# 2.5.1 Curriculum Component Sequence Example - A STEAM Course

In this section, we will explore how to transform the elements of the Learning Design Triangle (LDT) into a Curriculum Component (CC) Sequence for a STEAM course. Considering that we are designing a course titled **"Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation"**.

**1. The Learning Design Triangle**

[![image.png](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/scaled-1680-/fvfimage.png)](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/fvfimage.png)

Figure 2.5: The Learning Design Triangle of "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation"

- To anchor the learning design within a contextual framework, we will use the Learning Design Triangle to define the intended learning outcomes, disciplinary practices, and pedagogical approach.

**2. The Curriculum Components Sequence**

[![image.png](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/scaled-1680-/wk5image.png)](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/wk5image.png)Figure 2.6: The Curriculum Component Sequence of "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation"

- To make the learning process more manageable, we divide it into distinct phases within the learning design, guided by the workflow steps of disciplinary practice. Each phase targets a specific set of learning outcomes and is supported by the pedagogical focus of the chosen approach, such as self-directed learning.
- In the Learning Design Triangle framework, we use Curriculum Component to structure and organize each phase of learning around targeted outcomes. The collection of curriculum components that represents all phases of learning in a course is called a **Curriculum Component Sequence**.

**3. Assign learning tasks to each Curriculum Components**

- To put the Curriculum Components into practice, we need to assign learning tasks and assessments to enhance and evaluate learners’ development in knowledge, skills, or values.

[![image.png](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/scaled-1680-/s2Vimage.png)](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/s2Vimage.png)

Figure: 2.7 Task Sequence within a Curriculum Component

- Now, we will explore an example of a Curriculum Component (CC) focused on the **"goal-setting" phase.**

<table border="1" id="bkmrk-cc-name-%C2%A0-%F0%9F%92%A1formula-o" style="border-collapse: collapse; width: 100%; height: 915.013px; border-width: 1px;"><colgroup><col style="width: 23.2364%;"></col><col style="width: 76.7398%;"></col></colgroup><tbody><tr style="height: 230.2px;"><td style="height: 230.2px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);">CC Name</span></td><td style="height: 230.2px; border-width: 1px; vertical-align: middle;">A CC name is formed by combining four components.

1. <span style="color: rgb(0, 0, 0);"><span style="color: rgb(68, 114, 196);">**Focal task(s)**</span>: Observation and discussion tasks</span>
2. <span style="color: rgb(0, 0, 0);"><span style="color: rgb(0, 166, 170);">**Main intended learning outcome**</span>: Discover possible factors that affect the rate of photosynthesis  
    </span>
3. <span style="color: rgb(0, 0, 0);"><span style="color: rgb(68, 83, 92);">**Workflow step(s) of a disciplinary practice**</span>: F</span>ormulate an inquiry question<span style="color: rgb(224, 62, 45);">   
    </span>
4. <span style="color: rgb(0, 0, 0);"><span style="color: rgb(156, 188, 82);">**Focus or foci of the pedagogical approach**</span>: Goal-setting</span>

E.g. **<span style="color: rgb(68, 114, 196);">Through observation and discussion tasks <span style="color: rgb(0, 166, 170);">to</span></span>** <span style="color: rgb(0, 166, 170);">**discover possible factors that affect the rate of photosynthesis**</span><span style="color: rgb(68, 83, 92);"> **to formulate an inquiry question**</span> <span style="color: rgb(156, 188, 82);">**for goal-setting**</span>

</td></tr><tr style="height: 83.45px;"><td style="height: 83.45px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);">Linked Intended Learning Outcomes</span></td><td style="height: 83.45px; border-width: 1px; vertical-align: middle;">- ILO1: <span style="color: rgb(68, 68, 68);"> Understand factors affecting the rate of photosynthesis</span>
- <span style="color: rgb(68, 68, 68);">ILO2: Understand the mechanism of of photosynthesis</span>
- <span style="color: rgb(68, 68, 68);">ILO3: Apply the process of scientific investigation to construct scientific knowledge</span>

</td></tr><tr style="height: 46.575px;"><td style="height: 46.575px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);">Workflow Step of Disciplinary Practice</span></td><td style="height: 46.575px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);"> Scientific Investigation－Formulate an inquiry question</span></td></tr><tr style="height: 46.575px;"><td style="height: 46.575px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);">Pedagogical Focus</span></td><td style="height: 46.575px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);"> Self-directed Learning - Goal-setting</span></td></tr><tr style="height: 508.213px;"><td style="height: 508.213px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);">Learning Tasks</span></td><td style="height: 508.213px; border-width: 1px; vertical-align: middle;">\* *Each task type has a representative color.*

<table border="1" style="width: 95.9212%; height: 149.233px; border-collapse: collapse; border-width: 0px;"><tbody><tr style="height: 50px;"><td style="width: 3.82847%; background-color: rgb(138, 201, 21); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Observe plant growth conditions and interview others about environmental factors affecting plant growth**

</td></tr></tbody></table>

<table border="1" style="width: 95.9212%; height: 149.233px; border-collapse: collapse; border-width: 0px;"><tbody><tr style="height: 50px;"><td style="width: 3.82203%; background-color: rgb(255, 199, 12); height: 50px; border-width: 0px;"> </td><td style="width: 96.2154%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Share outcomes and discovery after observations and interviews**

</td></tr></tbody></table>

<table border="1" style="width: 95.9212%; height: 149.233px; border-collapse: collapse; border-width: 0px;"><tbody><tr style="height: 50px;"><td style="width: 3.82847%; background-color: rgb(109, 42, 156); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Compare findings with peers and consolidate new insights**

</td></tr></tbody></table>

<table border="1" style="width: 95.9212%; height: 50px; border-collapse: collapse; border-width: 0px;"><tbody><tr style="height: 50px;"><td style="width: 3.82847%; background-color: rgb(45, 45, 179); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Watch a video about photosynthesis**

</td></tr></tbody></table>

<table border="1" style="width: 95.9212%; height: 149.233px; border-collapse: collapse; border-width: 0px;"><tbody><tr style="height: 50px;"><td style="width: 3.82847%; background-color: rgb(253, 106, 23); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Synthesize the information collected to propose factors affecting rate of photosynthesis and formulate an inquiry question for further investigation**

</td></tr></tbody></table>

</td></tr></tbody></table>

The tasks in a CC:

- A task can be both a learning task and an assessment.
- A well-formulated task sequence helps build knowledge and skills step-by-step while enabling ongoing assessment of student understanding.
- The introduction of the task types will be covered in [**Chapter 2.6 - Task Taxonomy**](https://ideals-doc.cite.hku.hk/books/learning-design-studio-user-guide/page/26-task-taxonomy).

🌟 The link to the **[learning design](https://lds.cite.hku.hk/publicsharing/%242y%2412%247StewXh59DDZbv49utIXuuYSRcOzWtu7g2tgLvUlLzBe63py4Zbm)** of this sample course.