Developmental research in early, primary, and secondary education revealed specific individualization and optimisation features which, taken together, may change learning processes and outcomes in optimising ways. A pedagogical-didactic kernel structure can be based in curricular instructional lines in which pupils' learning activities are ordered according to kind of activity, or difficulty level, or both. Indicators measuring and representing this architecture refer to, for example, an individual pupil's scores, comparisons of these scores with the pupil's scores in the course of time, with mean scores of the pupil's group, or mean scores of peers' age- normed data. The kernel structure thus allows a coherent diagnostic estimation and evaluation of a pupil's features and progress in individual, social, and age-normed respects. Practice examples will be given of parts of the pedagogical-didactic kernel structure and instructional lines in early, primary, and secondary education. Also, software was designed to assist in realizing the curriculum, instructional, evaluational, organisational, and management changes. Information will be given about first implementation experiences of this software in educational practice. It is concluded that selective practice development and software development, in interaction, will enable digital instructional management to optimise learning processes and outcomes at different organisational levels, with different kinds of users.