# 2.5.2 Curriculum Component Sequence Example - A Language 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 language course. Considering that we are designing a course titled **"Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity"**.

**1. The Learning Design Triangle**

[![image.png](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2026-02/scaled-1680-/n0Pimage.png)](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2026-02/n0Pimage.png)

Figure 2.8: The Learning Design Triangle of "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity"

- 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/2026-02/scaled-1680-/Dogimage.png)](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2026-02/Dogimage.png)

Figure 2.9: The Curriculum Component Sequence of "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity"

- 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/2026-02/scaled-1680-/xJVimage.png)](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2026-02/xJVimage.png)

Figure: 2.10 The 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: 944.85px; 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>: Preparing problem identification reports with the help of AI</span>
2. <span style="color: rgb(0, 0, 0);"><span style="color: rgb(0, 166, 170);">**Main intended learning outcome**</span>: Understand the United Nations Sustainable Development Goals (SDGs)  
    </span>
3. <span style="color: rgb(0, 0, 0);"><span style="color: rgb(68, 83, 92);">**Workflow step(s) of a disciplinary practice**</span>: Identify the problem to be addressed by the new product</span><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 preparing problem identification reports with the help of AI </span>**<span style="color: rgb(0, 166, 170);">**to understand the Sustainable Development Goals (SDGs),**</span><span style="color: rgb(68, 83, 92);"> **and to identify the problem to be addressed by the new product** </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;">- ILO 1: Understand key features of expository writing and different expository techniques
- ILO 2: <span style="color: rgb(68, 68, 68);"> Understand the United Nations Sustainable Development Goals (SDGs)</span>
- ILO 3: Apply different expository techniques in writing and speaking (e.g. presentation and pitching) to enhance communication

</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);"> Engineering Design－Identify the problem </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: 538.05px;"><td style="height: 538.05px; border-width: 1px; vertical-align: middle;"><span style="color: rgb(68, 68, 68);">Learning Tasks</span></td><td style="height: 538.05px; 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: 3.82203%; background-color: rgb(45, 45, 179); height: 50px; border-width: 0px;"> </td><td style="width: 96.2154%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Watch a video about the Sustainable Development Goals and answer questions**

</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(138, 201, 21); height: 50px; border-width: 0px;"> </td><td style="width: 96.2154%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Read and discuss sample problem identification reports**

</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(164, 191, 102); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Use different AI tools to collect information**

</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);">**Write problem identification reports**

</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(138, 201, 21); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Discuss and improve the assessment criteria provided by the teacher**

</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(255, 199, 12); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Present the problem identification in groups**

</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(181, 94, 237); height: 50px; border-width: 0px;"> </td><td style="width: 96.2111%; height: 50px; border-width: 0px; background: rgb(250, 250, 250);">**Peer evaluate group presentations and problem identification reports**

</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);">**Reflect on the learning process**

</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%24qniSlVWIU5lJTGyGvthNfO97cNaUiWIMOlnK.n5Ife6S0svt78O)** of this sample course.