{ "version": "v1", "topicCount": 1590, "topics": [ { "id": "mt_AzTrT5ySCx", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "AI in Daily Life", "description": "Spotting AI in daily life: face unlock on a phone, video recommendations, spelling auto-correct, automatic doors that detect people; technology that seems to 'know' things", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02735978112175103, "evidence": [ "Identify at least five examples of AI in their daily life", "Explain that these technologies use patterns and data, not magic or real thinking", "Describe one way AI makes their life easier and one time it might not work perfectly" ], "assessmentPrompt": "Could {{name}} point out several things they use every day — like auto-correct or face unlock — and explain that these are examples of AI?", "standards": [] }, { "id": "mt_XbGfVhfiUz", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Computers in Everyday Life", "description": "Identifying computers in everyday life — not just laptops but phones, tablets, smart speakers, traffic lights, washing machines; what makes something a computer", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02872777017783858, "evidence": [ "Point out at least five everyday objects that contain computers", "Explain what all computers have in common (they follow instructions and process information)", "Sort a set of objects into 'contains a computer' and 'does not contain a computer'" ], "assessmentPrompt": "Could {{name}} look around your home and point out at least five things that have a computer inside them, including ones that don't look like traditional computers?", "standards": [] }, { "id": "mt_jvJ35MmCvK", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Real-World Robots", "description": "What a robot really is — not the sci-fi version; robots in factories, robot vacuum cleaners, robot arms in surgery; that robots follow instructions given by people", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.009575923392612859, "evidence": [ "Describe what a robot is (a machine that follows instructions to do a task)", "Name at least three real robots and what they do", "Explain that robots are not alive and do not have feelings — they follow instructions people wrote" ], "assessmentPrompt": "If {{name}} saw a robot vacuum cleaner, could they explain how it's different from a person cleaning — that it follows instructions rather than thinking for itself?", "standards": [] }, { "id": "mt_WRRv1ABECC", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Smart Versus Not-Smart Devices", "description": "Sorting objects into 'smart' (can sense and respond) and 'not smart' (just sits there); a toaster vs a smart speaker; introduction to the idea that some machines can sense and respond to the world", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "Sort a set of objects into 'smart' (responds to input) and 'not smart' (does the same thing every time)", "Explain what makes a smart speaker different from a regular radio", "Give an example of a machine that senses something and responds (automatic door, motion-sensor light)" ], "assessmentPrompt": "Could {{name}} explain the difference between a normal light switch and one that turns on automatically when you walk into a room?", "standards": [] }, { "id": "mt__p5n8z5soJ", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Step-by-Step Instructions", "description": "Step-by-step instructions for everyday tasks (making a sandwich, brushing teeth); that if instructions are wrong or missing, things go wrong; computers follow instructions exactly", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "Write or describe step-by-step instructions for a simple everyday task", "Predict what goes wrong if a step is missing or in the wrong order", "Explain that a computer follows instructions exactly — it cannot guess what you meant" ], "assessmentPrompt": "If {{name}} had to write instructions for making a jam sandwich so precise that even a robot could follow them, could they include every single step?", "standards": [] }, { "id": "mt_u6SYiVx7FX", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Voice Assistants and How They Work", "description": "What happens when you talk to Alexa, Siri, or Google Assistant; they listen, try to understand, look up answers; sometimes they get it wrong; they are tools, not alive", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02735978112175103, "evidence": [ "Describe the steps that happen when you ask a voice assistant a question (it listens, processes words, finds an answer, speaks back)", "Give an example of a time a voice assistant might get something wrong", "Explain that a voice assistant is a computer program, not a person — it doesn't understand or feel" ], "assessmentPrompt": "If {{name}} asked Alexa or Siri a question and got a wrong answer, could they explain why the voice assistant sometimes makes mistakes?", "standards": [] }, { "id": "mt_fT4G0QloX5", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "AI in Computer Games", "description": "How computer game characters 'decide' what to do; simple rule-based AI vs learning AI; NPCs, difficulty adjustment; AI as the opponent in chess or board games", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.009575923392612859, "evidence": [ "Explain how a computer opponent in a game decides its moves", "Describe the difference between a game character that follows fixed rules and one that learns from the player", "Give an example of AI making a game more fun (adjusting