Curriculum Design

What it does

This skill generates structured learning paths and exercises tailored to a user's specified educational level and goals. It creates measurable learning objectives aligned with Bloom’s Taxonomy, designs curriculum architecture (scope and sequence), and organizes content into units. The skill can also incorporate research findings to inform the curriculum design process.

When to use it

• You need to write learning objectives for a specific topic.
• You want to design the overall scope and sequence of a course or program.
• You're looking for guidance on "backwards design" or curriculum architecture.
• You have existing content that needs to be organized into units.
• You require a Universal Design for Learning (UDL)-aligned curriculum structure.

Key capabilities

• Learning Objective Generation: Creates objectives using a structured format and aligned with Bloom's Taxonomy levels (Remember, Understand, Apply, Analyze, Evaluate, Create).
• Curriculum Architecture Design: Organizes content into a hierarchical structure including courses/programs, units, lessons, and assessments.
• Scope & Sequence Organization: Structures learning materials following principles of simplicity to complexity, concrete to abstract, known to unknown.
• Research Integration (Optional): Incorporates findings from research reports to inform core concepts, standards alignment, prerequisites, and pedagogical approaches.

Example prompts

• "Create learning objectives for photosynthesis at the 9-12 grade level."
• "Design curriculum architecture for a one-semester undergraduate course on data structures."
• "Organize this content into units about the American Civil War."
• “Create backwards design for a K-5 science unit on weather.”

Tips & gotchas

• Research Context: Providing research artifacts (output from /curriculum.research) will significantly improve the quality and relevance of the generated curriculum.
• Educational Level is Key: Specifying the correct educational level (K-5, 6-8, 9-12, undergraduate, graduate, or post-graduate) is crucial for appropriate cognitive distribution within learning objectives.