OH! I wasn't sure from your post what level you were talking about (I'm in the US). So if you're very new, then pipetting is huge. I know it sounds very basic, but good pipetting skills are a must. Our students pipette for 4 hours a lab 1x/week and sometimes still forget to put a tip on to the pipetteman (granted we see up to 850 students a semester, so some are quicker than others at learning and they're not medical students).

I don't have a curriculum I can send per se, but I can describe the structure (which may or may not be useful for your setup). There are 12 lab periods of 4 hours each for 12 weeks. The first half of the semester is teaching basic techniques and experimental design. We teach it under the context of water ecology, but the principles are the same. In the 3rd lab, we go on a trip and they collect samples. We teach them how to analyze their water samples and identify a plant & insect based on their DNA over the next several lab periods.

For the second half, they have to work as a group to design a project, collect samples, conduct the project, analyze the data, and give an oral presentation of their findings (and write a paper structured like a journal paper). They do all of this using what they learned in the first half of the semester. Three labs are devoted to them carrying out the projects on their own as a group and a 4th to the presentations.

My favorite part about this course is that the students hit pitfalls. Things don't always work nicely. Someone adds their sample to the master mix by mistake or pipettes the whole master mix into their sample. Someone in the group uses a wrong pipette and their sample is FUBAR'd. Someone contaminated something. The bug they collected is too small to get enough DNA from. They run a t-test and it comes out at p=0.06. Students that took labs in high school usually have a set task to accomplish with almost guaranteed results. That's not the case here - they learn that science isn't always pretty and that you can't just make up data to match what you think it should be. There's no penalty for having insignificant data and we encourage them to think critically about their results for the paper/presentation discussions. Obviously some students are more into it than others (and enthusiasm from the TA helps a lot), but I think it's a lot of fun and they learn a lot.