To repeat our mantra, our experience, backed up by research, shows that we overburden hard-working teachers by expecting too much of them in terms of curriculum writing. Our goal in the CGC is to reduce work for the teachers whenever we can so that they can focus on the 3 things that matter most: knowing their children, knowing their content and knowing their craft. 

So we translate our Learning Maps into Learning Modules. The basic 'formula' is that each of the key concepts in the discipline forms the basis for one Learning Module. When designing these Modules, we have made them, in the words of Einstein, "as simple as possible and no simpler than that". 

Each Module has 5 main sections:

• The WHY: A brief narrative story that explains the purpose and scope of the module, the selected illustrative content and the main lines of inquiry.
• The WHAT: Conceptual, Competency and Character Learning Goals, complemented by Learning to Learn Goals.
• The EVIDENCE: Two Performance Assessment Tasks with accompanying rubrics.
• The HOW: Framing Questions based on the Goals followed by samples of suggested learning sequences using the CGC's basic prompts.
• The REFLECTION: A range of strategies through which learners and teachers can reflect on their learning and things they might do differently.

In summary: Why are we learning this? What will we learn? How will we know if we are learning it? How will we learn? How did it go? To support language development we also add a section with the key vocabulary, including meanings, to match the content of each Module.

Our approach means that, for school leaders and teachers we can supply a full set of Learning Modules for all disciplines that are designed to be customized by the teacher to reflect their school context, their particular students and their own creativity and experience, when designing the learning sequences.