Overview
Set the purpose, scope, audience, and boundaries before the detailed chapters.
4.8
on G2
Free Downloadable Template
A course or curriculum designed backward: measurable objectives, aligned assessments, then modules and lessons. Download the editable blank, or create a draft from your recordings in Docsie.
Use this template to design a course or curriculum by starting with the performance learners must demonstrate. Connect objectives, assessment, teaching activities, and support so an instructor can deliver the course and evaluate its outcomes.
Complete the bracketed fields with approved information for the product, organization, or program being documented. Repeat the named forms where several tasks or subjects need separate records. Remove sections that do not apply and retain links to the material used to complete the document.
| Document control | Entry |
|---|---|
| Document identifier | [Identifier used by your team] |
| Scope and applicable version | [Product, program, locations, and version covered] |
| Prepared and maintained by | [Responsible role or team] |
| Revision and review | [Revision, review date, and approval reference] |
Describe the course and how a learner begins. Identify prerequisites and delivery conditions before presenting the learning path.
| Field | Complete with |
|---|---|
| Course identity | [Course or program title, version, purpose, and intended audience] |
| Entry requirements | [Prior knowledge, qualifications, equipment, technology, and access] |
| Organization | [Courses or modules, delivery mode, sequence, and how to begin] |
| Course rules | [Approved participation, conduct, accessibility, and administrative references] |
Write each objective as an observable performance and give it an identifier. Map it to both the learning activities and the assessment that demonstrates achievement.
| Field | Complete with |
|---|---|
| Objective identifier | [Course, module, objective ID, and source requirement] |
| Expected performance | [What the learner will do, under what conditions, and to what criterion] |
| Learning alignment | [Module, lesson, activity, and supporting resources] |
| Assessment alignment | [Task or evidence, assessment method, and criterion demonstrating the objective] |
| Objective ID | Learning activity | Assessment evidence | Achievement criterion |
|---|---|---|---|
| [ID] | [Lesson or practice] | [Task or record] | [Observable standard] |
Define how learners demonstrate achievement before choosing lesson activities. Keep scoring criteria, completion requirements, and administrative policies distinct.
| Field | Complete with |
|---|---|
| Assessment task | [Objective, performance or knowledge task, conditions, and required evidence] |
| Rubric | [Criterion, observable performance description, score or level, and decision rule] |
| Completion | [Approved passing or completion requirements and who records the decision] |
| Assessment policies | [Integrity, accommodation, retake, appeal, and record-retention references] |
Repeat the module and lesson record for each unit in teaching sequence. Keep one skill per lesson and place a hands-on task beside the lesson that prepares the learner for it.
| Field | Complete with |
|---|---|
| Module overview | [Module ID, purpose, prerequisites, objectives, and lesson sequence] |
| Lesson | [Skill, explanation, demonstration, examples, and learning resources] |
| Practice | [Exercise or lab, instructions, materials, expected result, and feedback] |
| Assessment and transition | [Evidence, achievement criterion, remediation, and next module] |
Repeat this procedure for each supported task or variant. Place the applicable warning before the affected action and record a result that can be checked.
| Step | Action | Expected result | Evidence |
|---|---|---|---|
| 1 | [One action using the exact interface label or approved command] | [Observable state] | [Check or record] |
| 2 | [Next action in dependency order] | [Observable state] | [Check or record] |
| 3 | [Verification or handover action] | [Completion condition] | [Retained evidence] |
Distinguish required resources from optional enrichment. Record how learners obtain help and how accessible alternatives are made available through the course's approved process.
| Field | Complete with |
|---|---|
| Learning materials | [Resource, version, required or optional status, and access reference] |
| Tools and environment | [Software, equipment, configuration, account, and preparation] |
| Support | [Technical or instructional question, contact role, channel, and response reference] |
| Access and alternatives | [Accessibility or accommodation process and approved alternative resource] |
Complete this section where the course provides instructor guidance. Keep delivery instructions and preparation separate from the learner-facing lesson content.
| Field | Complete with |
|---|---|
| Session preparation | [Room or platform, equipment, materials, setup checks, and facilitator role] |
| Delivery plan | [Lesson sequence, activity instructions, discussion prompts, and timing if defined] |
| Observation and feedback | [What to observe, likely difficulties, feedback prompts, and support actions] |
| Session records | [Attendance or participation evidence, assessment records, and follow-up tasks] |
Describe how the course itself is reviewed and improved. Keep learner assessment results distinct from evidence about delivery quality and application after training.
| Field | Complete with |
|---|---|
| Evaluation purpose | [Question being evaluated, stakeholders, and decision supported] |
| Evidence | [Feedback instrument, learning results, observed application, or other defined measure] |
| Review | [Method, review point, responsible role, and limitations of the evidence] |
| Improvement record | [Finding, proposed change, approval reference, and effectiveness check] |
Define specialized terms and abbreviations used by the course. Keep terminology consistent across objectives, lessons, job aids, and assessments.
| Field | Complete with |
|---|---|
| Term | [Course or domain term and abbreviation] |
| Definition | [Meaning used in the course and relevant context] |
| Learning reference | [Module, lesson, resource, or authoritative source] |
| Usage | [Preferred wording and distinctions that help a learner avoid confusion] |
8 Repeatable Chapter Patterns
Teams preparing a course & curriculum from existing source material. Repeat a procedure, checklist, or reference chapter where needed, and keep only the sections your source material supports.
Set the purpose, scope, audience, and boundaries before the detailed chapters.
Connect learning objectives to instruction, activities, and assessment evidence.
