Curriculum Sequence Map
Sequences a course by what each idea depends on, so nothing is taught before the thing it rests on.
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Running it, start to finish
- Write the terminal outcomes as things learners can do.
- Fix anything section 3 flags as taught before its foundation.
- Agree the cut order before the term starts.
What you get back
The output this produces, every time.
- Derives the order from prerequisite dependencies rather than from how the subject is conventionally organised.
- Separates hard dependencies from soft ones, since only the first constrain the order.
- Gives a cut order in advance, because courses get shortened and otherwise get shortened badly.
Getting better results
Where this usually goes wrong, and how to avoid it.
- State the terminal outcomes as actions. Section 1 works backwards from them. 'Understand statistics' cannot be worked backwards from; 'choose and justify a test for a given dataset' can.
- Be honest about what learners arrive with. The dependency chain stops where their existing knowledge starts. Overestimating it is the most common cause of a course that loses people in week two.
- Raise the section 6 conflict. If fixed assessment dates disagree with the dependency order, that is a decision for a person, not something to sequence around silently.
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Written for The AI University. Every prompt in this library is original work — authored, tested and revised here, not collected from elsewhere. 365 of them, free with an account.