the development of a student's discipline specific and/or professional knowledge, understanding and skills, as well as the generic and contextualised graduate attributes for their degree, but usually not to the level that would be expected of a university graduate. (97) This is a unit that, in combination with units of the same or higher level, equips students with the more advanced knowledge and skills that are required to practice a particular discipline or profession as a Bachelor-level graduate. It ensures that students acquire and are assessed on the capacities and capabilities required for their degree, including appropriate skills in communication, problem solving and critical thinking. Units at this level normally require students to have successfully completed several units at introductory and developing levels to ensure appropriate scaffolding of their learning, either in terms of content and skills, or the complexity and difficulty of the concepts and problems involved. (98) These are typically Honours units that extend the learning that undergraduate students have achieved in their Level 3 units, and/or equips them with the knowledge and skills to apply a body of knowledge in a specific context to undertake professional work and as a pathway for research and further learning. Units at this level comprise the research training component and research component of a Bachelor Honours degree, either embedded in a 4 year course or available as a 1 year course following successful completion of a cognate Bachelor degree. Alternatively, they may be used for the extended coursework component of a 4 year Bachelor Degree. (99) This is a unit that, in combination with other units of the same level, equips postgraduate students with the knowledge and skills that are required to apply a body of knowledge in a range of contexts to undertake professional/highly skilled work, and as a pathway for further learning. Units at this level typically comprise the bulk of a graduate certificate or graduate diploma qualification, and may also provide the foundation for studying Level 6 units that lead to a Masters degree. Units at this level normally require students to have successfully completed a Bachelor degree or equivalent study and/or professional experience. (100) This is a unit that, in combination with other units of the same level, equips postgraduate students with the knowledge and skills that are required to apply an advanced body of knowledge in a range of contexts for professional practice or scholarship and as a pathway for further learning. Units of this level develop the mastery of advanced knowledge, cognitive, technical and creative skills, and knowledge of research principles and methods applicable to a field of work and/or learning that are required for completion of a Masters degree by coursework. Units at this level normally require students to have successfully completed a Bachelor degree, Graduate Certificate or Graduate Diploma, or equivalent study and/or professional experience. (101) This is a unit that, in combination with units of the same level, equips HDR students with the knowledge and skills to apply an advanced body of knowledge in a range of contexts for professional practice or scholarship and as a pathway for further learning. These units may comprise advanced coursework, research training, supervised study and research, and independent study, leading to a Masters of Research or Masters of Philosophy degree of which two thirds will be devoted to research training, research and independent study. (102) This is a unit that, on its own or in combination with units of the same level, equips HDR students with the knowledge and skills to apply a substantial body of knowledge to research, investigate and develop new knowledge, in one or more fields of investigation, scholarship or professional practice. These units may comprise advanced coursework, research training, supervised study and research, and independent study, leading to a Doctoral degree, of which research is the defining characteristic. (103) Integrated qualifications are purposely designed qualifications that enable explicit articulation pathways and encompass more than one AQF level. These arrangements must be explicit in course documentation and approved through the normal approval processes. (104) Nested qualifications are qualifications that include articulated arrangements from a lower level qualification into a higher level qualification to enable multiple entry and exit points. (105) Students will normally be eligible to graduate from the integrated award on successful completion of the lower award components, and then continue in the higher award without needing to re-apply. (106) For nested awards, upon successful completion of a lower level nested award, students can apply for transfer to the higher level award. If a student chooses to graduate from a lower level award, they will then need to re-apply for the higher-level award. (107) Where a student is given provisional enrolment in a Graduate Certificate, instead of a Graduate Diploma or Masters award, transfer to the higher award will be automatic where the student passes all of the units in the Graduate Certificate at their first attempt. (108) There is a systematic nomenclature for award titles. However, variation is permitted where the value of the variation can be clearly demonstrated. This may be approved by Academic Senate at the time the course is approved. (109) Bachelor degree titles include the broad field of study or degree name and may include a testamur major (in parentheses after the degree name) if approved by Academic Senate at the time the course was approved. (110) Successful completion of an Honours degree will be identified on the academic transcript, and the testamur, by the name of the undergraduate course, as specified in the approved degree title and the word ‘Honours’ in parentheses. (111) Honours levels appear on testamurs and are awarded as follows: First Class (highest level of Honours), Second Class, and Third Class (lowest level of Honours). Second class has two divisions of performance identified: Division 1 (highest) and Division 2. (112) University awards conform to the nomenclature for award titles prescribed in the AQF. (113) A consistent set of abbreviated award titles is published as associated information to the Academic Records Issuance Policy and may be published on University websites.Curriculum Structure Procedures
Curriculum Development
Curriculum Structure
Part A - Sub-Bachelor Courses
Foundation Studies Programs
Diploma (AQF 5)
Advanced Diploma (AQF 6)
Associate Degrees (AQF 6)
Undergraduate Certificate (AQF 5, 6 or 7 – available from May 2020 until 31 December 2021)
Part B - Undergraduate Courses
Bachelor Degrees (AQF 7)
Majors and Sub-Majors
Minimum Credit Points at Level 3 or Above
Bachelor Honours Degrees (AQF 8)
Compulsory Research Training
Compulsory Research
Part C - Double Degrees
Combined Bachelor Double Degrees
Part D - Postgraduate Coursework Courses
Graduate Certificate and Graduate Diploma (AQF 8)
Masters Degree Coursework (AQF 9)
Masters of Philosophy (AQF 9)
Extended Masters (AQF 9e)
Masters Degree Research (AQF 9)
Postgraduate Majors and Sub-Majors
Doctoral Degree (AQF 10)
Part E - Units and Curiosity Pods
Unit Pre-requisites and Co-requisites
Flexible vs
Curiosity Pods
Unit Levels
Level Z – Preparatory
Level 1 – Introducing
Level 2 – Developing
Level 3 – Assuring
Level 4 – Advancing
Level 5 – Postgraduate Coursework
Level 6 – Postgraduate Coursework (Advancing)
Level 7 – Research Masters
Level 8 – Doctoral
Part F - Nested and Integrated Qualifications
Part G - Award Titles
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