flagship course

Academic Course Design and Tutoring

Design, teach and assess academic courses, and tutor learners one to one, so that every lesson, activity and test links to a clear outcome and the latest national curriculum policy.

about this course

What you will be able to do

L4 Practitioner8 modules · 40 h lessons plus practice

Design, teach and assess academic courses, and tutor learners one to one, so that every lesson, activity and test links to a clear outcome and the latest national curriculum policy.

Define learning outcomes with action verbs.
Apply lesson plans with worked examples and practice.
Analyse test results question by question.
Evaluate the fairness of an assessment.
Create a six-lesson unit with a test and a tutoring plan.

Task, condition and standard

Task

Build, teach and assess a six-lesson academic unit, then tutor two learners using the results.

Condition

About 10 weeks part-time. A syllabus for a school or college subject, a small group, copies of past papers, a mentor.

Standard

Outcomes use action verbs; every activity and test question maps to an outcome; results are analysed by question; tutoring goals come from the analysis.

Who it is for: Teachers, tutors, graduate students, trainers who teach academic subjects. Requirements: A subject you can teach. Materials: lesson text, templates, rubric, check with answers.

lesson by lesson

8 modules with worked examples

Module 1 Read the syllabus and policy 4 hAnalyse

List the topics, outcomes and hours in the syllabus.
Check National Education Policy 2020 for aims such as competency-based learning, flexibility and holistic development.
Split the syllabus into units of five to eight hours.
Note prior knowledge learners need.

Worked example. A 40-hour physics syllabus is split into five units; unit 2 needs ratio and graph reading from earlier years.

Activity. Break a syllabus into units with hours and prerequisites.

Standard to meet. Add units up to the total hours and list prerequisites.

Module 2 Write outcomes 4 hApply

Use one action verb per outcome: define, explain, apply, analyse, evaluate, create.
Add a condition and a standard: with a calculator, within 10 minutes, with 4 of 5 correct.
Order outcomes from simple to complex.
Share outcomes with learners at the start.

Worked example. Apply Ohm's law to find the current in a two-resistor circuit with a calculator; 4 of 5 problems correct.

Activity. Write eight outcomes for a unit.

Standard to meet. Give each outcome a verb, condition and standard.

Module 3 Plan a lesson 6 hCreate

Open with a question, teach in short parts, practise, check, close.
Use two worked examples: one done with you, one done by learners.
Plan the time of each step and the board layout.
Prepare a plan B if time runs short.

Worked example. A 50-minute lesson: 5 minutes starter, 15 teach with example, 20 practice, 5 check, 5 close.

Activity. Plan three lessons of a unit.

Standard to meet. Time the plans and link each step to an outcome.

Module 4 Teach and engage 5 hApply

Ask questions that need thinking, not yes or no.
Use think-pair-share and cold-calling kindly.
Move around and check work.
Handle off-task behaviour calmly and privately.

Worked example. Question: Why does the bulb dim when a second one is added? Learners think one minute, pair one minute, share.

Activity. Teach 20 minutes to peers.

Standard to meet. Ask peers to note questions asked and learner talk.

Module 5 Assess fairly 6 hEvaluate

Make a test blueprint: outcomes against question types and marks.
Write clear questions with one task each.
Use a marking scheme and a rubric for written answers.
Give feedback within a week.

Worked example. A 20-mark test: 4 marks recall, 8 marks apply, 8 marks analyse across four outcomes.

Activity. Write a test and its marking scheme.

Standard to meet. Test matches the blueprint and the marking scheme is clear.

Module 6 Use results to teach better 5 hAnalyse

Count how many learners got each question right.
Find questions most learners missed and look for the cause.
Group learners by need.
Plan reteaching and tutoring goals.

Worked example. Question 4 missed by 70% because the unit conversion was not taught; add a ten-minute mini-lesson.

Activity. Analyse results of ten learners.

Standard to meet. Link findings to specific actions.

Module 7 Tutor one to one 5 hApply

Diagnose first: ask the learner to explain or solve a problem aloud.
Set a small goal for the session.
Teach a step, let the learner try, give feedback.
Keep a short progress note after each session.