difficulty, generating levels)" ], "assessmentPrompt": "When {{name}} plays a video game against the computer, could they explain how the game's characters 'decide' what to do?", "standards": [] }, { "id": "mt_bPFToj0OhZ", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "AI Mistakes and Limitations", "description": "Machines make mistakes; they only know what they've been shown; bad training data leads to bad results; AI is not magic — just maths on data; showing edge cases and failures", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02325581395348837, "evidence": [ "Give an example of AI making a mistake (voice assistant mishearing, auto-correct error, wrong recommendation)", "Explain that AI mistakes happen because of gaps or errors in training data", "Describe why AI is not magic — it follows mathematical rules applied to data" ], "assessmentPrompt": "If an AI incorrectly identified a picture of a muffin as a chihuahua, could {{name}} explain why that kind of mistake happens?", "standards": [] }, { "id": "mt_kH1DzOPsXG", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Data and Information for Computers", "description": "What data is: information that computers use — numbers, words, pictures, sounds; everything a computer knows comes from data that people give it", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02735978112175103, "evidence": [ "Define data as information stored in a computer (numbers, text, images, sounds)", "Give at least three examples of data they create every day (photos, messages, search queries)", "Explain that a computer only knows what it has been given — it has no knowledge of its own" ], "assessmentPrompt": "Could {{name}} explain what 'data' means and give examples of data they create every time they use a phone or computer?", "standards": [] }, { "id": "mt_oajUvqAiBJ", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Humans Versus Machines", "description": "Comparing human and machine capabilities: creativity, empathy, common sense vs speed, memory, repetition; the Turing Test (simplified); what makes humans unique", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "Name at least three things humans are better at than computers (creativity, empathy, common sense)", "Name at least three things computers are better at than humans (speed, memory, repetitive tasks)", "Describe the Turing Test in simple terms (can a computer fool a person into thinking it's human?)" ], "assessmentPrompt": "Could {{name}} explain what humans are still better at than computers and what computers can do that humans can't?", "standards": [] }, { "id": "mt_K6qtan847r", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Machine Learning Basics", "description": "How machine learning works at a conceptual level: show the computer many examples, it finds patterns, then it makes predictions about new things; hands-on experience with Teachable Machine or similar tool", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02462380300957592, "evidence": [ "Describe the three steps of machine learning in simple terms (give examples, find patterns, make predictions)", "Train a simple model using a tool like Teachable Machine and describe what happened", "Explain why showing more and better examples makes the model more accurate" ], "assessmentPrompt": "Could {{name}} describe how you teach a computer to recognise something — by showing it lots of examples until it spots the pattern?", "standards": [] }, { "id": "mt_ofOGCQ7FWj", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Patterns and Classification", "description": "Humans are great at spotting patterns; computers can learn to spot patterns too, but they need lots of examples; sorting and classification activities as the basis of machine learning", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02735978112175103, "evidence": [ "Sort a set of items into categories and explain the rules they used", "Explain that computers learn patterns by looking at many examples", "Describe why a computer needs more examples than a human to learn the same pattern" ], "assessmentPrompt": "If you showed {{name}} pictures of cats and dogs, could they explain how a computer could learn to tell them apart — and why it would need many more pictures than a person would?", "standards": [] }, { "id": "mt_EedcpioR0v", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Recommendation Systems and Filter Bubbles", "description": "How recommendation systems work: YouTube, Netflix, and shop websites track what you click and find patterns; filter bubbles; the difference between helpful suggestions and manipulation", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Explain how YouTube or Netflix decides what to suggest next", "Describe what a 'filter bubble' is (only seeing things similar to what you already like)", "Give one benefit and one risk of recommendation systems" ], "assessmentPrompt": "Does {{name}} understand why YouTube keeps suggesting similar videos to ones they've watched, and could they explain how the recommendation system works?", "standards": [] }, { "id": "mt_cVp_nop-5L", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "AI and Fairness in Decisions", "description": "Whether AI should make important decisions about people: jobs, loans, justice; who is responsible when AI makes unfair decisions; introduction to algorithmic fairness", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02051983584131327, "evidence": [ "Give an example of an important decision that AI might help make (hiring, medical diagnosis, loan approval)", "Explain why letting AI make decisions about people can be risky if the system is biased", "Suggest who should be responsible if an AI system makes an unfair decision" ], "assessmentPrompt": "If {{name}} learned that a computer program was deciding who gets a job interview, could they explain why that might be unfair and who should be responsible?", "standards": [] }, { "id": "mt_ZpCcTU8j_o", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "AI and the Environment", "description": "AI needs huge amounts of energy and water to train; data centres and their environmental cost; but AI can also help — predicting weather, monitoring deforestation, optimising energy; trade-offs", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1108071135430917, "evidence": [ "Explain that training AI models uses a lot of electricity and water", "Give at least two examples of AI being used to help the environment", "Describe the trade-off between AI's environmental cost and its environmental benefits" ], "assessmentPrompt": "Could {{name}} explain that AI needs a lot of energy to work but can also be used to help protect the environment, and discuss whether the trade-off is worth it?", "standards": [] }, { "id": "mt__AWSThGJ0d", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "AI and the Future of Work", "description": "How AI is changing the world of work: some jobs disappear, new ones are created, many change; jobs AI can't do (yet); what skills matter in an AI world", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02051983584131327, "evidence": [ "Name at least two jobs that AI is changing or replacing and two new jobs AI has created", "Explain why creativity, empathy, and problem-solving are skills that matter more in an AI world", "Describe how AI might change a specific job they know about (teacher, doctor, farmer) without replacing it" ], "assessmentPrompt": "Could {{name}} explain how AI might change the way people work in the future and which human skills will still be important?", "standards": [] }, { "id": "mt_HopZomN12L", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "AI Data Collection and Privacy", "description": "What data AI systems collect about you; who has it and why it matters; cookies, tracking, smart speakers always listening; your data is valuable", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03146374829001368, "evidence": [ "Name at least three types of personal data that AI systems collect", "Explain why personal data is valuable to companies", "Describe one step they can take to protect their privacy online" ], "assessmentPrompt": "Does {{name}} understand that apps and websites collect information about what they do online, and could they explain why that matters?", "standards": [] }, { "id": "mt__BbOjiY5A5", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Bias in AI Systems", "description": "If training data is biased, AI will be biased; examples: facial recognition working better for some skin tones, translation assuming gender; where bias comes from and whether we can fix it", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Explain what bias in AI means using a real-world example", "Describe how biased training data leads to biased AI results", "Suggest one way to reduce bias in an AI system (use more diverse data, test with different groups)" ], "assessmentPrompt": "Could {{name}} explain why an AI trained mostly on photos of light-skinned faces might not work as well for people with darker skin?", "standards": [] }, { "id": "mt_tzMr83pS8v", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Deepfakes and AI-Generated Content", "description": "Deepfakes, AI-generated images and text; how to spot them and why they matter; the importance of checking sources; not everything online is real", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Explain what a deepfake is and give an example of AI-generated content", "Describe at least two clues that might reveal an image or text was AI-generated", "Explain why it matters that AI can create realistic fake content" ], "assessmentPrompt": "If {{name}} saw an amazing photo online, would they think to question whether it might have been created by AI rather than captured by a camera?", "standards": [] }, { "id": "mt_1z-gJBJFlM", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "Designing Fair AI Rules", "description": "Design thinking applied to AI ethics: if you were designing an AI system, what rules would you give it? Who should it help? What should it not be allowed to do?", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02051983584131327, "evidence": [ "Propose at least three rules for a hypothetical AI system they are designing", "Explain why AI designers need to think about who might be harmed, not just who benefits", "Describe one real example of AI being used responsibly and one where it was not" ], "assessmentPrompt": "If {{name}} was designing an AI assistant for their school, could they think of rules to make sure it was fair and helpful for everyone?", "standards": [] }, { "id": "mt__LiAEHt9nk", "type": "CONCEPTUAL", "subject": "Computing", "domain": "Artificial Intelligence", "name": "The Future of AI", "description": "What AI might do in 10 years; what we want it to do and what we're worried about; children as future designers and decision-makers about AI; hopeful, empowered framing", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1149110807113543, "evidence": [ "Describe at least two ways AI might be used