In a curricular approach, learning aims outline our collective aspirations for student learning. They articulate what we hope students take with them as a result of the student experience. These are often framed through an Educational Priority, 3–5 Learning Goals, and 3–5 Learning Outcomes for each Learning Goal. Each Learning Goal may also include a narrative that defines it and a rubric that describes levels of progression for each outcome.
These learning aims are often inspiring. They describe the ideal outcomes of our best work. However, without Educational Plans that specify learners, engagement strategies, sequencing, facilitation guides, and assessment, learning aims remain aspirations rather than impact.
Educational Plans are the bridge between aspiration and action. I often share this quote from Nelson Mandela: “Vision without action is just a dream, action without vision just passes the time, and vision with action can change the world.” Learning aims without Educational Plans are about as useful as newly created mission, vision, and values statements that are not integrated into the organization’s work or culture. They may look good on paper, but that’s about it.
Educational Plans provide the structure that scaffolds action toward learning aims. This structure matters because it allows us to be nimble and responsive when real-world events emerge, plans shift, learning happens midstream, or students engage differently than expected. In other words, most of the time.
Educational Plans may be called different things, such as Program Plans or Implementation Plans. What matters is not the label, but the clarity it provides. Strong Educational Plans articulate the learning outcomes being pursued, the learners being engaged, the strategies for engagement, the developmental sequencing, facilitation guides, and assessment.
Learning aims are often the first step in a curricular approach, and they matter deeply. But they are not sufficient on their own. Educational Plans are where intention becomes action and where aspiration becomes impact. If we want learning that is meaningful, developmental, and lasting, this is the work that makes it real.
