Curriculum Design

Workflow

1. Load Research Context

If available, read research report to understand:

• Core concepts to cover
• Standards to align with
• Prerequisites students should have
• Recommended pedagogical approach

2. Write Learning Objectives

Create objectives following these principles:

Structure: [Audience] will [Measurable Verb] [What] [How/Context] [Criteria]

Example: "Students will analyze photosynthesis diagrams by identifying and labeling components with 80% accuracy"

Bloom's Taxonomy Verbs by Level:

• Remember (K-5 emphasis): define, identify, list, name, recall, recognize, state
• Understand (K-8 emphasis): describe, explain, summarize, paraphrase, classify, compare
• Apply (6-12 emphasis): demonstrate, use, solve, implement, execute, carry out
• Analyze (9-12, undergrad): differentiate, organize, attribute, compare, contrast, deconstruct
• Evaluate (undergrad, grad): critique, judge, defend, justify, assess, appraise
• Create (grad, post-grad): design, construct, generate, produce, plan, compose

Level-Appropriate Cognitive Distribution:

• K-5: 60% Remember/Understand, 30% Apply, 10% Analyze
• 6-8: 40% Remember/Understand, 40% Apply, 20% Analyze
• 9-12: 30% Understand/Apply, 40% Analyze, 30% Evaluate/Create
• Undergraduate: 20% Understand/Apply, 40% Analyze, 40% Evaluate/Create
• Graduate: 10% Analyze, 40% Evaluate, 50% Create
• Post-Graduate: 90% Create, 10% Evaluate

Objective Categories:

1. Content Objectives (Knowledge): What students will know
2. Skill Objectives (Performance): What students will be able to do
3. Affective Objectives (optional): Attitudes, values, dispositions

3. Organize by Scope & Sequence

Create hierarchical structure:

Course/Program
├── Unit 1: [Theme]
│   ├── Lesson 1.1: [Topic]
│   │   └── Learning Objectives (3-5)
│   ├── Lesson 1.2: [Topic]
│   │   └── Learning Objectives (3-5)
│   └── Unit Assessment
├── Unit 2: [Theme]
│   └── [Similar structure]
└── Final Assessment

Sequencing Principles:

• Simple → Complex
• Concrete → Abstract
• Known → Unknown
• Skills before application
• Concepts before analysis

4. Create Curriculum Architecture Document

Generate comprehensive design:

# Curriculum Design: [TOPIC]

**Educational Level**: [Level]
**Duration**: [Timeframe]
**Design Date**: [Date]
**Based on Research**: [Link to research artifact if available]

## Course/Unit Overview

**Purpose**: [Why this curriculum exists, what gap it fills]

**Big Ideas**: [2-3 overarching concepts students will understand]

**Essential Questions**: [3-5 open-ended questions that frame the learning]

**Standards Addressed**: [List of relevant standards from research]

## Learning Objectives

### Unit 1: [Title] ([Duration])

**Unit Goal**: [What students will accomplish by end of unit]

**Learning Objectives**:

1. **LO-1.1** [Bloom's Level: Remember] - Students will [verb] [content] [context] [criteria]
   - **Standard**: [Aligned standard code]
   - **Assessment**: [How this will be assessed]

2. **LO-1.2** [Bloom's Level: Understand] - Students will [verb] [content] [context] [criteria]
   - **Standard**: [Aligned standard code]
   - **Assessment**: [How this will be assessed]

3. **LO-1.3** [Bloom's Level: Apply] - Students will [verb] [content] [context] [criteria]
   - **Standard**: [Aligned standard code]
   - **Assessment**: [How this will be assessed]

[Continue for all objectives in unit]

### Unit 2: [Title] ([Duration])

[Same structure as Unit 1]

## Curriculum Scope & Sequence

| Unit | Topics Covered | Learning Objectives | Duration | Prerequisites |
|------|----------------|---------------------|----------|---------------|
| 1    | [Topics list]  | LO-1.1 through LO-1.5 | 2 weeks  | [Skills needed] |
| 2    | [Topics list]  | LO-2.1 through LO-2.4 | 2 weeks  | Unit 1 complete |
| 3    | [Topics list]  | LO-3.1 through LO-3.6 | 3 weeks  | Units 1-2 complete |

**Total Duration**: [Sum of all units]

## Prerequisite Map

[Prerequisite 1] ──┐ [Prerequisite 2] ──┼──> Unit 1 ──> Unit 2 ──> Unit 3 [Prerequisite 3] ──┘

## Curriculum Flow Diagram

Week 1-2: Unit 1 (Foundation) ↓ Week 3-4: Unit 2 (Application) ↓ Week 5-6: Unit 3 (Integration) ↓ Week 7: Synthesis & Assessment

## Assessment Overview

| Assessment Type | When | What | Objectives Assessed |
|-----------------|------|------|---------------------|
| Formative Checks | Weekly | Quick checks, exit tickets | All objectives (ongoing) |
| Unit 1 Assessment | Week 2 | [Assessment type] | LO-1.1 through LO-1.5 |
| Unit 2 Assessment | Week 4 | [Assessment type] | LO-2.1 through LO-2.4 |
| Final Performance Task | Week 7 | [Authentic task] | All course objectives |

## Universal Design for Learning (UDL) Considerations

### Multiple Means of Representation
- [How content will be presented in varied formats]
- [Visual, auditory, kinesthetic options]

