omh-curriculum-design

name	omh-curriculum-design
description	["omh"]
Turn a learning goal into a teachable curriculum, assessment plan, and learner-ready sequence. Use when the user says	curriculum design, learning objectives, assessment plan, 커리큘럼 설계, 학습 목표, 평가 계획.
metadata	{"hermes":{"tags":["workflow","oh-my-hermes","planning"],"category":"planning","phase":"curriculum-design","role":"planner","quality_tier":"planning-gated"}}

Curriculum Design

This is a Hermes-native curriculum-design workflow skill.

Why This Exists

curriculum-design makes instructional outcomes, sequence, assessment, and learner constraints reviewable before materials, LMS, or grading work.

Do Not Use When

• The user wants an explanation of a supplied academic paper rather than a teachable sequence; use paper-learning.
• The user needs a deck, workbook, PDF, or other exported learning artifact; route packaging to materials-package after the curriculum is accepted.
• The user asks to create or publish an LMS course, enroll students, grade work, or change course settings; use connector-operator with explicit authorization and observed evidence.
• The user needs only a short rewrite or one isolated worksheet prompt, not curriculum structure; use content-operator.

Examples

Good example:

• Prompt: Design a six-week onboarding curriculum with learning objectives and practical assessments for new support agents.
• Expected behavior: Prepare learner constraints, scope and sequence, learning objectives, assessments, and adaptation questions.
• Why: The request needs a teachable sequence and assessment plan rather than an LMS course or exported material.

Bad example:

• Prompt: Explain the attached machine-learning paper for a beginner.
• Expected behavior: Route to paper-learning, not curriculum-design.
• Why: A supplied paper explanation is not a curriculum-design request.

Completion Checklist

• The plan names goals, non-goals, assumptions, acceptance criteria, and verification shape.
• Draft recommendations, accepted decisions, and executor handoffs are separate states.
• Rejected options or unresolved tradeoffs are recorded before handoff.

Recovery Notes

• If acceptance criteria or verification are missing, route back to clarification before handoff.
• If assumptions materially affect the plan, keep them visible and avoid treating the plan as accepted.

Workflow Lane

• Current lane: Research and company ops (source-finder, research, best-practice-research, autoresearch-goal, research-brief, strategy-brief, feedback-triage, research-department, +13 more) - research, signals, ops, and briefings.
• If intent belongs to another lane, hand back to oh-my-hermes or name the adjacent workflow.
• Shared product, routing, compatibility, and evidence rules: omh-routing/references/skill-common-rail.md.

Use When

Use when an educator or enablement owner needs outcomes, scope and sequence, lesson/module design, assessment criteria, and differentiation assumptions.

Strong routing signals: `curriculum design`, `learning objectives`, `assessment plan`, `커리큘럼 설계`, `학습 목표`, `평가 계획`

Catalog Metadata

Category: planning Phase: curriculum-design Hermes role: planner Quality tier: planning-gated Reasoning demand: standard

Quality bar:

• Tie outcomes to scope, sequence, activities, assessments, and completion evidence.
• Keep instructional design distinct from exported materials or LMS actions.

Handoff policy:

Keep domain framing, clarification, source/evidence synthesis, draft outputs, and next-work routing in Hermes. A prepared brief, review, reply, or plan is not an external action, approval, filing, send, publish, data mutation, implementation, review, CI, or merge claim. Prepare a connector, file, coding, or human-review handoff only when the user explicitly accepts that next step; report it only from observed evidence. Hermes designs an instructional plan; it does not create an LMS course, enroll learners, grade submissions, certify learning, publish materials, or claim learning outcomes occurred.

Required inputs:

• learners
• learning goal
• prerequisites
• constraints

Expert clarification questions:

• learners
  • English: Who are the learners this curriculum should serve?
  • Korean: 이 커리큘럼의 대상 학습자는 누구인가요?

Expected outputs:

• learner/audience, prerequisite, outcome, and constraint brief
• scope-and-sequence with modules/lessons and activity rationale
• formative/summative assessment rubric and completion evidence
• accessibility, adaptation, and source/rights questions plus next route

Artifact expectations:

• prepared curriculum design brief when a wrapper captures it

Safety rules:

• Make learner prerequisites, accessibility, adaptation, and source-rights gaps explicit.
• Do not claim LMS mutation, enrollment, grading, certification, publication, or learning outcomes.

Runtime Evidence

Preferred harness for this skill: planning.

omh runtime record --skill curriculum-design --harness planning --status started

Record observed delegation results; otherwise return not_available or not_observed. Prepared OMH routing is not execution, review, CI, merge-readiness, or merge evidence.

• Treat wrapper memory/context summaries as advisory local context, not proof of opaque Hermes memory reads or changes. Preserve workflow intent and stop conditions; verify before claiming completion.

Use Hermes-native subagent/delegation features when available: native subagents -> Hermes delegation when available, otherwise sequential lanes.

Shared product, compatibility, topology, memory, harness, and execution rules: omh-routing/references/skill-common-rail.md. Load it when applicable; otherwise name an unavailable capability.