The toolbox:

Each Moodle page – that is each Educational Package – should include a label with the name of the partner who developed the course, and the date it was updated.

1.    Curriculum:

Learning objectives

The learning objective is the statement of teaching intentions and describes the specific areas that will be covered in course or a block of courses. The learning objective describes the overall aim of the teaching intentions, and the general competence the student will have acquired after completion of the course (Cedefob 2017).

Entry requirements

Entry requirements should define minimum competence requirements for participating students. The requirements expected must be described using descriptors equivalent to the learning outcomes to make the difference in levels clear. Where relevant, state specific requirements such as reading, language or maths.


The course duration is the time needed to train the student from present level to desired level of qualification, including guided learning hours breakdown (such as lectures, workshops, and seminars) and independent study.

Duration depends on educational level, current level of knowledge, and the specific learning outcomes.

The amount of learning outcomes should be achievable in the time frame suggested.

If the course is defined based on ECTS [learning outcome/certificate-based] a description of ECTS for each educational package is needed. If ECTS is given according to the EQF level, calculate the amount.


Assessment method should be applicable to and mirror the desired learning outcome.

The choice of learning outcome forms the basis for the assessment method as well as for what is to be assessed. Assessments should be competence-based as far as practicably possible and check the ability of the student to perform relevant tasks in practical environment.

The assessment method can be one or a combination of several types of evidence, such as tests, written, multiple choice, practical tasks, or simulator. 

See: 2 On assessment methods