Worked example. A 30-minute session: five minutes diagnosing fractions, fifteen minutes on common denominators, ten minutes on practice.

Activity. Run two tutoring sessions and write notes.

Standard to meet. Set small goals and note progress.

Module 8 Capstone: six-lesson unit 5 hCreate

Write outcomes, six lesson plans and a test.
Teach at least one lesson with a mentor.
Analyse the test.
Write the reteaching and tutoring plan.

Worked example. A six-lesson unit on circuits with a 20-mark test and a tutoring plan for two learners.

Activity. Present the unit and the analysis.

Standard to meet. Check that the unit is coherent, match the test to the blueprint and use the results in the plan.

assessment

How you are checked

Evidence: the work product from each module, kept in one folder with dates. A mentor and two peers mark it with this rubric. Pass: no criterion at 'Not yet'.

Marking rubric
Criterion	Not yet	Meets	Exceeds
Outcomes	Missing or unclear	Meets the stated check	Verb, condition and standard in every outcome
Teaching	Guessing	Evidence kept	Engaging, adaptive and timed
Records	Gaps	Complete	Complete and reviewed by a peer
Safety and ethics	Overlooked	Followed	Followed and taught to others

Ten-question check, with model answers

Q1. Why note prerequisites?

Model answer: Gaps in earlier knowledge block new learning. (Covered in module 1: Read the syllabus and policy. To pass that module: Add units up to the total hours and list prerequisites.)

Q2. What three parts make an outcome testable?

Model answer: Action, condition and standard. (Covered in module 2: Write outcomes. To pass that module: Give each outcome a verb, condition and standard.)

Q3. Why use worked examples?

Model answer: They show the steps before learners try alone. (Covered in module 3: Plan a lesson. To pass that module: Time the plans and link each step to an outcome.)

Q4. What is think-pair-share?

Model answer: Think alone, discuss with a partner, share with the class. (Covered in module 4: Teach and engage. To pass that module: Ask peers to note questions asked and learner talk.)

Q5. What is a test blueprint?

Model answer: A plan showing outcomes, question types and marks. (Covered in module 5: Assess fairly. To pass that module: Test matches the blueprint and the marking scheme is clear.)

Q6. What does item analysis show?

Model answer: Which questions learners found hard and why. (Covered in module 6: Use results to teach better. To pass that module: Link findings to specific actions.)

Q7. What comes before teaching in tutoring?

Model answer: Diagnosing what the learner already knows. (Covered in module 7: Tutor one to one. To pass that module: Set small goals and note progress.)

Q8. What proves the unit worked?

Model answer: Test results and a reteaching plan based on them. (Covered in module 8: Capstone: six-lesson unit. To pass that module: Check that the unit is coherent, match the test to the blueprint and use the results in the plan.)

Q9. Why give feedback quickly?

Model answer: Learners can use it while the work is fresh. (Covered in: Task, condition and standard, near the top of this page.)

Q10. What is differentiation?

Model answer: Adapting tasks to different learners. (Covered in: Task, condition and standard, near the top of this page.)

seven levels

Your ladder, L1 to L7

This course sits at L4 Practitioner. Each level adds to the one below.

L1 Basic. Know your subject.
L2 Awareness. Explain how learning works.
L3 Foundation. Teach short sessions and tutor a friend.
L4 Practitioner. Design and teach units alone.
L5 Specialist. Lead a department and design assessments.
L6 Advanced. Lead an institution's academic quality.
L7 Super expert. Set academic standards and curriculum across institutions.

Slide by slide

Seven slides, one per level. Open each for the slide text and the speaker notes.

Slide 1 L1 Basic: Know your subject

State a subject's key ideas in 5 clear points and answer 5 basic questions on them.

Speaker notes. Teacher asks the learner questions on a chosen topic. Covered in module 1.

Slide 2 L2 Awareness: How learning works

Explain 4 ideas on how students learn, with one lesson example each.

Speaker notes. Learner links each idea to a classroom moment. Covered in module 3, Plan a lesson.

