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 guides you to design or refine a curriculum that is coherent, knowledge-rich and sequenced for success. Drawing on research-based principles, you’ll select what matters, break learning into clear sequences, connect concepts across subjects and build progression.
What to expect
One-day workshop
Explore core curriculum-design principles: decide the “what and why” from your school’s aims; break knowledge down in detail for clarity; focus on key concepts and revisit them from different perspectives; build coherence by making connections across subjects to aid memory. Learn how backward design aligns curriculum, assessment and teaching.
20-hours online learning
Write or refine curriculum documentation, sequence units to ensure progression, design assessments aligned with intended outcomes and create cross-subject links. Collaborate with colleagues to review and iterate your curriculum based on evidence of pupil learning.
Key questions
- What knowledge and experiences should your pupils have, and why?
- Does your curriculum build connections that make remembering almost inevitable?
- Are units planned with clear end-goals, or do they drift from activity to activity?
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 and coherence across subjects supports deep understanding and retention. Using backward design aligns assessments and learning activities. The result is a rigorous, inclusive and effective curriculum that improves attainment over time.
Designed for Bangladesh classrooms
Adapted for large classes, exam-driven systems and mixed resources.
- Clear knowledge organisers and concept maps to reduce cognitive load
- Short review cycles (spacing/interleaving) built into unit plans
- Assessment blueprints linking intended outcomes to tasks and rubrics
Continue your development
- Teacher Training in Bangladesh (BD)
- Integrated Teacher Development Award
- Leadership Training Bangladesh
- Tutor Training Programme
Learn how this module fits within EBTD’s teacher training in Bangladesh (BD).
If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free classroom tools, and updates on our training in Bangladesh—no spam, just what helps. Sign up to the newsletter and please share this blog with colleagues or on your social channels so more teachers can benefit. Together we can improve outcomes and change lives.
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