Curriculum Design
This is a Hermes-native curriculum-design workflow skill.
Why This Exists
curriculum-design makes outcomes, sequence, assessment, and constraints reviewable before materials or LMS work.
Do Not Use When
- The user wants an explanation of a supplied academic paper rather than a teachable sequence; use
paper-learning.
- The user needs a deck, workbook, PDF, or other exported learning artifact; route packaging to
materials-package after the curriculum is accepted.
- The user asks to create or publish an LMS course, enroll students, grade work, or change course settings; use
connector-operator with explicit authorization and observed evidence.
- The user needs only a short rewrite or one isolated worksheet prompt, not curriculum structure; use
content-operator.
Examples
Good example:
- Prompt: Design a six-week onboarding curriculum with learning objectives and practical assessments for new support agents.
- Expected behavior: Prepare learner constraints, scope and sequence, learning objectives, assessments, and adaptation questions.
- Why: The request needs a teachable sequence and assessment plan rather than an LMS course or exported material.
Bad example:
- Prompt: Explain the attached machine-learning paper for a beginner.
- Expected behavior: Route to
paper-learning, not curriculum-design.
- Why: A supplied paper explanation is not a curriculum-design request.
Completion Checklist
- The plan names goals, non-goals, assumptions, acceptance criteria, and verification shape.
- Draft recommendations, accepted decisions, and executor handoffs are separate states.
- Rejected options or unresolved tradeoffs are recorded before handoff.
Recovery Notes
- If acceptance criteria or verification are missing, route back to clarification before handoff.
- If assumptions materially affect the plan, keep them visible and avoid treating the plan as accepted.
Workflow Lane
- Current lane: Research and company ops (
product-docs, source-finder, web-research, research, best-practice-research, autoresearch-goal, model-optimization, inference-serving, +19 more) - research, signals, ops, and briefings.
- If intent belongs to another lane, hand back to
oh-my-hermes or name the adjacent workflow.
- Shared product, routing, compatibility, and evidence rules:
omh-routing/references/skill-common-rail.md.
Use When
Use when an educator or enablement owner needs outcomes, scope and sequence, lesson/module design, assessment criteria, and differentiation assumptions.
Strong routing signals: `curriculum design`, `learning objectives`, `assessment plan`, `커리큘럼 설계`, `학습 목표`, `평가 계획`
Catalog Metadata
Category: planning
Phase: curriculum-design
Hermes role: planner
Quality tier: planning-gated
Reasoning demand: standard
Quality bar:
- Tie outcomes to scope, sequence, activities, assessments, and completion evidence.
- Keep instructional design distinct from exported materials or LMS actions.
Handoff policy:
Keep domain framing, clarification, source/evidence synthesis, draft outputs, and next-work routing in Hermes. A prepared brief, review, reply, or plan is not an external action, approval, filing, send, publish, data mutation, implementation, review, CI, or merge claim. Prepare a connector, file, coding, or human-review handoff only when the user explicitly accepts that next step; report it only from observed evidence. Hermes designs an instructional plan; it does not create an LMS course, enroll learners, grade submissions, certify learning, publish materials, or claim learning outcomes occurred.
Required inputs:
- learners
- learning goal
- prerequisites
- constraints
Expert clarification questions:
learners
- English: Which learner roles or ages and setting, baseline evidence, experience, motivations, language or culture, access needs, and relevant variability should shape the design?
- Korean: 어떤 학습자 역할 또는 연령과 환경, 기초 수준 근거, 경험, 동기, 언어와 문화, 접근 요구, 관련 다양성이 설계에 반영되어야 하나요?
Expected outputs:
- curriculum_learner_outcome_brief/v1
- curriculum_alignment_map/v1
- curriculum_sequence_design/v1
- curriculum_validation_disposition/v1
Artifact expectations:
- prepared curriculum design brief when a wrapper captures it
Safety rules:
- Make learner prerequisites, accessibility, adaptation, and source-rights gaps explicit.
- Do not claim LMS mutation, enrollment, grading, certification, publication, or learning outcomes.
Procedure: load references/procedure.md.
Runtime Evidence
Preferred harness for this skill: planning.
omh runtime record --skill curriculum-design --harness planning --status started
Record observed delegation results; otherwise return not_available or not_observed.
Prepared OMH routing is not execution, review, CI, merge-readiness, or merge evidence.
- Treat wrapper memory/context summaries as advisory local context, not proof of opaque Hermes memory reads or changes.
Preserve workflow intent and stop conditions; verify before claiming completion.
Use Hermes-native subagent/delegation features when available: native subagents -> Hermes delegation when available, otherwise sequential lanes.
Shared product, compatibility, topology, memory, harness, and execution rules: omh-routing/references/skill-common-rail.md. Load it when applicable; otherwise name an unavailable capability.
1---2name: omh-curriculum-design3description: [omh] Turn a learning goal into a teachable curriculum, assessment plan, and learner-ready sequence. Use when the user says: curriculum design, learning objectives, assessment plan, 커리큘럼 설계, 학습 목표, 평가 계획.4---5
6# Curriculum Design
7
8This is a Hermes-native `curriculum-design` workflow skill.
