Part 3 supports the development of practice across the three classic dimensions of teaching – curriculum, teaching and assessment. Chapter 9 first examines different approaches to producing curricula that underpin many debates about the higher education curriculum. We also consider debates around the ‘de-colonizing’ of the curriculum. It then considers ideas that inform curriculum design. ‘Planning’ (Chapter 10) puts these ideas into action. It is more practically orientated and starts at the level of the individual session before considering module and then programme planning. Chapter 11 offers ways of understanding the art, craft and science of teaching – and examines how we can focus our teaching on student understanding. ‘Communication’ (Chapter 12) extends this with an introduction to the role of dialogue across the curriculum, which highlights the importance of engaging our students in discussions about their learning. Finally, this part concludes by examining how assessment makes a contribution to students’ learning and how we can make decisions about the design of assessment (Chapter 13). In short, this part of the book examines how we can support students in developing an understanding of disciplinary knowledge and professional practices through the careful design of our curricula, teaching and assessment practices.
