Curriculum design training in Bangladesh

Curriculum Design: From Vision to Classroom Reality

Design a coherent, knowledge-rich, sequenced curriculum that aligns vision, assessment and teaching for Bangladesh (BD).

A curriculum is more than a list of topics — it is a statement of what you value for your pupils. This course supports you to design or refine a curriculum that is coherent, knowledge-rich and sequenced for success in Bangladeshi classrooms. Drawing on international research and local experience, you will decide what really matters, map out clear progress over time and connect concepts so that learning sticks.

What to expect Back to Teacher Training (BD)

What to expect

One-day workshop

Explore core curriculum-design principles: clarifying intent; choosing powerful knowledge; sequencing ideas so each step prepares for the next; and revisiting key concepts over time. Learn how to identify threshold concepts — ideas that transform understanding — and see how backward design aligns curriculum, assessment and teaching.

20-hours online learning

Draft or refine medium-term plans, knowledge organisers and progression grids for your subject or phase. Design assessments that genuinely reflect your curriculum aims, and plan opportunities to revisit and deepen key ideas. Work through examples from Bangladeshi schools to see how a strong curriculum can thrive even with exam pressure and limited resources.

Core strategies you will master

Clarifying curriculum intent so everyone knows what pupils should know and be able to do.
Sequencing knowledge and skills over time to avoid overload and build secure foundations.
Using threshold concepts to focus teaching on ideas that unlock deeper understanding.
Aligning assessment with curriculum so tests and tasks reflect what you value most.

How you will learn — the EBTD Deliberate Practice Model

All EBTD courses use our Deliberate Practice Model — a five-step cycle designed to help teachers successfully change habits in real Bangladeshi classrooms:

DEFINE → MODEL → PRACTISE → REFINE → REFLECT

DEFINE: choose one small, specific change such as clarifying threshold concepts for a unit or tightening the sequence of lessons.
MODEL: examine worked examples of strong curriculum maps, knowledge organisers and assessment blueprints.
PRACTISE: draft short sequences, concept maps or progression steps in low-stakes activities with peers.
REFINE: receive precise feedback on clarity, coherence and cognitive load, then immediately revise your plans.
REFLECT: plan how to test your revised curriculum in the classroom and what evidence of pupil learning you will look for.

The focus is on practical curriculum decisions you can influence now — not endless paperwork, but clearer journeys for your pupils.

Key questions

What knowledge and experiences should your pupils have by the time they leave — and why those, not others?
Does your curriculum build connections that make remembering and understanding almost inevitable, or does it feel like separate topics?
Are units planned with clear end-goals, or do they drift from activity to activity?
How well do your assessments reflect the most important ideas and skills in your curriculum?

How this course will change practice

Intentional curriculum design ensures pupils encounter knowledge and skills in a purposeful sequence. By selecting content aligned with your school’s vision and breaking it into clear steps, teachers know what to teach and pupils know what to learn. Focusing on key concepts, revisiting them over time and aligning assessment with curriculum supports deep understanding and retention. The result is a rigorous, inclusive and effective curriculum that improves attainment over time.

Preparation reading before the course

To get the most from this module, we recommend two short think-piece blogs:

Level Up Your Curriculum: Threshold Concepts Explained Through Gaming

Level Up Your Curriculum: Threshold Concepts Explained Through Gaming

Curriculum Evaluation & Knowledge Revival

Rethinking Curriculum: Using the Knowledge Revival as an Evaluation Tool for School Leaders

These blogs explore how threshold concepts can transform curriculum thinking and how regular “knowledge revival” checks help you evaluate whether pupils have actually learned what the curriculum intended — not just completed activities.

Reflection prompts

Which threshold concepts in your subject unlock deeper understanding for pupils?
Where in your current curriculum are important ideas introduced once but not revisited?
How could you build simple “knowledge revival” routines into units to check what has stuck?
What one part of your curriculum feels most misaligned with your long-term aims — and why?

Designed for Bangladesh classrooms

Adapted for large classes, exam-driven systems and mixed resources.

Clear knowledge organisers and concept maps to reduce cognitive load for pupils and teachers.
Short review cycles (spacing and interleaving) built into unit plans to support memory.
Assessment blueprints linking intended outcomes to exam-style and non-exam tasks.

Continue your development

Learn how this module fits within EBTD’s teacher training in Bangladesh (BD).

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