How to Create a Training Course from Scratch

How to Create a Training Course from Scratch

Building a training course from nothing is one of the most rewarding things a subject expert can do — and one of the most common points of failure for those who approach it without a framework. This guide walks you through the full course design process, from initial concept to a delivery-ready programme.

Start with the End in Mind

Before writing a single word of content, define what successful completion looks like. Ask yourself: what will a learner be able to do, know, or understand when they finish this course that they could not do before? This question is the foundation of everything else.

This approach — starting with outcomes and working backwards — is called backwards design or outcome-led design, and it is the approach used by every professional curriculum developer. Courses designed this way are more coherent, easier to assess, and more likely to achieve accreditation.

Step 1: Define Your Target Learner

Who is this course for? Be specific. A course for complete beginners with no prior knowledge requires different content, language, and assumed knowledge than one for practitioners looking to extend an existing skill.

Define your ideal learner in terms of:

• Prior knowledge and experience level
• Why they want to take this course (motivation)
• What they will do with the learning afterwards (application context)
• Any prerequisites or entry requirements

Step 2: Write Your Learning Outcomes

With your target learner in mind, write 4–8 learning outcomes for the course. Each should describe a specific, measurable achievement using an action verb.

Useful action verbs by level:

• Foundation level: identify, describe, list, recall, define, recognise
• Applied level: demonstrate, perform, apply, use, carry out, prepare
• Analytical level: explain, analyse, compare, evaluate, assess, justify

Avoid: understand, know, be aware of, appreciate — these cannot be assessed.

Step 3: Map the Content

Now map the content required to enable learners to achieve each outcome. Create a content map: each outcome sits at the top, and beneath it you list the knowledge, skills, and underpinning concepts that must be covered to allow learners to achieve it.

This process will reveal the natural units or modules of your course. Group related content areas together. Sequence them logically — foundational content before applied, theory before practice, safety and contraindications before techniques.

Step 4: Determine Your Delivery Format

How will learners engage with the content? Common formats include:

• In-person taught sessions
• Online self-paced modules
• Live online webinars or workshops
• Blended delivery (some online, some in-person)
• One-to-one training

Your format should be appropriate for your learning outcomes. Practical skills courses require practical delivery. Theory-only online delivery is appropriate for knowledge-based outcomes but not for hands-on techniques.

Step 5: Design Your Assessment Strategy

For each learning outcome, decide how you will assess whether a learner has achieved it. Your assessment methods should match the nature of the outcome:

• Knowledge outcomes: written tests, short-answer questions, multiple choice, oral questioning
• Practical skill outcomes: observed practical assessments, video submission, case studies
• Analytical outcomes: written assignments, reflective logs, case study analyses

Decide whether your assessments will be formative (feedback during the course to support learning) or summative (final assessment at the end). Most good courses include both.

Step 6: Write Your Course Content

With the structure defined, you can now write the actual content. Work unit by unit, always referring back to the learning outcomes for that unit to stay focused. Common temptations at this stage include:

• Including information that is interesting but not required to achieve the outcomes (scope creep)
• Writing at a level that assumes too much or too little prior knowledge
• Over-loading a single session with too much content

A useful test: after writing each section, ask yourself which learning outcome this supports. If you cannot answer, the content may not belong.

Step 7: Create Supporting Materials

Learners need materials to support their learning before, during, and after sessions. These might include:

• Learner handbook (course overview, schedule, expectations, assessment requirements)
• Slides or presentation materials
• Handouts and reference sheets
• Assessment forms and templates
• Recommended reading or further resources

Step 8: Test and Refine

Before launching commercially, deliver your course to a small group of pilot learners. Gather structured feedback. Common issues at this stage include timing (sessions running over or under), clarity of instructions, gaps in content, and assessment difficulties.

Refine based on the pilot, then consider whether your course is ready for accreditation. A course that has been piloted and refined is significantly more likely to achieve accreditation than one submitted straight from development.

Step 9: Consider Accreditation

Once your course is stable, investigate accreditation options appropriate for your sector. Having your documentation structured around learning outcomes from the start — as this guide recommends — means that much of your accreditation submission is already prepared.

Frequently Asked Questions

How long should a training course be?

There is no fixed rule, but duration should reflect the content required to achieve the outcomes. A focused technique course might be a half-day; a comprehensive professional qualification might run over weeks or months. Resist padding to fill time or cutting content to reduce cost.

Do I need specialist software to build an online course?

Not necessarily. Many providers start with a simple learning management system (LMS) or even a structured video series with PDF materials. Complexity should follow need, not precede it.

Can I write a course about something I am not formally qualified in?

Subject matter expertise alone can be sufficient for some course types, but most accrediting bodies and many insurers expect trainers to hold relevant professional qualifications alongside a teaching qualification. Verify requirements before investing in course development.

How many learning outcomes should a course have?

Typically 4–8 for a single course or module. More than 10 outcomes often indicates the scope is too broad and the course should be split into multiple programmes.