Give each lesson a clear goal, explanation, worked material, activities, and checks for understanding.
Give each task its prerequisites, ordered actions, expected result, and verification.
Connect assessment tasks, evidence, marking criteria, and feedback to the learning goals.
Keep exact settings, field values, commands, and supporting references easy to look up.
Keep policy statements and requirements together with their scope and responsibilities.
Define the terms and abbreviations used throughout the document.
Use this template to design a course or curriculum by starting with the performance learners must demonstrate. Connect objectives, assessment, teaching activities, and support so an instructor can deliver the course and evaluate its outcomes.
Complete the bracketed fields with approved information for the product, organization, or program being documented. Repeat the named forms where several tasks or subjects need separate records. Remove sections that do not apply and retain links to the material used to complete the document.
| Document control | Entry |
|---|---|
| Document identifier | [Identifier used by your team] |
| Scope and applicable version | [Product, program, locations, and version covered] |
| Prepared and maintained by | [Responsible role or team] |
| Revision and review | [Revision, review date, and approval reference] |
Describe the course and how a learner begins. Identify prerequisites and delivery conditions before presenting the learning path.
| Field | Complete with |
|---|---|
| Course identity | [Course or program title, version, purpose, and intended audience] |
| Entry requirements | [Prior knowledge, qualifications, equipment, technology, and access] |
| Organization | [Courses or modules, delivery mode, sequence, and how to begin] |
| Course rules | [Approved participation, conduct, accessibility, and administrative references] |
Write each objective as an observable performance and give it an identifier. Map it to both the learning activities and the assessment that demonstrates achievement.
| Field | Complete with |
|---|---|
| Objective identifier | [Course, module, objective ID, and source requirement] |
| Expected performance | [What the learner will do, under what conditions, and to what criterion] |
| Learning alignment | [Module, lesson, activity, and supporting resources] |
| Assessment alignment | [Task or evidence, assessment method, and criterion demonstrating the objective] |
| Objective ID | Learning activity | Assessment evidence | Achievement criterion |
|---|---|---|---|
| [ID] | [Lesson or practice] | [Task or record] | [Observable standard] |
Define how learners demonstrate achievement before choosing lesson activities. Keep scoring criteria, completion requirements, and administrative policies distinct.
| Field | Complete with |
|---|---|
| Assessment task | [Objective, performance or knowledge task, conditions, and required evidence] |
| Rubric | [Criterion, observable performance description, score or level, and decision rule] |
| Completion | [Approved passing or completion requirements and who records the decision] |
| Assessment policies | [Integrity, accommodation, retake, appeal, and record-retention references] |
Repeat the module and lesson record for each unit in teaching sequence. Keep one skill per lesson and place a hands-on task beside the lesson that prepares the learner for it.
| Field | Complete with |
|---|---|
| Module overview | [Module ID, purpose, prerequisites, objectives, and lesson sequence] |
| Lesson | [Skill, explanation, demonstration, examples, and learning resources] |
| Practice | [Exercise or lab, instructions, materials, expected result, and feedback] |
| Assessment and transition | [Evidence, achievement criterion, remediation, and next module] |
Repeat this procedure for each supported task or variant. Place the applicable warning before the affected action and record a result that can be checked.
| Step | Action | Expected result | Evidence |
|---|---|---|---|
| 1 | [One action using the exact interface label or approved command] | [Observable state] | [Check or record] |
| 2 | [Next action in dependency order] | [Observable state] | [Check or record] |
| 3 | [Verification or handover action] | [Completion condition] | [Retained evidence] |
Distinguish required resources from optional enrichment. Record how learners obtain help and how accessible alternatives are made available through the course's approved process.
| Field | Complete with |
|---|---|
| Learning materials | [Resource, version, required or optional status, and access reference] |
| Tools and environment | [Software, equipment, configuration, account, and preparation] |
| Support | [Technical or instructional question, contact role, channel, and response reference] |
| Access and alternatives | [Accessibility or accommodation process and approved alternative resource] |
Complete this section where the course provides instructor guidance. Keep delivery instructions and preparation separate from the learner-facing lesson content.
| Field | Complete with |
|---|---|
| Session preparation | [Room or platform, equipment, materials, setup checks, and facilitator role] |
| Delivery plan | [Lesson sequence, activity instructions, discussion prompts, and timing if defined] |
| Observation and feedback | [What to observe, likely difficulties, feedback prompts, and support actions] |
| Session records | [Attendance or participation evidence, assessment records, and follow-up tasks] |
Describe how the course itself is reviewed and improved. Keep learner assessment results distinct from evidence about delivery quality and application after training.
| Field | Complete with |
|---|---|
| Evaluation purpose | [Question being evaluated, stakeholders, and decision supported] |
| Evidence | [Feedback instrument, learning results, observed application, or other defined measure] |
| Review | [Method, review point, responsible role, and limitations of the evidence] |
| Improvement record | [Finding, proposed change, approval reference, and effectiveness check] |
Define specialized terms and abbreviations used by the course. Keep terminology consistent across objectives, lessons, job aids, and assessments.
| Field | Complete with |
|---|---|
| Term | [Course or domain term and abbreviation] |
| Definition | [Meaning used in the course and relevant context] |
| Learning reference | [Module, lesson, resource, or authoritative source] |
| Usage | [Preferred wording and distinctions that help a learner avoid confusion] |
Bring your recordings and select this template. Docsie organizes supported material into chapters and task articles for your team to review.
Downloads are editable blank templates. Review generated content against your source material before use.
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