| name | curriculum-plan |
| description | Build a curriculum that sequences prerequisite knowledge, explanation, demonstration, practice, feedback, assessment, and transfer to real work around defined learning objectives. |
Curriculum Plan
Use when several learning objectives need to become a coherent course, onboarding path, workshop series, or internal training program.
Procedure
- Start from approved learning objectives, learner profile, prerequisites, available time, delivery format, and constraints.
- Group objectives into modules around meaningful work or mental models rather than arbitrary chapter size.
- Sequence prerequisites before dependent skills and introduce complexity progressively without delaying useful practice unnecessarily.
- For each module, define explanation/reference material, demonstration, guided practice, independent practice, feedback, and assessment as appropriate.
- Use realistic tasks and artifacts from the target role while removing sensitive or unstable details that would make the course brittle.
- Plan spacing, retrieval, repetition, and cumulative practice for capabilities that must survive beyond one session.
- Include alternative formats or accommodations required by the learner population and delivery environment.
- Define completion evidence, instructor/facilitator needs, maintenance owner, and triggers for updating material when the underlying work changes.
Decision rules
- Coverage is not the goal; demonstrated capability is.
- Do not front-load every concept before allowing learners to perform useful work.
- Keep optional enrichment separate from required role competence.
- A curriculum that depends on obsolete screenshots or exact UI paths needs a maintenance plan.
Quality gate
The curriculum is ready when every required objective has an intentional learning and assessment path, prerequisites and progression make sense, practice resembles real work, accessibility and delivery constraints are addressed, and content ownership and update triggers are explicit.