in the future that don't exist yet", "Explain one thing they would want AI to do and one thing they would want it not to do", "Describe why it matters that young people understand AI — because they will shape how it is used" ], "assessmentPrompt": "Could {{name}} have a thoughtful conversation about what they'd want AI to do in the future and what they'd be worried about?", "standards": [] }, { "id": "mt_scBgiMKhG_", "type": "META", "subject": "English", "domain": "English Thinking", "name": "Reading for Meaning", "description": "Understand that reading is about making meaning, not just saying words correctly — a text that can be decoded but not understood has not been read", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1135430916552668, "evidence": [ "Simple View of Reading (Gough & Tunmer)", "reading comprehension research on comprehension-decoding separation" ], "assessmentPrompt": "If {{name}} reads something aloud correctly but then can't tell you what it was about, do they recognise that reading means understanding — not just saying the words?", "standards": [] }, { "id": "mt_GugVunb2lI", "type": "META", "subject": "English", "domain": "English Thinking", "name": "Monitoring Comprehension", "description": "Notice the difference between decoding words and actually understanding them — recognise when you've read the words but not grasped the meaning, and do something about it", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.1108071135430917, "evidence": [ "comprehension monitoring research", "Metacognitive Monitoring in Reading Comprehension (MDPI 2024)" ], "assessmentPrompt": "After {{name}} reads a paragraph or listens to an explanation, do they notice when they haven't really understood it — rather than just carrying on as if they had?", "standards": [] }, { "id": "mt_QB4qIGJIIj", "type": "META", "subject": "English", "domain": "English Thinking", "name": "Author's word choices", "description": "Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.05471956224350205, "evidence": [ "authorial awareness research", "Understanding Author's Purpose (Firkins)", "collaborative multilayered text interpretation in 5-8 year olds" ], "assessmentPrompt": "When {{name}} reads a book or article, do they ever notice and comment on why the author chose to write it a certain way — and what effect that has on them as a reader?", "standards": [] }, { "id": "mt_lp3qyEujIv", "type": "META", "subject": "English", "domain": "English Thinking", "name": "Inference vs Explicit Meaning", "description": "Distinguish between what a text explicitly says and what you have inferred, assumed, or read in — knowing which is which is fundamental to honest comprehension", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03283173734610123, "evidence": [ "inference vs literal comprehension development research", "online inference making and comprehension monitoring (PMC 2021)" ], "assessmentPrompt": "After {{name}} reads a story or article, can they tell you which parts they actually read in the text and which parts they worked out or assumed for themselves?", "standards": [] }, { "id": "mt_LH714Riydn", "type": "META", "subject": "English", "domain": "English Thinking", "name": "Knowing What You Don't Know", "description": "Monitor your own vocabulary gaps — notice words you half-know, distinguish confident from uncertain knowledge, and develop strategies to resolve the uncertainty", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.03830369357045144, "evidence": [ "Noticing Unfamiliar Words Assessment research (grade 2+)", "word consciousness and vocabulary metacognition research", "Building Word Knowledge e-Book (PMC 2019)" ], "assessmentPrompt": "When {{name}} comes across a word they half-know — where they can guess the meaning but aren't sure — do they notice that gap and do something about it, like looking it up or asking?", "standards": [] }, { "id": "mt_U_8iVFZuHH", "type": "META", "subject": "English", "domain": "English Thinking", "name": "Reviewing Own Writing", "description": "Evaluate whether your own writing achieves the effect you intended on a reader — go beyond checking for correctness to asking whether it actually works", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.06155950752393981, "evidence": [ "writing self-evaluation research grades 3-5", "metacognitive awareness of writing (Frontiers 2025)" ], "assessmentPrompt": "After {{name}} writes something — a story, a letter, a persuasive piece — do they think about whether it would have the effect they wanted on a reader, not just whether the spelling is right?", "standards": [] }, { "id": "mt_haNr13NIuN", "type": "META", "subject": "English", "domain": "English Thinking", "name": "Reflecting on Your Language Use", "description": "Reflect on yourself as a language user — how your reading, writing, and speaking shift across audiences, purposes, and contexts, and where you want to develop further", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04514363885088919, "evidence": [ "metalinguistic awareness development", "register and audience awareness research" ], "assessmentPrompt": "Does {{name}} notice how they communicate differently in different situations — writing for school versus texting a friend, or speaking in a debate versus chatting at home — and can they explain why those differences matter?", "standards": [] }, { "id": "mt_N8CpN1EJrP", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Building sentences", "description": "Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2571819425444596, "evidence": [ "Distinguish between complete sentences and fragments", "Compose a complete sentence with a subject and verb", "Expand a simple sentence by adding detail" ], "assessmentPrompt": "If {{name}} says something like \"The dog\", can they tell you that's not a complete sentence — and add words to make it say something like \"The dog ran fast\"?", "standards": [ "ccss-ela:L.K.1f", "uk-nc-2013:Eng.App2.Y1.Sent.1" ] }, { "id": "mt_of2GggtxFl", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Spaces Between Words", "description": "Separate words with spaces in writing; understand that spaces mark word boundaries in print", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.002735978112175103, "evidence": [ "Leave clear finger-spaces between words when writing", "Count the number of words in a written sentence by identifying spaces", "Correct writing that has missing spaces between words" ], "assessmentPrompt": "If {{name}} is writing a short message, can they leave a space between each word — so the reader can tell where one word ends and the next begins?", "standards": [ "ccss-ela:L.K.2", "uk-nc-2013:Eng.App2.Y1.Punc.1", "uk-nc-2013:Eng_Y1_WVGP_01" ] }, { "id": "mt_yBJyCfhtem", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Basic Nouns & Verbs", "description": "Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.08755129958960328, "evidence": [ "Use common nouns accurately in sentences (e.g. 'dog', 'school', 'book')", "Use action verbs appropriately (e.g. 'run', 'eat', 'play')", "Identify nouns and verbs in simple sentences when prompted" ], "assessmentPrompt": "When {{name}} talks or writes about everyday things — like \"the dog runs\" or \"Mum cooks dinner\" — do they use the right kind of words for things (nouns) and actions (verbs) without mixing them up?", "standards": [ "ccss-ela:L.K.1b", "uk-nc-2013:Eng_Y1_WVGP_05" ] }, { "id": "mt_uM6q_KBWKy", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Capitals for Names, Days and I", "description": "Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.002735978112175103, "evidence": [ "Capitalise names of people and places consistently in writing", "Write the pronoun 'I' as a capital letter", "Capitalise days of the week (e.g. 'Monday')" ], "assessmentPrompt": "If {{name}} is writing their friend's name or the name of a town, do they automatically start it with a capital letter — and do they write the word 'I' with a capital when talking about themselves?", "standards": [ "ccss-ela:L.1.2a", "uk-nc-2013:Eng.App2.Y1.Punc.3", "uk-nc-2013:Eng_Y1_WVGP_04" ] }, { "id": "mt_TfOiog-ALs", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Grammar words: letter, word, sentence", "description": "Use basic grammatical terminology when discussing reading and writing: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.03419972640218878, "evidence": [ "Name punctuation marks correctly when pointed out in text", "Use terms like 'capital letter' and 'full stop' when editing writing", "Explain what a 'sentence' is using the correct term" ], "assessmentPrompt": "If you point to a full stop or a question mark in a book, can {{name}} tell you what it's called and what it's for — and do they know the difference between a word and a sentence?", "standards": [ "uk-nc-2013:Eng.App2.Y1.Term.1", "uk-nc-2013:Eng_Y1_WVGP_06" ] }, { "id": "mt_YXVQaufkKO", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Joining Words with 'And'", "description": "Join words and clauses using the conjunction 'and' to create longer sentences", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05882352941176471, "evidence": [ "Combine two simple sentences using 'and' (e.g. 'I like cats and dogs')", "Join two related clauses with 'and' (e.g. 'We went to the park and we played')", "Use 'and' in lists of items within a sentence" ], "assessmentPrompt": "When {{name}} is telling you about their day, can they write two ideas joined together with the word 'and' — like \"I had lunch and then we played outside\"?", "standards": [ "uk-nc-2013:Eng.App2.Y1.Sent.2", "uk-nc-2013:Eng/KS1/Y2/VGP/2e", "uk-nc-2013:Eng_Y1_WVGP_02" ] }, { "id": "mt_VY3rBq8RyP", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Prepositions", "description": "Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with)", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03693570451436388, "evidence": [ "Use prepositions correctly in sentences (e.g. 'on the table', 'under the bed')", "Follow instructions involving prepositions (e.g. 'Put the book on the shelf')", "Describe positions using prepositional phrases" ], "assessmentPrompt": "If you ask {{name}} to describe where something is — like where the cup is on the table — can they use little words like \"on\", \"under\", \"next to\", or \"by\" correctly?", "standards": [ "ccss-ela:L.1.1i", "ccss-ela:L.K.1e" ] }, { "id": "mt_6lHBTwQPrS", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Question Words", "description": "Understand and use question words (who, what, where, when, why, how) to form and answer questions", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.06703146374829001, "evidence": [ "Ask questions using appropriate question words", "Answer who, what, where, when questions about familiar topics", "Recognise that question words signal a question is being asked" ], "assessmentPrompt": "If {{name}} wants to find out something — like where you put their shoes or why the sky is blue — can they start their question with the right word, like \"where\" or \"why\"?", "standards": [ "ccss-ela:L.K.1d" ] }, { "id": "mt_18qkgxr_-T", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Regular Plural Nouns", "description": "Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.04240766073871409, "evidence": [ "Say and write correct plural forms (e.g. 