What you actually teach.
WHAT TO ESTABLISH FIRST
What the learner should be able to do at the end.
WHY THAT FRAMING
It makes the programme assessable and it prevents content for its own sake.
WHAT TO WORK BACKWARDS FROM
Those outcomes.
WHAT TO DEFINE FOR EACH
The content required The activities that build the capability How it is assessed
WHAT CURRICULUM REQUIREMENTS APPLY TO SCHOOLS
Those set by the relevant education authority.
WHAT TO ESTABLISH
What is mandatory and what is discretionary.
WHAT TO DO WITH DISCRETIONARY TIME
Something that distinguishes you.
WHAT VOCATIONAL PROGRAMMES REQUIRE
Alignment with what employers actually need.
HOW TO ESTABLISH THAT
Ask employers what they cannot find.
WHY
It is the difference between a programme that produces employment and one that does not.
WHAT TO BUILD IN
Practice, not only instruction.
WHY
Capability comes from doing.
WHAT TO AVOID
Content nobody uses Assessment that measures memory alone Programmes designed around what staff can teach rather than what learners need
WHAT TO SEQUENCE CAREFULLY
Foundations before what depends on them.
WHAT TO REVIEW
Whether learners actually achieve the outcomes.
HOW
Assessment results, and what happens to them afterwards.
WHAT TO TRACK
Employment or progression, for vocational programmes.
