As a teacher, you are at least partly responsible for one or more modules. When determining the content, design and testing of a module, it is important to consider the larger whole within which this module belongs: the programme curriculum. One tool to use in coordinating your module to the programme curriculum is the completion of a ‘congruence table’.
How does it work?
Look up the programme competencies for the programme in which you are teaching. They can usually be found in the prospectus. If necessary, you could ask one of the coordinators of the programme.
Keep the list of learning objectives for your module at hand. For a new module, these learning objectives must be constructed.
Create a table in which the learning objectives are positioned in relation to the programme competencies: which programme competencies do you seek to achieve through the learning objectives, and which do you not address? Most importantly, can you justify these choices? (For example, because your course is not a practical, there might not be a learning objective that contributes to a programme competency with regard to practical-experimental skills.)
If so, the learning objectives of your module are in congruence with the programme competencies, and your module contributes to their realisation.
If not, this indicates a discrepancy between the objectives of your module and the programme competencies. This provides cause to reconsider the learning objectives (and, subsequently, the associated content, design and testing) of your module and/or to discuss the identified discrepancy with your colleagues or the coordinator of the programme.