Slide 3 L3 Foundation: Teach short sessions

Teach two 15-minute sessions and tutor one friend, with a stated aim met in each.

Speaker notes. Teacher watches and checks that the aim was met. Covered in module 7, Tutor one to one.

Slide 4 L4 Practitioner: Design and teach units

Design and teach a unit of 6 lessons alone, with outcomes, a plan and a marked test.

Speaker notes. Teacher reviews the unit plan and test marks. Covered in module 8, Capstone: six-lesson unit.

Slide 5 L5 Specialist: Lead a department

Lead a department of 4 teachers and design an assessment with a marking guide that two markers apply with matching scores.

Speaker notes. Teacher compares two markers' scores on 5 scripts.

Slide 6 L6 Advanced: Lead academic quality

Lead academic quality with a yearly review of 3 measures and an action list.

Speaker notes. Teacher reads the review and tests the action list.

Slide 7 L7 Super expert: Set curriculum standards

Set curriculum standards across institutions with 6 outcomes and a moderation process. Check local rules with an expert for accreditation.

Speaker notes. Teacher tests the process on a sample of 3 courses.

jobs this leads to

Where this takes you

Tutor
Teacher
Course writer
Academic coordinator
Learning designer

ten locations and global

Your place

Local rules change licences, data handling, pricing words and names of bodies. Check them for your place before you act.

India (Bengaluru)

Language: English, Hindi, Kannada. Currency: INR. Data rule for what you publish: Digital Personal Data Protection Act 2023. Skills frame to cite: National Skills Qualifications Framework (NSQF) and the national credit framework.

Netherlands (Eindhoven area)

Language: Dutch, English. Currency: EUR. Data rule for what you publish: EU GDPR (Dutch: AVG), supervised by the Autoriteit Persoonsgegevens. Skills frame to cite: the Dutch qualification framework (NLQF) linked to the European Qualifications Framework.

UAE (Dubai and Abu Dhabi)

Language: Arabic, English. Currency: AED. Data rule for what you publish: Federal Decree-Law No. 45 of 2021 (personal data protection). Skills frame to cite: the emirate education and training regulators (for example KHDA in Dubai) and the national qualifications framework.

Brazil (Sao Paulo)

Language: Portuguese (Spanish and English support). Currency: BRL. Data rule for what you publish: LGPD (Lei Geral de Protecao de Dados). Skills frame to cite: the national technical-education catalogue and the national S-system training bodies.

Canada (Toronto)

Language: English, French. Currency: CAD. Data rule for what you publish: PIPEDA, with provincial rules where they apply. Skills frame to cite: the provincial colleges framework and the national credential-recognition guidance.

United States

Language: English, Spanish. Currency: USD. Data rule for what you publish: state privacy laws (for example California), and COPPA for children under 13. Skills frame to cite: state and community-college credit systems.

Singapore

Language: English, Mandarin, Malay, Tamil. Currency: SGD. Data rule for what you publish: Personal Data Protection Act (PDPA). Skills frame to cite: the Singapore national skills frameworks and the national credit system.

Australia

Language: English. Currency: AUD. Data rule for what you publish: the Privacy Act 1988 and the Australian Privacy Principles. Skills frame to cite: the Australian Qualifications Framework (AQF) levels.

Hong Kong (Eastern Asia)

Language: Chinese (Cantonese, Mandarin), English. Currency: HKD. Data rule for what you publish: the Personal Data (Privacy) Ordinance. Skills frame to cite: the Hong Kong Qualifications Framework.

Georgia and Israel (Western Asia)

Language: Georgian, Hebrew, Arabic, English. Currency: GEL or ILS. Data rule for what you publish: the personal data law of the country where the learner lives. Skills frame to cite: the national qualifications framework of that country.

Cayman Islands (Caribbean)

Language: English. Currency: KYD. Data rule for what you publish: the Data Protection Act. Skills frame to cite: the local education and training framework.

Mexico

Language: Spanish, English. Currency: MXN. Data rule for what you publish: the federal law on personal data held by private parties. Skills frame to cite: the national competency certification system and the education ministry levels.

Draft

Draft flagship. Own wording. Not live.