Experimental design is a desirable outcome of laboratory education. Incorporating inquiry into the laboratory curriculum is attractive, but there are acknowledged concerns from practical, theoretical, and epistemological perspectives, and these are accentuated in upper-division courses. In this work, we draw on the extensive literature relating to experimental design and inquiry learning to conceive a pragmatic laboratory curriculum that invokes the development of experimental design skills in a structured way. The model also incorporates the core principles of formative assessment, so that students get a chance to improve their work based on feedback as they are doing it. We illustrate this model with two examples from our own practice of upper division physical chemistry, but the basis of the design is elaborated so that interested readers can adopt it for any aspect of practical chemistry where there is a desire to incorporate experimental design skills.