Once the course outline begins to take shape, it can then be useful to look at the overall course design using Biggs' work on constructive alignment (1996). Biggs argues we should take a coherent and integrated approach to aims, learning outcomes, curriculum, teaching activities and assessment.
Please now read Biggs (1996) on constructive alignment from the core reading. Note his comments on the 'total teaching system' (p.354) and the alignment of all components in this system to the learning outcomes (p.360). You could then begin to consider how the aims, learning outcomes, teaching activities and assessment in your C-RL programme can be integrated and articulated.