---
name: curriculum-sequencing
description: Order material so each piece is learnable when it arrives, with prerequisites satisfied and difficulty increasing gradually. Use when designing a course, onboarding path, or tutorial series.
---

# Curriculum sequencing

Material presented in a logical order for an expert is frequently
unlearnable, because logical structure and learnable order are different
things. Sequencing follows dependency and confidence rather than topic
taxonomy.

## Method

1. **Map prerequisites honestly.** What must be understood before each
   piece, since a topic introduced before its prerequisite teaches
   confusion.
2. **Start with something that works end to end.** A complete small
   thing early gives context and motivation that a foundations-first
   sequence delays (see agent-training-academy).
3. **Increase difficulty gradually.** Each step slightly beyond the
   last, because a large jump loses people who cannot see the missing
   bridge (see deliberate-practice).
4. **Interleave practice with instruction.** Applying immediately after
   learning is what converts exposure into retention.
5. **Revisit concepts in richer contexts.** Spaced re-encounters
   strengthen understanding better than a single deep treatment (see
   spaced-repetition).
6. **Defer the exceptions.** Rules first, edge cases later, since
   complete accuracy up front prevents the simple model that learning
   needs.
7. **Test the sequence on real learners.** Where people get stuck is
   almost never where the designer expected.

## Boundaries

Sequences serve a typical learner and fit individuals imperfectly, which
is why self-paced paths matter. Comprehensive coverage conflicts with
good sequencing, and coverage usually wins in institutions to the
detriment of learning. Sequencing cannot compensate for material that is
wrong or unmotivated.