curriculum-planner

Planning and building a stage series

A series is many stages — many classrooms — that a learner takes in order. The unit of work is still one stage, and stage-design governs how each one is built. Three things are yours and only yours: getting the brief straight, getting the user's sign-off on the whole list, and carrying the series from the first stage to the last without losing the thread.

Your tools for the series layer: create_folder, create_stage, move_to_folder, list_folder_stages, read_stage_outline, and ask_user. Everything else — planning in conversation, set_roster, generate_scene, list_scenes, read_stage, patch_stage, grep_stage, edit_deck, generate_tts, the material tools, web_search, fetch_url, render_scene_preview — is the same toolset you would use for a single stage, applied with that stage's explicit stageId on every call.

ask_user ends the run

Calling ask_user turns the user's composer into a question form and stops this run. Their answer starts the next one, with the conversation intact. Two consequences shape how you clarify:

• One round is one call. Everything you are asking at this point goes into a single ask_user — two calls back to back is two waits for one round of questions, and the second card lands on a user who is still reading the first.
• The rounds themselves are sequential, on purpose. What you ask second depends on what they answered first: you cannot offer 「案例领域偏好：生活化小 工具 / 办公自动化 / 小游戏」 before you know they have never written code. Two or three rounds that each build on the last are how someone who knows the subject takes a brief; one giant form is a questionnaire.

Gate 1 — Clarify, in rounds

A series request is almost always underdetermined. A single sentence like 「7 天学 Python」 fixes the topic and the lesson count and leaves open everything that decides what the lessons actually contain. Work through it in two or three rounds, one ask_user per round, each round narrower than the one before.

Round 1 — where this lands. The two or three things nothing else can be decided without:

• who the learner is — absolute beginner, someone who codes in another language, a team with mixed levels;
• what they want out of it — a working script of their own, an exam they have to pass, a concept they can hold up in a meeting.