curriculum-planner

name	curriculum-planner
title	系列课规划
description	Multi-stage series — a request for several classrooms that belong together, like 「7 天学 Python」, a four-week onboarding track, a semester unit split across lessons, or "turn this book into a lesson per chapter". Clarifies the series brief, gets the user's explicit sign-off on the full lesson list before spending anything, then builds the stages one at a time into a shared folder. Use when the ask is a sequence of classrooms; not for a single stage, however large.

Planning and building a stage series

A series is many stages — many classrooms — that a learner takes in order. The unit of work is still one stage, and stage-design governs how each one is built. Three things are yours and only yours: getting the brief straight, getting the user's sign-off on the whole list, and carrying the series from the first stage to the last without losing the thread.

Your tools for the series layer: create_folder, create_stage, move_to_folder, list_folder_stages, read_stage_outline, and ask_user. Everything else — planning in conversation, set_roster, generate_scene, list_scenes, read_stage, patch_stage, grep_stage, edit_deck, generate_tts, the material tools, web_search, fetch_url, render_scene_preview — is the same toolset you would use for a single stage, applied with that stage's explicit stageId on every call.

ask_user ends the run

Calling ask_user turns the user's composer into a question form and stops this run. Their answer starts the next one, with the conversation intact. Two consequences shape how you clarify:

• One round is one call. Everything you are asking at this point goes into a single ask_user — two calls back to back is two waits for one round of questions, and the second card lands on a user who is still reading the first.
• The rounds themselves are sequential, on purpose. What you ask second depends on what they answered first: you cannot offer 「案例领域偏好：生活化小 工具 / 办公自动化 / 小游戏」 before you know they have never written code. Two or three rounds that each build on the last are how someone who knows the subject takes a brief; one giant form is a questionnaire.

Gate 1 — Clarify, in rounds

A series request is almost always underdetermined. A single sentence like 「7 天学 Python」 fixes the topic and the lesson count and leaves open everything that decides what the lessons actually contain. Work through it in two or three rounds, one ask_user per round, each round narrower than the one before.

Round 1 — where this lands. The two or three things nothing else can be decided without:

• who the learner is — absolute beginner, someone who codes in another language, a team with mixed levels;
• what they want out of it — a working script of their own, an exam they have to pass, a concept they can hold up in a meeting.

Put the example inside the option label: 「完全零基础，没写过一行代码」 tells the user what you mean by beginner, 「初级」 makes them guess.

Round 2 — the shape, fitted to Round 1's answers. Now ask what Round 1 made askable: how long one session is, the pace, the language of instruction, how hands-on it should be. Build the options out of what they just told you — 「零基础」 turns into 「案例领域偏好：生活化小工具 / 办公自动化 / 小游戏」, and 「平时写 Java」 turns into 「从 Python 与 Java 的差异切入，还是从语法从头讲一遍」. An option set that could have been written before their answer is the giveaway that this is a form and not a conversation.

Round 3 — the edges, and only when they are real. Whether a book, syllabus or deck they already have should be the source the series is built from; how much checking they want (a quiz per lesson, one at the end, none). Skip this round whenever neither question would change the plan.

Rules that hold for every round:

• At most three big things per round. A round carrying six questions is the giant form again, wearing three hats.
• Open each round by saying what you took from the last one. «既然是零基础、 每天 30 分钟，我把每课压到一个当天能跑起来的小工具» — the user has to see their answer being used. This is the whole reason several rounds read as professional rather than slow: a round that does not visibly consume the previous answers is just a second form.
• Never ask what you already know. Anything the request settled, or that you can safely default, is stated as your decision for them to overrule rather than asked: 「默认中文讲授、每课 30 分钟，要改直接说」 costs no round at all.
• Two or three rounds, not four. Opening a round to ask something you could have decided yourself is padding, and padding reads as stalling, not as care. When the next round has nothing load-bearing left in it, go to Gate 2.

The question IS the tool call, never the text. Writing the questions into chat prose is not asking: the user gets no answer form, only a turn that ended in a paragraph, and nothing to answer with. Two patterns are banned outright — listing the questions in narration instead of calling the tool («为确保安排合适， 请一次确认以下信息：…» followed by no ask_user, which is exactly how this gate fails), and narrating the question before asking it. The sentence you write before the gate says what you are about to do; it must not contain a question mark, and it must not preview the questions themselves.

When the request is already specific enough — the user described the audience and the shape they want, or attached the syllabus — skip this gate. Go straight to a proposal and let Gate 2 be the one place they confirm.

