Curriculum Research & Standards Alignment
Research subject matter and provide comprehensive analysis for curriculum design including standards alignment, prerequisite mapping, and pedagogical recommendations.
When to Use
Automatically activate when the user:
- Starts curriculum development for a new topic
- Asks "research [topic] for [grade level]"
- Needs educational standards alignment (Common Core, NGSS, etc.)
- Requests prerequisite skill analysis
- Says "what learning theory should I use for [topic]"
- Needs interdisciplinary connections identified
Required Inputs
- Topic: Subject matter to research (e.g., "photosynthesis", "quadratic equations", "Renaissance history")
- Educational Level: K-5, 6-8, 9-12, undergraduate, graduate, or post-graduate
- Standards Framework (optional): Specific standards to align with (e.g., "Common Core Math", "NGSS", "AP Biology")
Workflow
1. Gather Topic and Level
# User provides topic and level
Topic: [user specified]
Level: [K-5 | 6-8 | 9-12 | undergraduate | graduate | post-graduate]
Standards: [optional: Common Core, NGSS, state standards, discipline framework]2. Conduct Subject Matter Research
Use WebSearch to gather:
- Core Concepts: Foundational ideas, terminology, definitions
- Scope & Boundaries: What's included/excluded at this level
- Common Misconceptions: Student difficulties, conceptual barriers
- Real-World Applications: Relevance, career connections, authentic contexts
- Interdisciplinary Connections: Links to other subjects
3. Align to Educational Standards
Use WebSearch to identify:
- Relevant Standards: Specific standards codes and descriptions
- K-12: Common Core (Math/ELA), NGSS (Science), state standards, C3 Framework (Social Studies) - Undergraduate: Discipline-specific accreditation standards (ABET, APA, etc.) - Graduate: Professional competency frameworks, research methodologies
- Performance Expectations: What students should know and be able to do
- Cognitive Levels: Bloom's taxonomy levels expected at this grade/level
- Assessment Boundaries: What's assessable vs. out of scope
4. Map Prerequisites
Analyze and document:
- Required Prior Knowledge: Concepts students must already understand
- Skill Dependencies: Procedural skills needed before this topic
- Cognitive Readiness: Developmental appropriateness
- Prerequisite Sequence: Order in which foundational topics should be taught
- Gap Identification: Common missing prerequisites to address
5. Recommend Learning Theories & Approaches
Based on topic and level, recommend:
- Primary Learning Theory: Constructivism, cognitivism, connectivism, behaviorism, etc.
- Instructional Approaches: Direct instruction, inquiry-based, problem-based, project-based, etc.
- Pedagogical Strategies: Scaffolding, modeling, think-alouds, collaborative learning, etc.
- Engagement Tactics: Hooks, real-world connections, student choice, authentic tasks
- Assessment Philosophy: Formative vs summative emphasis, authentic assessment, mastery-based, etc.
6. Generate Research Report
Create a structured document with:
# Curriculum Research Report: [TOPIC]
**Educational Level**: [Level]
**Standards Framework**: [Framework(s)]
**Research Date**: [Date]
## Executive Summary
[2-3 paragraph overview of topic scope, key concepts, and pedagogical recommendations]
## Core Concepts & Scope
### Foundational Ideas
- [Concept 1]: [Definition and importance]
- [Concept 2]: [Definition and importance]
- [Concept 3]: [Definition and importance]
### Topic Boundaries
**Included**: [What this curriculum will cover]
**Excluded**: [What's out of scope or saved for later]
### Common Misconceptions
1. [Misconception 1]: [Why students think this and how to address]
2. [Misconception 2]: [Why students think this and how to address]
## Educational Standards Alignment
### Relevant Standards
**[Standard Code]**: [Full standard description]
- **Performance Expectation**: [What students will demonstrate]
- **Cognitive Level**: [Bloom's level]
- **Assessment Boundary**: [What to assess/what not to assess]
[Repeat for each relevant standard]
### Cross-Curricular Connections
- **[Subject Area]**: [How this topic connects]
- **[Subject Area]**: [How this topic connects]
## Prerequisite Analysis
### Required Prior Knowledge
| Prerequisite | Description | Typical Grade Taught | Why Needed |
|--------------|-------------|---------------------|------------|
| [Concept/Skill] | [What it is] | [Grade level] | [Connection to current topic] |
### Recommended Prerequisite Sequence
1. [First prerequisite topic]
2. [Second prerequisite topic]
3. [Third prerequisite topic]
→ Then ready for [Current topic]
### Common Gaps & Remediation
- **Gap**: [Missing knowledge students often have]
- **Remediation**: [How to address in current curriculum]
## Pedagogical Recommendations
### Recommended Learning Theory
**[Theory Name]** (e.g., Constructivism, Cognitivism)
**Rationale**: [Why this theory fits the topic and level]
**Implications for Instruction**:
- [How this theory shapes teaching approach]
