Getting Started · Programs, Courses & Curriculum
Overview
A Course Family is the reusable foundation of your academic content in bACEic. It lets an institute design curriculum, organise learning material, define session plans and prepare assessments without rebuilding the same structure every time a course is offered.
Whether you deliver self-paced learning, assessment-based courses, teacher-led classes or a combination, Course Families establish a consistent learning structure.
Once courses are defined, combine multiple courses into a Program for a complete offering.
Design your learning once. Reuse it across courses and programs. Deliver it in the way that best serves your learners.
Understanding the Academic Structure
Before creating your first Course Family, understand how components work together.
Course Family — The reusable learning blueprint
Defines the academic foundation for a type of course: curriculum, chapters, topics, objectives, materials, session plans, question banks and recommended sequence.
Example: Grade 8 Mathematics — curriculum, chapters, resources and session plans reused for each offering.
Course — A defined learning experience
Uses the academic structure for a particular delivery model: Self Paced, Assessment Based or Teacher Led.
Program — A complete learning offering
Bundles multiple Courses toward a broader objective (e.g. Foundation Mathematics Program with Number Systems, Algebra Fundamentals, Problem-Solving Practice).
How everything fits together
Course Family → Course → Program → Student enrolment and delivery
- Course Family: reusable academic design
- Course: learning experience and delivery approach
- Program: one or more Courses as a complete offering
- Students enrol in the Program and participate in its Courses
Exact associations depend on your bACEic configuration.
Why Course Families Matter
> Reuse academic content
Create curriculum once, reuse where appropriate. Academic teams spend less time on repeated setup.
> Maintain consistency
Align objectives, topics and resources across batches and delivery cycles.
> Support different delivery models
Same subject area can support self-paced, assessments or teacher-led instruction without redesigning from scratch.
> Improve content over time
Review and refine reusable design as you identify gaps or update material.
> Build complete programs
Combine Courses into Programs that reflect how students should progress.
Before You Create a Course Family
Step 1: Identify the learning scope —
e.g. Grade 8 Mathematics, Spoken English Beginner, Abacus Fundamentals. Keep scope clear: not too broad, not unnecessarily narrow.
Step 2: Define intended learning outcomes —
what learners should know or do (fractions, linear equations, basic Python, etc.).
Step 3: Identify target learners —
grade, proficiency, prerequisites.
Step 4: Decide how content will be reused —
single course, multiple courses, batches, or delivery models sharing content. Reuse should be intentional.
Step 1: Open Course Families
Navigate to the academic or curriculum area and open Course Families. Create a new Course Family.
Step 2: Enter Course Family details
Provide name, description, subject, target grade, learning objectives and classification fields.
Example — Name: Grade 8 Mathematics
Description: Curriculum and learning design for Grade 8 Mathematics.
Target learners: Grade 8 students.
Step 3: Define the curriculum structure
Organise hierarchy (Subject → Chapter → Topic). Add learning objectives in the curriculum editor.
Best practice: Organise around teachable, assessable concepts—not only files or lessons.
Step 4: Add learning material and resources
Attach PDFs, presentations, videos, examples and exercises to the right curriculum sections.
Best practice: Descriptive names; align with outcomes; review outdated material.
Step 5: Create session plans
Define session title, objective, topics, material, activities, checks and outcomes.
Example session: Introduction to Linear Equations with worked examples and an understanding check.
Step 6: Prepare assessment resources
Organise topic practice, chapter tests, diagnostics and revision by topic, objective or difficulty where supported.
Step 7: Review the Course Family
Confirm scope, curriculum logic, objectives, material associations, session plans, assessments and naming before use in courses.
Step 8: Save and make available for reuse
Save and complete publication or availability steps so teams can select this family when configuring Courses.
Self Paced Courses
Purpose: Independent study with a defined sequence.
Configuration steps
1. Create/open Course
2. Define purpose
3. Select Self Paced
4. Associate Course Family
5. Sequence material
6. Add practice/assessments
7. Review learner experience
8. Save and publish
Configure each step using the field names in your current bACEic interface.
