The Curriculum Design Cycle

Published 25/04/2022.  Last updated 11/04/2023
sourcePractice exemplars

A design cycle is a model or framework for curriculum-making that complements the collaborative nature of interdisciplinary learning (IDL) projects themselves. A design cycle simplifies the process of mapping out the different stages of an interdisciplinary learning project and indicates the progression in thinking and learning we expect.

How to use this resource

You can use the case studies to prepare for a short professional learning discussion that could form part of your weekly meeting or professional development slot. There are more developed Practical Activities that you can set aside planning time to explore alone or with colleagues.

There are many design cycles with varying degrees of complexity and purpose. A basic example might include four key elements:

  • plan and research ideas based on questions or a perceived problem
  • design possible solutions
  • select and create a winning solution
  • test and evaluate the solution

Design is an iterative, cyclical process. A design cycle naturally repeats itself. Once you have evaluated a solution and considered how to make improvements, you may wish to return to any of the previous stages to figure out how to implement them. A design cycle is also fluid, providing a dynamic and flexible structure for IDL planning.

The design stages do not have to be completed in a set pattern. For example, you might test someone else’s idea in your own setting, before going back to your planning to see how that might change. In short, you don’t always have to start with a planning and research phase, you can play with them. 

A design cycle presents a common language for planning learning between educators, learners and partners. It transforms curriculum planning into an explorative process that is interactive and inclusive.

A shared, collaborative approach is one of the most challenging and unique aspects of quality interdisciplinary learning. A successful design cycle is collaborative. It provides learners, educators, and partners opportunities to share planning, teaching, and assessment ideas.

A design cycle embraces innovation and experimentation. It is a flexible philosophy of curriculum planning and leaves room for meaningful tangents and new outcomes. It helps move from a standard one-size-fits-all approach to focussed provocations that inspire a broad range of questions from young people themselves.

Explore these examples

Dyce School, Aberdeen

A four-week design cycle of enquiry-led learning embedded in a whole-school commitment to outdoor learning.

An expeditionary design cycle for outdoor learning at this primary school gave clarity, a common structure and continuous feedback to curriculum design. The design cycle has helped make a positive shift in teachers’ agency, pedagogy and collaboration. The impact of the design cycle has led to increased expectations for all learners and many examples of learner agency and leadership.

The experience of COVID-19, teaching learners in Hubs, and the return to school after the lockdown was the catalyst for change in Dyce Primary. As a result, staff were much more optimistic about the possibilities offered by interdisciplinary learning and outdoor learning. Previously, the school has benefited from professional learning from many experts on outdoor learning, but it didn’t stick, and there was a lack of consistency across the school. The experience of working in hubs gave staff a great deal of autonomy. With the invitation of headteacher Jenny Watson to experiment, staff created ‘wellbeing Wednesdays’, offering themselves an opportunity to go outside and ditch the screens.

Badcaul and Scoraig Primary Schools, Highlands and Islands

An enquiry-led design cycle facilitates shared collaborative planning between learners and educators.

Badcaul and Scoraig Primary Schools used an enquiry-led design cycle to allow more significant collaborative planning of IDL between learners and educators. The experiences and outcomes can be 'covered' and ‘tracked’, but the real impact is made by moving through the different stages of the design cycle. The design cycle allows for hidden and unanticipated moments of learning to flourish.

The schools started from a belief that learners should know their voice is important and that their questions are valued to develop a lifelong love of learning. Therefore, enquiry-led learning and adopting an enquiry design cycle for their interdisciplinary learning projects complemented this vision. The schools used the enquiry cycle suggested in Canadian educator Trevor MacKenzie’s book 'Dive into Inquiry'.

Next Steps

Tell us how it went:

Download(s)

PDF file: Full case study and discussion prompts (261 KB)

PPT file: Discussion and Practical Activities (1.3 MB)

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The Curriculum Design Cycle

Published 25/04/2022.  Last updated 11/04/2023
sourcePractice exemplars

A design cycle is a model or framework for curriculum-making that complements the collaborative nature of interdisciplinary learning (IDL) projects themselves. A design cycle simplifies the process of mapping out the different stages of an interdisciplinary learning project and indicates the progression in thinking and learning we expect.

How to use this resource

You can use the case studies to prepare for a short professional learning discussion that could form part of your weekly meeting or professional development slot. There are more developed Practical Activities that you can set aside planning time to explore alone or with colleagues.

There are many design cycles with varying degrees of complexity and purpose. A basic example might include four key elements:

  • plan and research ideas based on questions or a perceived problem
  • design possible solutions
  • select and create a winning solution
  • test and evaluate the solution

Design is an iterative, cyclical process. A design cycle naturally repeats itself. Once you have evaluated a solution and considered how to make improvements, you may wish to return to any of the previous stages to figure out how to implement them. A design cycle is also fluid, providing a dynamic and flexible structure for IDL planning.

The design stages do not have to be completed in a set pattern. For example, you might test someone else’s idea in your own setting, before going back to your planning to see how that might change. In short, you don’t always have to start with a planning and research phase, you can play with them. 

A design cycle presents a common language for planning learning between educators, learners and partners. It transforms curriculum planning into an explorative process that is interactive and inclusive.

A shared, collaborative approach is one of the most challenging and unique aspects of quality interdisciplinary learning. A successful design cycle is collaborative. It provides learners, educators, and partners opportunities to share planning, teaching, and assessment ideas.

A design cycle embraces innovation and experimentation. It is a flexible philosophy of curriculum planning and leaves room for meaningful tangents and new outcomes. It helps move from a standard one-size-fits-all approach to focussed provocations that inspire a broad range of questions from young people themselves.

Explore these examples

Dyce School, Aberdeen

A four-week design cycle of enquiry-led learning embedded in a whole-school commitment to outdoor learning.

An expeditionary design cycle for outdoor learning at this primary school gave clarity, a common structure and continuous feedback to curriculum design. The design cycle has helped make a positive shift in teachers’ agency, pedagogy and collaboration. The impact of the design cycle has led to increased expectations for all learners and many examples of learner agency and leadership.

The experience of COVID-19, teaching learners in Hubs, and the return to school after the lockdown was the catalyst for change in Dyce Primary. As a result, staff were much more optimistic about the possibilities offered by interdisciplinary learning and outdoor learning. Previously, the school has benefited from professional learning from many experts on outdoor learning, but it didn’t stick, and there was a lack of consistency across the school. The experience of working in hubs gave staff a great deal of autonomy. With the invitation of headteacher Jenny Watson to experiment, staff created ‘wellbeing Wednesdays’, offering themselves an opportunity to go outside and ditch the screens.

Badcaul and Scoraig Primary Schools, Highlands and Islands

An enquiry-led design cycle facilitates shared collaborative planning between learners and educators.

Badcaul and Scoraig Primary Schools used an enquiry-led design cycle to allow more significant collaborative planning of IDL between learners and educators. The experiences and outcomes can be 'covered' and ‘tracked’, but the real impact is made by moving through the different stages of the design cycle. The design cycle allows for hidden and unanticipated moments of learning to flourish.

The schools started from a belief that learners should know their voice is important and that their questions are valued to develop a lifelong love of learning. Therefore, enquiry-led learning and adopting an enquiry design cycle for their interdisciplinary learning projects complemented this vision. The schools used the enquiry cycle suggested in Canadian educator Trevor MacKenzie’s book 'Dive into Inquiry'.

Next Steps

Tell us how it went:

Download(s)

PDF file: Full case study and discussion prompts (261 KB)

PPT file: Discussion and Practical Activities (1.3 MB)

^ Back to top