- [Specific strategies that align with this theory]
### Instructional Approach
**Primary Approach**: [e.g., Inquiry-based learning, Direct instruction, Project-based learning]
**Supporting Strategies**:
- [Strategy 1]: [How to implement]
- [Strategy 2]: [How to implement]
- [Strategy 3]: [How to implement]
### Engagement Considerations
- **Hook Ideas**: [Compelling ways to introduce topic]
- **Real-World Connections**: [Authentic applications]
- **Student Choice Opportunities**: [Where students can make decisions]
- **Differentiation Needs**: [How to support diverse learners]
### Assessment Philosophy
- **Formative Assessment**: [Recommended frequency and types]
- **Summative Assessment**: [Recommended culminating assessments]
- **Authentic Assessment**: [Real-world performance tasks]
## Real-World Applications
- [Application 1]: [Description and relevance]
- [Application 2]: [Description and relevance]
- [Application 3]: [Description and relevance]
## Resources for Further Development
- [Resource type]: [Specific recommendations]
- [Resource type]: [Specific recommendations]
## Next Steps
1. Use `/curriculum.design` to create learning objectives based on this research
2. Identify assessment types in `/curriculum.assess-design`
3. Develop instructional content with `/curriculum.develop-content`
---
**Artifact Metadata** (for traceability):
- **Artifact Type**: Research Report
- **Topic**: [Topic]
- **Level**: [Level]
- **Standards**: [Frameworks used]
- **Next Phase**: Design (Learning Objectives)7. Output Format
Support both human-readable and machine-readable formats:
Human-Readable (default):
- Formatted markdown as shown above
- Write to file:
curriculum-artifacts/[topic]-research.md
JSON Format (use --format json):
{
"artifact_type": "research_report",
"topic": "string",
"level": "string",
"standards": ["array of standard codes"],
"core_concepts": [
{"name": "string", "description": "string"}
],
"prerequisites": [
{"concept": "string", "grade": "string", "rationale": "string"}
],
"learning_theory": "string",
"instructional_approach": "string",
"real_world_applications": ["array of strings"],
"next_steps": ["array of skill calls"]
}8. CLI Interface
# Basic usage
/curriculum.research "photosynthesis" --level "6-8" --standards "NGSS"
# With output format
/curriculum.research "quadratic equations" --level "9-12" --standards "Common Core Math" --format json
# Graduate level (discipline-specific)
/curriculum.research "neural networks" --level "graduate" --standards "ACM Computing Curricula"
# Help
/curriculum.research --helpEducational Level Adaptations
K-5
- Focus on concrete, observable phenomena
- Emphasize hands-on exploration
- Use age-appropriate vocabulary
- Prioritize foundational skills
- Heavy scaffolding needs
6-8
- Bridge concrete to abstract thinking
- Introduce symbolic representations
- Build on elementary foundations
- Support identity formation (relevance crucial)
- Moderate scaffolding
9-12
- Abstract reasoning expected
- Discipline-specific thinking
- College/career preparation focus
- Greater cognitive complexity
- Reduced scaffolding
Undergraduate
- Disciplinary frameworks & epistemology
- Research introduction
- Professional practice preparation
- High cognitive demand (Analyze, Evaluate, Create)
Graduate
- Original research & scholarship
- Cutting-edge knowledge
- Thought leadership development
- Expertise-level performance
Post-Graduate
- Specialization & innovation
- Field contributions
- Advanced professional practice
- Research dissemination
Composition with Other Skills
This skill outputs research artifacts that feed into:
/curriculum.design- Uses research to inform learning objectives/curriculum.assess-design- Uses standards for assessment alignment/curriculum.develop-content- Uses concepts, misconceptions, and pedagogical recommendations
Error Handling
- No search results: Broaden search, try related terms, inform user if topic is too obscure
- Standards not found: Suggest closest framework, document assumption
- Level mismatch: Warn if topic typically taught at different level, provide guidance
- Ambiguous topic: Ask user for clarification on scope
Output Example
User: "Research photosynthesis for grade 5"
Output: Complete research report with:
- Core concepts (light energy, chloroplasts, glucose production, oxygen release)
- NGSS standards (5-PS3-1, 5-LS1-1, 5-LS2-1)
- Prerequisites (plant structure, energy basics, cycles in nature)
- Recommended approach (Inquiry-based with hands-on investigation)
- Common misconceptions (plants eat soil, only leaves do photosynthesis)
- Real-world connections (food production, climate, oxygen generation)
File saved to: curriculum-artifacts/photosynthesis-grade5-research.md
Exit Codes
- 0: Success - Research report generated
- 1: Invalid educational level specified
- 2: Topic too vague - needs clarification
- 3: Standards framework not found
- 4: WebSearch unavailable - cannot complete research