'one cat, two cats'; 'one wish, two wishes')", "Choose -s or -es correctly based on the ending sound", "Explain that plural nouns name more than one" ], "assessmentPrompt": "If you point to a picture of one cat and then several cats, can {{name}} tell you the correct word for more than one — and write it with the right ending, like \"cats\" or \"boxes\"?", "standards": [ "ccss-ela:L.K.1c", "uk-nc-2013:Eng.App2.Y1.Word.1", "uk-nc-2013:Eng.App2.Y1.Word.2" ] }, { "id": "mt_QEr24lqzvH", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Starting and Ending Sentences", "description": "Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.09439124487004104, "evidence": [ "Write sentences beginning with a capital letter", "Choose and use the correct end punctuation for statements, questions, and exclamations", "Identify and name full stops, question marks, and exclamation marks when reading" ], "assessmentPrompt": "When {{name}} writes a sentence like \"the cat sat on the mat\", do they remember to use a capital letter at the start and a full stop at the end — without needing a reminder?", "standards": [ "ccss-ela:L.1.2a", "ccss-ela:L.1.2b", "ccss-ela:L.2.2a", "ccss-ela:L.2.2b", "ccss-ela:L.K.2a", "ccss-ela:L.K.2b", "uk-nc-2013:Eng.App2.Y1.Punc.2", "uk-nc-2013:Eng.App2.Y2.Punc.1", "uk-nc-2013:Eng_Y1_WVGP_03" ] }, { "id": "mt_mKAZTqItRG", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Apostrophes: Contraction and Possession", "description": "Use apostrophes in writing for both contraction (marking omitted letters) and singular possession, distinguishing the two uses", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.0560875512995896, "evidence": [ "Use apostrophes correctly in both 'don't' and 'Sam's bag' within the same piece of writing", "Explain the difference between apostrophe for contraction and apostrophe for possession", "Correct misplaced or missing apostrophes in a set of sentences" ], "assessmentPrompt": "When {{name}} writes a word like \"don't\" or \"it's\", do they put the apostrophe in the right place — and can they also write something like \"the dog's bowl\" to show the bowl belongs to the dog?", "standards": [] }, { "id": "mt_ntqNLHsj5n", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Commas in lists", "description": "Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges')", "ageRangeStart": 6, "ageRangeEnd": 11, "centrality": 0.06703146374829001, "evidence": [ "Write a sentence containing a list of 3+ items separated by commas: 'I bought apples, bananas, and oranges'", "Identify where commas should go in an unpunctuated list sentence", "Explain that commas separate items in a list so the reader knows each item" ], "assessmentPrompt": "If {{name}} writes a sentence listing three or more things — like the items they'd pack for a picnic — do they put commas between each item in the list?", "standards": [ "ccss-ela:L.1.2c", "ccss-ela:L.3.2b", "ccss-ela:L.5.2a", "uk-nc-2013:Eng.App2.Y2.Punc.2", "uk-nc-2013:Eng/KS1/Y2/VGP/1" ] }, { "id": "mt_RioBUxHz1X", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Determiners and articles", "description": "Use determiners (articles a/an/the and demonstratives this/that/these/those) correctly before nouns", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.002735978112175103, "evidence": [ "Use 'a' before consonant sounds and 'an' before vowel sounds correctly: 'a ball', 'an apple'", "Distinguish 'this/these' (near) from 'that/those' (far) when pointing to objects", "Select the correct article (a/an/the) to complete a sentence" ], "assessmentPrompt": "When {{name}} writes about something nearby versus something far away, do they use the right word — saying \"this book\" for one in their hand and \"that book\" for one across the room?", "standards": [ "ccss-ela:L.1.1h" ] }, { "id": "mt_cU3LcEVkBQ", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Expanded noun phrases", "description": "Use expanded noun phrases to describe and specify, adding adjectives and other modifiers before a noun (e.g., 'the blue butterfly', 'the old, creaky door')", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.05198358413132695, "evidence": [ "Expand 'the cat' into 'the fluffy black cat' by adding adjectives", "Use noun phrases with two or more modifiers in independent writing", "Choose precise adjectives to make a noun phrase more vivid: e.g., 'a tiny, shivering kitten'" ], "assessmentPrompt": "When {{name}} describes something in writing — like a pet or a toy — do they add extra describing words, such as \"the small, fluffy rabbit\" rather than just \"the rabbit\"?", "standards": [] }, { "id": "mt_u1-UfD0rTH", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Four Types of Sentences", "description": "Understand and use the four sentence types — statement, question, exclamation, and command — recognising how grammatical patterns indicate sentence function", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.08071135430916553, "evidence": [ "Write or identify a statement, question, exclamation, and command from a set of sentences", "Match each sentence type to its correct end punctuation mark", "Transform a statement into a question or command on request" ], "assessmentPrompt": "Can {{name}} spot the difference between a question (\"Are you hungry?