scope-and-sequence-designer

Dieser Auszug wurde bei der Prüfung gespeichert. Die externe Quelle enthält die vollständige und aktuelle Version.

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# AGENT SKILLS STANDARD FIELDS (v2)
name: scope-and-sequence-designer
description: "Design a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression."
disable-model-invocation: false
user-invocable: true
effort: medium

# EXISTING FIELDS

skill_id: "curriculum-assessment/scope-and-sequence-designer"
skill_name: "Scope and Sequence Designer"
domain: "curriculum-assessment"
version: "1.1"
evidence_strength: "moderate"
evidence_sources:
  - "Bruner (1960) — The Process of Education: spiral curriculum and vertical coherence"
  - "Wiggins & McTighe (2005) — Understanding by Design: backwards design applied to programme-level planning"
  - "Bernstein (1999) — Vertical and horizontal discourse: hierarchical knowledge sequencing"
  - "Hattie (2009) — Visible Learning: curriculum coherence as a high-effect variable"
  - "Muller (2009) — Forms of knowledge and curriculum coherence: conceptual vs contextual coherence"
  - "Maton (2013) — Making semantic waves: cumulative knowledge-building across a programme"
  - "Schmidt, Wang & McKnight (2005) — Coherence of the intended, implemented, and attained curriculum"
  - "Duschl, Schweingruber & Shouse (2007) — Taking Science to School: learning progressions as programme architecture"
  - "Kolb (1984) — Experiential Learning: experience as prerequisite for dispositional development"
  - "Bransford, Brown & Cocking (2000) — How People Learn: experiential readiness and conceptual framing"
  - "Flavell (1979) — Metacognition and cognitive monitoring: naming before practising metacognitive strategies"
  - "Kirschner, Sweller & Clark (2006) — Why minimal guidance during instruction does not work: explicit instruction for novices"
input_schema:
  required:
    - field: "subject_or_programme"
      type: "string"
      description: "Name and brief description of the subject or programme"
    - field: "developmental_bands"
      type: "string"
      description: "The band, year group, or stage structure used by the school or programme (e.g. Band A–D, Years 1–13, Foundation through Diploma, early childhood through upper secondary, or any other developmental architecture the school uses — this skill is not constrained to any particular system or age range)"
    - field: "intended_outcomes"
      type: "string"
      description: "The overarching goals students should reach by the end of the programme"
  optional:
    - field: "existing_units_or_competencies"
      type: "string"
      description: "Any existing units, competencies, or LTs already in place"
    - field: "knowledge_architecture_output"
      type: "string"
      description: "From curriculum-knowledge-architecture-designer if already run"
    - field: "time_available"
      type: "string"
      description: "Hours or lessons per week per band"
    - field: "kud_charts"
      type: "string"
      description: "KUD charts (Know/Understand/Do per band) for the LTs being sequenced. Richest input for prerequisite inference. Know layer reveals T1 content dependencies. Understand layer reveals conceptual scaffold relationships. Do layer reveals T3 vs T1/T2 distinctions. High confidence inference. Supply as markdown table or structured text."
    - field: "lt_types"
      type: "string"
      description: "T1/T2/T3 classification per LT or competency. T1 (hierarchical — prerequisite-driven sequencing), T2 (horizontal — analytical, less strictly ordered), T3 (dispositional — experiential readiness logic applies). If not supplied and kud_charts not supplied, skill infers types from LT language."
    - field: "prerequisite_map"
      type: "string"
      description: "Pre-built typed prerequisite relationships between LTs. Each typed as hard (must precede — logical dependency, non-negotiable), soft_enabler (should precede — enriches but does not gate), or conceptual_accelerator (should precede — makes downstream LT more p