Assessment Based Courses
Purpose: Evaluate or practise performance against outcomes.
Configuration steps
1. Create/open Course
2. Define purpose and audience
3. Select Assessment Based
4. Associate structure
5. Identify topics to assess
6. Configure assessments
7. Review coverage and settings
8. Save and publish
Configure each step using the field names in your current bACEic interface.
Teacher Led Courses
Purpose: Scheduled teaching and interaction.
Configuration steps
1. Create/open Course
2. Define purpose
3. Select Teacher Led
4. Associate curriculum
5. Review session plans
6. Assign teacher
7. Configure schedule/batch
8. Associate material and assessments
9. Verify teaching arrangements
Configure each step using the field names in your current bACEic interface.
Choosing the Right Course Type
| Consideration | Self Paced | Assessment Based | Teacher Led |
| Primary purpose | Independent learning | Practice or evaluate performance | Guided instruction |
| Main activity | Study and follow sequence | Complete assessments/tests | Attend teaching sessions |
| Teacher involvement | Limited or supplementary | Varies | Central |
| Scheduling | Often flexible | Depends on rules | Usually coordinated sessions |
Choose the delivery model by intended learner experience, not only by attached files. A PDF alone does not make a course self-paced; a question bank alone does not define a full assessment experience.
Creating a Program That Includes Multiple Courses
Example Foundation Mathematics Program:
| Course | Delivery | Purpose |
| Number Systems | Self Paced | Foundational understanding |
| Algebra Fundamentals | Teacher Led | Guided instruction |
| Problem-Solving Practice | Assessment Based | Application and evaluation |
Steps: Define program purpose → list required Courses → configure each Course → associate Courses with the Program → review the whole journey → complete enrolment and delivery setup.
Reusing Course Families Across Programs
Reuse when curriculum and design are substantially the same (e.g. Foundation vs Revision programs sharing material).
Use a separate Course Family when objectives, proficiency or structure differ meaningfully.
Reusing design ≠ identical Courses or Programs. Check how edits propagate in your bACEic workflow before changing a shared family.
Common Mistakes to Avoid
- New Course Family for every batch — reuse design; use Program/batch for operational differences
- Treating a Course Family as a Program — family = design; Program = bundled offering
- Choosing type by content only — choose by learner engagement model
- Courses without outcomes — define purpose before material and assessments
- Too many Courses in one Program — include only meaningful components
- Same setup for every delivery model — self-paced, assessment and teacher-led need different configuration
End-to-End Example
Stage 1: Course Family Grade 8 Mathematics with curriculum, material, session plans and assessments.
Stage 2: Courses — Mathematics Concepts (Self Paced), Guided Mathematics Classes (Teacher Led), Mathematics Practice Tests (Assessment Based).
Stage 3: Program Grade 8 Mathematics Learning Program associating all three Courses.
Stage 4: Enrolment, batches, teachers, scheduling and assessments per institute workflow.
Stage 5: Deliver, gather feedback, improve reusable design for future offerings.
Final Checklist — Course Family
Before considering academic setup complete:
- Academic scope and target learners are clear
- Curriculum and learning objectives are defined
- Learning material is organised
- Session plans prepared where required
- Assessment resources available where required
- Course Family saved and available for use
Final Checklist — Courses
- Each Course has a clear learning purpose
- Correct delivery model selected
- Appropriate academic structure associated
- Activities match the delivery model
- Teacher, schedule and assessment configured where required
- Each Course reviewed before delivery
Final Checklist — Program
- Program learning purpose is clear
- All required Courses are associated
- Each Course contributes to outcomes
- Delivery and enrolment arrangements are ready
- Complete Program reviewed
Summary
Course Families are the reusable academic foundation. Courses define individual experiences (Self Paced, Assessment Based, Teacher Led). Programs combine Courses into a complete offering.
Clear responsibilities reduce repeated setup, improve consistency and make programs easier to deliver and improve.
Recommended next: How to Create a Course in bACEic — step-by-step for each delivery model.