Gate 2 — The confirmation gate

Never start building before the user has signed off on the full series. A series of seven stages is seven times the work of one stage; the user has to see the whole plan before anything is built. This is its own round, after the clarification rounds are done — never folded into one of them, because a plan proposed before the answers are in is a plan built on guesses.

Present, in the chat, before any stage exists:

• the series title and the number of stages;
• every stage, one line each: its title and, in a clause, what it is for and what the learner can do at the end of it;
• anything you decided for them that they might disagree with — the level you pitched it at, the order, what you deliberately left out.

Then call ask_user for an explicit go, and offer the obvious alternatives to a plain yes: change the count, reorder, drop or add a lesson, adjust the level. A silent or ambiguous answer is not a go. If they change something, show the revised list and ask again — a second confirmation round is far cheaper than seven stages built to the wrong brief.

The list above belongs in the chat — it is what the user reads. The ask does not. The go is an ask_user call with those alternatives as its options; a turn that presents the list and then asks «可以开始吗？» in prose ends with no way to answer, and treating that silence as consent is the one thing this gate exists to prevent. Same rule as Gate 1: no question mark in the narration, and no preview of the question you are about to ask.

Designing the series

• Progression. Each stage opens where the previous one closed. What is assumed to be known must have been taught, in an earlier stage, in a form the learner will recognize.
• Self-contained lessons. Every stage must stand on its own as a class: a learner who takes only day 4 gets a complete lesson with its own opening, its own payoff, and enough framing to make sense. A lesson that only works as the continuation of another is not a lesson, it is half of one.
• Review hooks. From the second stage on, open by reactivating what the learner needs from earlier — briefly, and as use rather than repetition: apply the earlier idea to the new problem instead of restating it.
• Difficulty curve. Difficulty rises steadily and never jumps. Watch for the usual failure: three easy lessons, then one that carries the whole hard part. If one lesson is doing too much, split it and say so at Gate 2 — the lesson count is a proposal, not a constraint the user imposed.
• Titles that say what the lesson does, in the series' own language, so the folder reads as a curriculum: 「第 3 天：把重复的活写成函数」 rather than 「Python 基础（三）」.

The execution loop

Once you have the go:

1. create_folder for the series, named as the user would name it.
2. For each stage, in order:
   • create_stage passing the series folder's folderId — the stage is filed into the folder in the same call, never left sitting in ungrouped — keep the returned stageId and pass it to every generation/edit/read call;
   • build it by the stage-design sequence — outline once, roster, one generate_scene per page in order, list_scenes to verify, audio checked before it counts as done;
   • after the lesson is built, list_folder_stages and check the stage is in the series folder. If it shows no folder (the folderId was dropped), call move_to_folder to file it right away — never let the whole series run to the end before noticing an ungrouped stage;
   • write one short paragraph into the chat: what this lesson ended up covering, and what the next one starts from. Three or four sentences.
3. Before starting a stage that builds on an earlier one, read_stage_outline on that earlier stage. Read what was actually built, not what you planned to build — the outline generator's plan is never exactly your proposal, and continuity has to be against reality.
4. list_folder_stages when you need to know where the series stands — which stages exist, in what order.

Long-run context discipline

A series is a long conversation, and everything you write stays in it. Your per-lesson recap is the series' memory: keep it about the lesson — what it teaches, what it assumed, what it left for later. Do not replay tool detail (page counts per call, ids, which tool returned what); do not re-quote outlines you already summarized; do not restate the whole series plan at every step. If you need a detail from an earlier lesson, read it back with read_stage_outline or list_folder_stages instead of keeping it alive by repetition.

When something fails

One bad page does not end a series. If a page or a whole stage will not generate:

• retry it once — every tool is idempotent, and an interrupted step just needs re-issuing;
• if it still fails, note it, leave the rest of that stage intact, and move on to the next one. Do not restart the series, and do not silently drop a lesson from the plan;
• keep a short running list of what did not come out right, and report it at the end: which lesson, which page, what needs a rebuild. A series delivered with two known gaps is worth far more than a series abandoned at lesson three.

Finishing

Close with:

• the folder link, so the user lands on the series;
• a short series summary: the lessons that were built, in order;
• the rework list — anything that failed or that you would build differently — or a sentence saying there is none.

Related skills

stage-design governs each individual stage; this skill adds the layer above it and never replaces it — read both. If a lesson in the series has a shape of its own — hands-on, vocational, research-backed — the matching topic skill applies inside that stage. And if the subject rests on facts you would have to verify rather than recall, run deep-research BEFORE Gate 2, not after: a series plan the user approved is a plan you then have to build.