Learning Objectives & Curriculum Architecture Design

Create measurable learning objectives aligned to Bloom's Taxonomy and design comprehensive curriculum architecture for systematic instruction.

When to Use

Automatically activate when the user:

• Needs to write learning objectives for a topic

• Asks "create learning objectives for [topic]"

• Wants to design curriculum scope and sequence

• Requests "backwards design" or "curriculum architecture"

• Says "organize this content into units"

• Needs UDL-aligned curriculum structure

Required Inputs

• Research Artifacts: Output from /curriculum.research (optional but recommended)

• Topic: Subject matter to design curriculum for

• Educational Level: K-5, 6-8, 9-12, undergraduate, graduate, or post-graduate

• Duration: Course length (e.g., "6 weeks", "1 semester", "1 year")

• Learning Goals (optional): High-level outcomes the user wants

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:

• Content Objectives (Knowledge): What students will know

• Skill Objectives (Performance): What students will be able to do

• 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

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

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:

Pacing Guide

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