[Course Name] — Syllabus

How to use this template. Copy this file into docs/courses/<course-name>/syllabus.md, fill every [...] bracket, and delete this block. A syllabus is the front door of a course: it must read like a real syllabus (an unmissable description of what the course is, what you'll be able to do, how it's built, and what it is NOT) — not a bare list of module titles. If a section doesn't apply, say so explicitly rather than leaving it empty.

Tables are MINIMAL — the house style used on the KB structure page (docs/introduction/structure.md): bold first-column values + padded separator width (|--------|---------|, no alignment colons). Applies to every table unless a page is table-reliant (then FULL style: alignment colons + bold headers/cells). All syllabus tables are minimal.

How the course is laid out on disk + wired into the sidebar is specified in the Physical Structure & Sidebar Contract in ../courses/topic-architecture-template.md §3b — module folders (<NN>-<slug>/index.md = Module Syllabus, lesson.md = content, _category_.json), explicit category blocks (never autogen), index-as-link, composed-ref injection, no-number labels. An agent scaffolding this course's folders + sidebar reads that contract together with this syllabus template.

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Course Description

At-a-glance (always included, right after <PageHeader />)

A small 3-row table giving the reader the essentials up front. Fill each cell with a compressed version of the detailed sections below.

Course Description	Official catalog overview: what the course is, its scope, main topics, and relevance. One to two sentences.
Prerequisites & Corequisites	Required prior courses, skills, or program status needed to succeed. If none: "None — this is the starting point."
Measurable Learning Outcomes (SLOs)	Action-oriented statements (Bloom's Taxonomy verbs: analyze, synthesize, evaluate, create) specifying what the student will know or be able to do by the end of the term. A compressed list of the Learning Objectives section.

Full description

[Two to four sentences. What the course is, what the reader will be able to do by the end, and its place in the sequence. Name the concrete techniques/tools the reader will touch.]

This course is built by composing the KB reference library: it gives you the end-to-end flow, the exercises, and the investigation context, and points you to the canonical reference page whenever depth is needed. Course-specific prose lives here; reference knowledge is linked, not copied.

Prerequisites

• [Prerequisite 1 — concrete, e.g. "Foundation: Blender for Visual Investigation (course 00) — completed or equivalent"]
• [Prerequisite 2 — e.g. "A working install of Blender (5.x)"]
• If none: None. This is the starting point. [one line on what helps anyway]

Learning Objectives

By the end of this course you will be able to:

1. [Objective 1 — measurable, e.g. "Explain the two anchors of X"]
2. [Objective 2 — e.g. "Perform camera matching from a single photo using the fSpy process"]
3. [Objective 3 — e.g. "Choose the right tool for scenario Z"]
4. [Objective 4 — e.g. "Document a reconstruction so it can be scrutinized"]
5. [Objective 5 — e.g. "Complete the final project: reconstruct a house from photos"]

5–7 objectives, each an action a reader can verify they can do. If an objective isn't actually taught in a module, either teach it or drop it.

How to Use This Course

• [Navigation rule 1 — e.g. "Work through the numbered modules in order."]
• [Navigation rule 2 — e.g. "Modules 02–04 embed a video walkthrough; watch the video, then read the module notes."]
• [Shared reference rule — e.g. "Items without a module number are shared KB reference pages woven into the sidebar flow — read them at the point they are introduced and keep them open for reference."]
• [Final project rule — e.g. "The Final Project is done in Blender with a prepackaged asset set."]

Module Map & Progress Flow

The table below is the module map: the order, the type, the time, and what each numbered module is for. The numbered modules build sequentially — each assumes the ones before it. Reference rows (—) are canonical KB pages woven into the flow, not modules.

#	Module	Type	Est. time	Purpose	Outcome / deliverable
01	[Module title]	[Foundations/Pipeline/Tools/Application/Methodology/Final Project]	[30 min]	[what it covers / why it's here]	[what you'll be able to do or produce]
02	[Module title]	[Type]	[60 min]	[purpose]	[outcome]
—	[Shared reference module]	Reference	—	[canonical page it points to]	[link to canonical page]

Total estimated time: ~[X] hours

Purpose and Outcome per module is what makes it a real syllabus. If a module has no purpose or outcome, it shouldn't be in the course. Shared reference modules (no number, type Reference) appear in the flow without a time budget — they're the canonical pages the course composes.

How it builds: [2–3 sentences on the progression — e.g. "Module 01 establishes the concepts; 02 adds the discipline; 03 the skill; 04 the tool; 05 the capstone. Each numbered module assumes the ones before it."]

Component Key

Every numbered module follows the same internal format:

1. Theoretical breakdown — what the concept is and why it matters
2. Guided walkthrough — follow along (video/tutorial where embedded)
3. Standalone practical exercise — do it yourself, on your own scene
4. Knowledge check — verify you can do it before moving on

Shared Reference rows (—) don't follow this format — they're canonical pages to read at the point they're introduced. The Component Key sets the standard for every numbered module; if a module can't fill all four parts, either the module is thin or the lesson needs that part.

KB Reference Pages Used

KB page	Used in
[Page title](../../techniques/<section>/<page>.md)	[module numbers or "01, 03"]
[Page title](../../addons/<addon>.mdx)	[module numbers]
...

Every module that teaches a technique/tool should map to its canonical reference page here. This is the two-axis model made explicit: course = composition, reference = canonical.

Resources

Sources