### Multiple Means of Engagement
- [How students will be motivated and engaged]
- [Choice, relevance, authenticity elements]

### Multiple Means of Expression
- [How students will demonstrate learning]
- [Varied assessment formats, options for showing mastery]

## Differentiation Strategy

**For Advanced Learners**:
- [Extensions, enrichment, depth opportunities]

**For Struggling Learners**:
- [Scaffolding, additional support, simplified options]

**For English Language Learners**:
- [Language supports, visual aids, vocabulary work]

**For Students with Disabilities**:
- [Accommodations, modifications, accessibility features]

## Materials & Resources Needed

- [Resource 1]: [Purpose and when used]
- [Resource 2]: [Purpose and when used]
- [Resource 3]: [Purpose and when used]

## Pedagogical Approach

**Primary Instructional Model**: [e.g., Backwards Design, Inquiry-Based, Project-Based]

**Teaching Strategies**:
- [Strategy 1]: [How and when used]
- [Strategy 2]: [How and when used]

**Engagement Tactics**:
- [Tactic 1]: [Description]
- [Tactic 2]: [Description]

## Pacing Guide

| Week | Unit/Lesson | Topics | Objectives | Assessment |
|------|-------------|--------|------------|------------|
| 1    | Unit 1, Lesson 1 | [Topics] | LO-1.1, LO-1.2 | Formative |
| 2    | Unit 1, Lessons 2-3 | [Topics] | LO-1.3, LO-1.4, LO-1.5 | Unit 1 Assessment |
| 3    | Unit 2, Lesson 1 | [Topics] | LO-2.1, LO-2.2 | Formative |
[Continue for all weeks]

## Next Steps

1. Use `/curriculum.assess-design` to create detailed assessment blueprints and rubrics
2. Develop lesson plans with `/curriculum.develop-content`
3. Create assessment items with `/curriculum.develop-items`

---

**Artifact Metadata**:
- **Artifact Type**: Curriculum Design
- **Topic**: [Topic]
- **Level**: [Level]
- **Total Objectives**: [Count]
- **Duration**: [Timeframe]
- **Bloom's Distribution**: [Percentage at each level]
- **Next Phase**: Assessment Design

5. Validate Objectives

Check each objective for:

• ✅ Measurable action verb (not "understand" alone, but "demonstrate understanding by...")
• ✅ Clear, specific content
• ✅ Observable/assessable outcome
• ✅ Appropriate Bloom's level for grade
• ✅ Aligned to standards (if provided)
• ✅ Realistic for timeframe

6. Output Format

Human-Readable (default):

• Formatted markdown as shown
• Write to file: curriculum-artifacts/[topic]-design.md

JSON Format (use --format json):

{
  "artifact_type": "curriculum_design",
  "topic": "string",
  "level": "string",
  "duration": "string",
  "units": [
    {
      "unit_number": 1,
      "title": "string",
      "duration": "string",
      "learning_objectives": [
        {
          "id": "LO-1.1",
          "blooms_level": "Remember",
          "objective": "full text",
          "standard": "standard code",
          "assessment_type": "string"
        }
      ]
    }
  ],
  "bloom_distribution": {
    "remember": 20,
    "understand": 25,
    "apply": 30,
    "analyze": 15,
    "evaluate": 5,
    "create": 5
  }
}

7. CLI Interface

# With research artifact
/curriculum.design --research "photosynthesis-grade5-research.md" --duration "3 weeks"

# Without research (standalone)
/curriculum.design "quadratic equations" --level "9-12" --duration "4 weeks" --goals "Students will solve, graph, and apply quadratics"

# JSON output
/curriculum.design "neural networks" --level "graduate" --duration "1 semester" --format json

# Help
/curriculum.design --help

Educational Level Adaptations

K-5

• 3-4 objectives per lesson (simpler focus)
• Heavy emphasis on Remember/Understand/Apply
• Concrete, observable outcomes
• Short lesson durations (30-45 min)

6-8

• 4-5 objectives per lesson
• Balance Foundation + Analysis
• Bridge concrete/abstract
• Standard lesson durations (45-50 min)

9-12

• 5-6 objectives per lesson
• Emphasis on Analyze/Evaluate
• Abstract reasoning expected
• Extended lesson durations (50-90 min)

Undergraduate

• 4-6 objectives per week/module
• Emphasize Analyze/Evaluate/Create
• Discipline-specific thinking
• Self-directed learning expected

Graduate/Post-Graduate

• 3-5 objectives per course
• Heavy emphasis on Create
• Original synthesis and research
• Expertise-level performance

Composition with Other Skills

Input from:

• /curriculum.research - Research report informs objectives and structure

Output to:

• /curriculum.assess-design - Objectives drive assessment design
• /curriculum.develop-content - Objectives guide lesson plan creation
• /curriculum.develop-items - Objectives specify what items should assess

Error Handling

• No research artifact: Proceed with user-provided topic, warn about missing context
• Duration too short: Warn user objectives may not fit timeframe, suggest adjustment
• Invalid Bloom's level: Correct to appropriate level for grade
• Too many/few objectives: Adjust to recommended range for level

Exit Codes

• 0: Success - Curriculum design generated
• 1: Invalid educational level
• 2: Duration format invalid
• 3: Cannot load research artifact (if specified)
• 4: Insufficient information to create objectives