9
10## Why This Exists
11
12`curriculum-design` makes outcomes, sequence, assessment, and constraints reviewable before materials or LMS work.
13
14## Do Not Use When
15
16- The user wants an explanation of a supplied academic paper rather than a teachable sequence; use `paper-learning`.
17- The user needs a deck, workbook, PDF, or other exported learning artifact; route packaging to `materials-package` after the curriculum is accepted.
18- The user asks to create or publish an LMS course, enroll students, grade work, or change course settings; use `connector-operator` with explicit authorization and observed evidence.
19- The user needs only a short rewrite or one isolated worksheet prompt, not curriculum structure; use `content-operator`.
20
21## Examples
22
23Good example:
24
25- Prompt: Design a six-week onboarding curriculum with learning objectives and practical assessments for new support agents.
26- Expected behavior: Prepare learner constraints, scope and sequence, learning objectives, assessments, and adaptation questions.
27- Why: The request needs a teachable sequence and assessment plan rather than an LMS course or exported material.
28
29Bad example:
30
31- Prompt: Explain the attached machine-learning paper for a beginner.
32- Expected behavior: Route to `paper-learning`, not `curriculum-design`.
33- Why: A supplied paper explanation is not a curriculum-design request.
34
35## Completion Checklist
36
37- The plan names goals, non-goals, assumptions, acceptance criteria, and verification shape.
38- Draft recommendations, accepted decisions, and executor handoffs are separate states.
39- Rejected options or unresolved tradeoffs are recorded before handoff.
40
41## Recovery Notes
42
43- If acceptance criteria or verification are missing, route back to clarification before handoff.
44- If assumptions materially affect the plan, keep them visible and avoid treating the plan as accepted.
45
46## Workflow Lane
47
48- Current lane: **Research and company ops** (`product-docs`, `source-finder`, `web-research`, `research`, `best-practice-research`, `autoresearch-goal`, `model-optimization`, `inference-serving`, `+19 more`) - research, signals, ops, and briefings.
49- If intent belongs to another lane, hand back to `oh-my-hermes` or name the adjacent workflow.
50- Shared product, routing, compatibility, and evidence rules: `omh-routing/references/skill-common-rail.md`.
51
52## Use When
53
54Use when an educator or enablement owner needs outcomes, scope and sequence, lesson/module design, assessment criteria, and differentiation assumptions.
55
56 Strong routing signals: `curriculum design`, `learning objectives`, `assessment plan`, `커리큘럼 설계`, `학습 목표`, `평가 계획`
57
58## Catalog Metadata
59
60Category: `planning`
61Phase: `curriculum-design`
62Hermes role: `planner`
63Quality tier: `planning-gated`
64Reasoning demand: `standard`
65
66Quality bar:
67
68- Tie outcomes to scope, sequence, activities, assessments, and completion evidence.
69- Keep instructional design distinct from exported materials or LMS actions.
70
71Handoff policy:
72
73Keep domain framing, clarification, source/evidence synthesis, draft outputs, and next-work routing in Hermes. A prepared brief, review, reply, or plan is not an external action, approval, filing, send, publish, data mutation, implementation, review, CI, or merge claim. Prepare a connector, file, coding, or human-review handoff only when the user explicitly accepts that next step; report it only from observed evidence. Hermes designs an instructional plan; it does not create an LMS course, enroll learners, grade submissions, certify learning, publish materials, or claim learning outcomes occurred.
74
75Required inputs:
76
77- learners
78- learning goal
79- prerequisites
80- constraints
81
82Expert clarification questions:
83- `learners`
84 - English: Which learner roles or ages and setting, baseline evidence, experience, motivations, language or culture, access needs, and relevant variability should shape the design?
85 - Korean: 어떤 학습자 역할 또는 연령과 환경, 기초 수준 근거, 경험, 동기, 언어와 문화, 접근 요구, 관련 다양성이 설계에 반영되어야 하나요?
86
87Expected outputs:
88
89- curriculum_learner_outcome_brief/v1
90- curriculum_alignment_map/v1
91- curriculum_sequence_design/v1
92- curriculum_validation_disposition/v1
93
94Artifact expectations:
95
96- prepared curriculum design brief when a wrapper captures it
97
98Safety rules:
99
100- Make learner prerequisites, accessibility, adaptation, and source-rights gaps explicit.
101- Do not claim LMS mutation, enrollment, grading, certification, publication, or learning outcomes.
102
103Procedure: load `references/procedure.md`.
104
105## Runtime Evidence
106
107Preferred harness for this skill: `planning`.
108
109```sh
110omh runtime record --skill curriculum-design --harness planning --status started
111```
112
113Record observed delegation results; otherwise return `not_available` or `not_observed`.
114Prepared OMH routing is not execution, review, CI, merge-readiness, or merge evidence.
115- Treat wrapper memory/context summaries as advisory local context, not proof of opaque Hermes memory reads or changes.
116Preserve workflow intent and stop conditions; verify before claiming completion.
117
118Use Hermes-native subagent/delegation features when available: native subagents -> Hermes delegation when available, otherwise sequential lanes.
119
120Shared product, compatibility, topology, memory, harness, and execution rules: `omh-routing/references/skill-common-rail.md`. Load it when applicable; otherwise name an unavailable capability.
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