Create a practical curriculum for [LEARNER PROFILE] to learn [SUBJECT OR SKILL] over [TIMEFRAME]. The curriculum must serve this outcome: [TARGET OUTCOME]. Work within these constraints: [CONSTRAINTS AND RESOURCES]. Use this prior knowledge and diagnostic evidence: [STARTING LEVEL]. First, identify the prerequisite knowledge and separate essential content from optional enrichment. Write 4-6 measurable learning objectives using observable verbs such as explain, solve, analyze, create, or perform; avoid objectives such as understand or know. Map every lesson and assessment to at least one objective. Produce the curriculum in this format: 1. A short curriculum overview stating audience, level, duration, and final performance task. 2. A scope-and-sequence table with week or module, objective, core concepts, learning activities, estimated time, materials, and evidence of learning. 3. For each module, include one active practice task, one common misconception or failure point, and an instructor response or feedback method. 4. A formative assessment plan with low-stakes checks during the course, plus a final rubric with 3-4 criteria and clear performance descriptions. 5. A short differentiation section: how to support a learner who is behind and how to extend a learner who finishes early. Keep the workload realistic for the stated timeframe. Prefer concrete assignments, worked examples, retrieval practice, and feedback cycles over passive reading. Do not invent available tools, standards, credentials, source materials, or learner needs. Before answering, check that every objective is assessed and that the sequence does not assume an unstated prerequisite. Ask up to 3 clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [LEARNER PROFILE] | Describe the learners' age or role, class size if relevant, and setting. | 18 adult beginners in an evening workforce program |
| [SUBJECT OR SKILL] | Name the topic or capability the curriculum should teach. | Excel for operational reporting |
| [TIMEFRAME] | State the available duration and meeting frequency. | 6 weeks, two 90-minute sessions each week |
| [TARGET OUTCOME] | Describe what learners should be able to do by the end. | Build and explain a monthly inventory report using formulas, tables, and charts |
| [CONSTRAINTS AND RESOURCES] | List time limits, required materials, technology, standards, or budget limits. | Laptop lab with Excel 365; no macros; use sample inventory data |
| [STARTING LEVEL] | State what learners already know and any evidence from a diagnostic or prior work. | Most can enter data and format cells but cannot reliably use formulas |
How to use
- Replace each bracketed input with facts about your learners, schedule, and available materials.
- Paste the prompt into ChatGPT or Claude, then check that every stated objective appears in an activity and an assessment.
- Compare estimated time against your actual sessions and remove optional enrichment before cutting core practice.
- Follow up with: "Turn Module 3 into a 90-minute lesson plan with a warm-up, demonstration, guided practice, independent task, and exit ticket."
Variations
Single Lesson
You need one lesson rather than a full course.
Design a [LENGTH]-minute lesson on [TOPIC] for [LEARNER GROUP], whose current level is [STARTING LEVEL]. The lesson objective is: [OBJECTIVE]. Provide a timed agenda, materials, teacher moves, two checks for understanding, an active practice task, and a 3-question exit ticket. Identify one likely misconception and state exactly how to address it. Do not assume materials I have not listed. Ask up to 3 questions only if essential information is missing.
Curriculum Update
You need to revise an existing curriculum without losing its useful parts.
Audit and revise this existing curriculum: [CURRENT CURRICULUM]. It serves [LEARNERS] and should achieve [TARGET OUTCOME] in [TIMEFRAME]. Use this feedback or new requirement: [CHANGE DRIVER]. Return a change log, revised objectives, a revised scope and sequence, and assessments aligned to the revised objectives. Preserve elements that still work. Flag any objective with no evidence of learning and any lesson that duplicates another lesson. Ask up to 3 questions only if a required input is missing.
Homeschool Plan
You are building an individualized home-learning plan.
Create a [TIMEFRAME] homeschool learning plan for [LEARNER AGE AND LEVEL] in [SUBJECT]. The child is interested in [INTERESTS] and needs support with [NEEDS]. The end goal is [OUTCOME]. Give a weekly plan with short lessons, hands-on work, reading or viewing suggestions described by type rather than invented titles, simple evidence of learning, and parent observation notes. Include a flexible catch-up week. Do not diagnose learning differences or invent resources. Ask up to 3 questions only if needed.
Tips
- Start with the final performance task, then decide which skills a learner must demonstrate to complete it.
- Use diagnostic evidence to prevent a curriculum from spending weeks reteaching skills learners already have or skipping required prerequisites.
- A scope and sequence is not enough: ask for formative checks so you can change pacing before the final assessment.
- Keep a final rubric short enough to use consistently; three or four observable criteria are usually more useful than a long checklist.
FAQ
Can AI align a curriculum to standards?
Yes, if you paste the exact standards or framework. Ask it to map objectives and assessments to those standards rather than trusting it to recall them.
How detailed should my learner profile be?
Include current skill level, age or role, time available, and meaningful constraints. A diagnostic sample is more useful than a broad label such as beginner.
Can I use this for corporate training?
Yes. Define the job tasks learners must perform and the tools, policies, or compliance requirements that shape the training.