| Expected Learning Outcomes / Competencies | Clearly defines relevant expected learning outcomes with measurable and specific competencies aligned with professional standards. | Defines expected learning outcomes with good specificity and alignment but may lack minor aspects of measurability. | Some learning outcomes are defined, but lack clarity or alignment with professional standards. | Learning outcomes are vague and lack necessary clarity or relevance to professional standards. | No clear learning outcomes or competencies defined. |
| Curriculum Content | Content is comprehensive, well-organized, and entirely relevant to the training objectives, with clear connections to professional practice. | Content is mostly comprehensive and relevant but may have minor gaps in organization or connection to professional practice. | Content is relevant but lacks depth of detail or organization. | Content is somewhat relevant but poorly organized or insufficient for training objectives. | Content is irrelevant or fails to address the training objectives. |
| Learner Assessment | Assessment methods are clear, valid, and reliably measure learner outcomes with comprehensive feedback strategies. | Assessment methods are mostly valid and measure learner outcomes well, with clear feedback mechanisms. | Assessment methods are identified but may not measure learning outcomes effectively or lack feedback. | Assessment methods are unclear or poorly aligned with learning outcomes. | No assessment methods defined. |
| Curriculum Management | Curriculum management processes are clearly defined and demonstrate effective evaluation and continuous improvement mechanisms. | Curriculum management is described but may miss some details on evaluation or improvement. | Basic curriculum management processes are described but lack depth or clarity. | Poorly defined management processes with little connection to evaluation or improvement. | No curriculum management processes provided. |
| Facilitator / Staff | Clearly identifies qualified facilitators/staff with relevant experience and qualifications to enhance the training experience. | Identifies staff qualifications but may lack specific details on their relevance to the training. | Mentions staff but lacks clarity on their qualifications or relevance to the curriculum. | Limited description of staff qualifications that inadequately supports training. | No mention of facilitators or staff qualifications. |
| Learner / Participant Engagement | Strategies for engaging learners are comprehensive, promoting active participation and interaction throughout the curriculum. | Engagement strategies are mostly effective, encouraging some level of participant interaction. | Limited engagement strategies with minimal opportunities for interaction. | Engagement strategies are poorly defined or less effective. | No strategies provided for learner engagement. |
| Timetable | Timetable is well-structured, logical, and aligns perfectly with learning outcomes and content delivery. | Timetable is mostly structured but may show minor inconsistencies with learning outcomes. | Basic timetable structure provided but lacks detail or clear alignment. | Timetable is poorly defined or lacks significant alignment with learning outcomes. | No timetable provided. |
| Learning Location | Learning locations are identified clearly and maximize learning experiences with appropriate facilities. | Identifies learning locations but may lack some details on suitability or facilities. | Basic mention of learning locations without detailed descriptions. | Limited information on learning locations with no clear relevance. | No learning location specified. |
| Learning Opportunities | Offers rich learning opportunities that encourage exploration, application, and real-world relevance. | Identifies effective learning opportunities, though some may lack depth. | Basic learning opportunities stated that do not fully encourage engagement. | Limited learning opportunities that are not well connected to the curriculum. | No learning opportunities mentioned. |
| Learning Resources | Resources are comprehensive, diverse, and entirely suitable for the curriculum, supporting learning outcomes effectively. | Identifies relevant resources but may lack some diversity or depth. | Basic resources mentioned that are somewhat relevant but insufficient. | Poorly identified resources with minimal contribution to the curriculum. | No resources provided. |