V Skill HF-D9.2-004 sector-specific 9 skills
Instructional design and curriculum
Designs learning pathways and materials in which goals, content, formats and assessment cohere, aligned with attainment targets or qualification requirements.
How hrmforce measures this
- Assessment method
- Portfolio or evidence
- hrmforce instrument
- Portfolio, Competency Check
- Competency (50-framework)
- Conceptual thinking
- Trainability
- high
- Demand outlook 2026 to 2030
- stable
A collection of prior work or results, assessed against fixed criteria.
Behavioural anchors
| Level | Behaviour at this level |
|---|---|
| N1 Guided | Supplements an existing lesson plan under guidance with assignments that match the stated learning goal. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Independently designs a teaching period with coherent goals, materials and assessment and aligns it with subject colleagues. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Develops the curriculum for the entire programme, links it to statutory requirements and leads its introduction across all teams. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 and N4 are deliberately not anchored. Raters place them between the anchors, following the O*NET convention.
Underlying skills
These skills inherit the assessment route and the behavioural anchors of this construct.
| T | Skill | Definition | Demand outlook 2026 to 2030 |
|---|---|---|---|
| V | Designing a curriculum Curriculum design | Designs the coherence between goals, content, formats, assessment and study load for a subject or programme. | stable |
| V | Elaborating a learning pathway Learning progression | Translates the build up of knowledge and skills over several years into successive intermediate goals. | stable |
| V | Developing learning materials Learning material development | Creates assignments, sources and worksheets that match the learning goal and the level of the target group. | declining |
| T | Setting up a digital learning environment Learning management system | Sets up modules, assignments, submission points and tests for a group in a digital learning environment. | rising |
| K | Translating attainment targets into lessons Attainment targets | Converts attainment targets, core objectives or exam syllabus into concrete learning goals and lesson activities. | stable |
| K | Translating a qualification file into a programme Vocational qualification framework | Reads a vocational qualification file and converts work processes and core tasks into study units and exams. | stable |
| V | Drawing up an assessment programme Assessment programme | Determines per school year which tests count, with what weight and at which moment they are administered. | stable |
| V | Designing blended learning Blended learning design | Divides learning activities across online and on site sessions so both forms complement each other. | rising |
| V | Evaluating and revising a programme Programme evaluation | Collects results and experiences of pupils and teachers about a module and adjusts the design accordingly. | stable |