\") and a command (\"Eat your dinner!\") — and write each type of sentence using the right punctuation at the end?", "standards": [ "ccss-ela:L.1.1j", "ccss-ela:RF.1.1.a", "uk-nc-2013:Eng.App2.Y2.Sent.3", "uk-nc-2013:Eng/KS1/Y2/VGP/2a" ] }, { "id": "mt_qzwQAOfurw", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Grammar Terms: Nouns, Verbs and Tense", "description": "Use and understand Year 2 grammatical terminology in discussion: noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past/present), apostrophe, comma", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.06703146374829001, "evidence": [ "Use the term 'noun phrase' when discussing expanded noun phrases in own writing", "Identify adjectives, adverbs, and verbs in sentences using correct terminology", "Explain what 'tense' means and give an example of past and present tense" ], "assessmentPrompt": "If you ask {{name}} to point out a noun, a verb, or an adjective in a sentence from their reading book, can they find one and explain what it does in the sentence?", "standards": [ "uk-nc-2013:Eng.App2.Y2.Term.1", "uk-nc-2013:Eng/KS1/Y2/VGP/3" ] }, { "id": "mt_enj1sMcfOT", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Past, Present and Progressive Tense", "description": "Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.1121751025991792, "evidence": [ "Write a passage consistently in past tense without switching to present", "Use progressive forms correctly: 'was running', 'is jumping' to show ongoing actions", "Identify verbs in a sentence and change them from past to present tense or vice versa" ], "assessmentPrompt": "If {{name}} is writing about something that happened yesterday versus something happening right now, do they change the verb — for example, writing \"she jumped\" for the past and \"she is jumping\" for right now?", "standards": [ "ccss-ela:L.3.1d" ] }, { "id": "mt_sZXPK1FnRB", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Pronouns", "description": "Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03419972640218878, "evidence": [ "Replace a repeated noun with a pronoun: 'The dog was happy. He wagged his tail.'", "Use I/me correctly in subject and object position in a sentence", "Choose the correct possessive pronoun (my/his/her/their) to match the noun it replaces" ], "assessmentPrompt": "When {{name}} retells a story or describes what a friend did, do they use words like \"he\", \"she\", \"they\", or \"his\" correctly — instead of repeating the person's name every single time?", "standards": [] }, { "id": "mt_u7Jxjjatkh", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Subject-verb agreement", "description": "Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop')", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.01778385772913817, "evidence": [ "Write 'The dog runs' (singular) and 'The dogs run' (plural) with correct verb agreement", "Correct subject-verb agreement errors in sentences: fix 'The children plays' to 'The children play'", "Choose the correct verb form to match a singular or plural subject in a gap-fill exercise" ], "assessmentPrompt": "If {{name}} writes \"she hop\" or \"we hops\", do they catch the mistake — and can they fix it to \"she hops\" and \"we hop\" so the subject and verb match?", "standards": [ "ccss-ela:L.1.1c", "uk-nc-2013:Eng/KS1/Y2/VGP/2f" ] }, { "id": "mt_wq-1OJ_8s5", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Subordinate clauses", "description": "Use subordination (when, if, that, because) and co-ordination (or, and, but) to join clauses and create compound and complex sentences", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.06292749658002736, "evidence": [ "Write 'I stayed inside because it was raining' using a subordinating conjunction", "Use 'but' and 'or' to join ideas: 'I wanted to play but it was raining'", "Use 'when' and 'if' clauses in writing: 'If it stops raining, we can go outside'" ], "assessmentPrompt": "When {{name}} writes a story or a message, can they join two ideas with words like \"because\", \"but\", \"when\", or \"if\" — rather than writing every thought as a short separate sentence?", "standards": [ "ccss-ela:L.1.1g", "ccss-ela:L.2.1f", "ccss-ela:L.3.1h", "ccss-ela:L.3.1i", "uk-nc-2013:Eng.App2.Y2.Sent.1", "uk-nc-2013:Eng/KS1/Y2/VGP/2d", "uk-nc-2013:Eng_LKS2_Write_VGP_1" ] }, { "id": "mt_j351evNNnB", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Adjectives vs adverbs", "description": "Use adjectives and adverbs correctly, choosing between them depending on whether a noun or verb/adjective is being modified (e.g., 'She ran quickly' vs 'She is quick')", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01367989056087551, "evidence": [ "Choose the correct form: 'The dog is (slow/slowly)' vs 'The dog walks (slow/slowly)'", "Identify whether a word is modifying a noun (adjective) or a verb (adverb) in a given sentence", "Expand sentences by adding both an adjective and an adverb: 'The tall boy ran quickly'" ], "assessmentPrompt": "If {{name}} writes \"she ran quick\" instead of \"she ran quickly\", can they spot that they need an adverb to describe the running — and fix it themselves?", "standards": [] }, { "id": "mt_2l06snztdP", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Choosing A or An", "description": "Use the correct form of the indefinite article — 'a' before words beginning with a consonant sound and 'an' before words beginning with a vowel sound (e.g., a rock, an open box, an hour, a unicorn)", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.002735978112175103, "evidence": [ "Choose 'a' or 'an' correctly before nouns beginning with consonant or vowel sounds (e.g., 'a ball', 'an egg', 'an umbrella')", "Apply the rule to tricky words where spelling and sound differ (e.g., 'an hour' because /h/ is silent, 'a uniform' because /juː/ starts with a consonant sound)", "Correct errors in a/an usage in given sentences (e.g., change 'a orange' to 'an orange')" ], "assessmentPrompt": "When {{name}} writes, do they automatically choose \"a\" before a word that starts with a consonant sound and \"an\" before a vowel sound — like \"a cat\" but \"an apple\" or \"an hour\"?", "standards": [ "uk-nc-2013:Eng.App2.Y3.Word.2" ] }, { "id": "mt_uorNrPTh6U", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Expressing Time, Place and Cause", "description": "Use conjunctions (when, before, after, while, so, because), adverbs (then, next, soon, therefore) and prepositions (before, after, during, in, because of) to express time, place and cause within and across sentences", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03419972640218878, "evidence": [ "Use time conjunctions to connect clauses (e.g., 'We went inside because it was raining', 'After the bell rang, we lined up')", "Use adverbs of time and cause within sentences (e.g., 'First, she opened the door. Then, she stepped outside. Therefore, she got wet.')", "Use prepositions of time and cause in phrases (e.g., 'during the lesson', 'before lunch', 'because of the rain')" ], "assessmentPrompt": "When {{name}} writes a story, do they use time words like \"after\", \"while\", or \"soon\" to show the order things happened — rather than starting every sentence with \"then\"?", "standards": [ "uk-nc-2013:Eng.App2.Y3.Sent.1", "uk-nc-2013:Eng_LKS2_Write_VGP_4" ] }, { "id": "mt_B8JOz79O6t", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Grammar Terms: Clauses and Conjunctions", "description": "Use and understand Year 3 grammatical terminology accurately when discussing reading and writing: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant letter, vowel letter, inverted commas/speech marks", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.05471956224350205, "evidence": [ "Use the terms 'clause' and 'subordinate clause' to identify parts of a multi-clause sentence (e.g., point to the subordinate clause in 'I stayed inside because it rained')", "Use the terms 'conjunction', 'preposition', and 'prefix' correctly when explaining word/sentence choices in own writing", "Distinguish between consonant letters and vowel letters and use the terms 'direct speech' and 'inverted commas' when discussing punctuation" ], "assessmentPrompt": "If you ask {{name}} to find a \"subordinate clause\" or a \"preposition\" in a sentence from their book, can they point one out and explain what it means?", "standards": [ "ccss-ela:L.3.1a", "uk-nc-2013:Eng.App2.Y3.Term.1", "uk-nc-2013:Eng_LKS2_Write_VGP_10", "uk-nc-2013:Eng_LKS2_Write_VGP_6" ] }, { "id": "mt_KIG5FQI5fC", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Irregular past tense verbs", "description": "Form and use the past tense of frequently occurring irregular verbs correctly (e.g., sat, hid, told, went, came, ran), recognising that these do not follow the regular -ed pattern", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.09439124487004104, "evidence": [ "Supply the correct past tense of common irregular verbs: go→went, see→saw, run→ran, tell→told", "Correct over-regularised forms in writing (e.g. change 'goed' to 'went', 'hided' to 'hid')", "Write a short recount using at least five irregular past-tense verbs accurately" ], "assessmentPrompt": "When {{name}} writes about something that happened in the past with an irregular verb — like \"run\" or \"sit\" — do they write \"ran\" and \"sat\" rather than \"runned\" and \"sitted\"?", "standards": [] }, { "id": "mt_nFBLNoChD0", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Irregular Plural Nouns", "description": "Form and use irregular plural nouns (e.g., children, teeth, mice, geese) in addition to regular plurals, recognising that some nouns have irregular plural forms that do not follow the -s/-es pattern", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.004103967168262654, "evidence": [ "Form and use irregular plural nouns correctly (e.g. child→children, tooth→teeth, mouse→mice, goose→geese)", "Identify collective nouns that name a group (e.g. 'a flock of birds', 'a group of children', 'a pack of wolves')", "Correct over-regularised plurals in writing (e.g. change 'mouses' to 'mice', 'foots' to 'feet')" ], "assessmentPrompt": "If you point to a picture of several mice or a group of children, can {{name}} write the correct plural — knowing it's \"mice\" not \"mouses\" and \"children\" not \"childs\"?", "standards": [ "ccss-ela:L.2.1a", "ccss-ela:L.2.1b", "ccss-ela:L.3.1b" ] }, { "id": "mt_9yFAtUkoYr", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Pronouns for clarity", "description": "Choose pronouns for clarity and cohesion, avoiding ambiguity and repetition; use reflexive pronouns correctly (e.g., myself, ourselves, himself)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03419972640218878, "evidence": [ "Replace repeated nouns with pronouns to improve cohesion: rewrite 'Sam picked up Sam's bag' as 'Sam picked up his bag'", "Use reflexive pronouns correctly in sentences (e.g. 'I made it myself', 'They helped themselves')", "Identify and fix ambiguous pronoun references (e.g. 'Tom told Jack he was late' — who was late?)" ], "assessmentPrompt": "When {{name}} writes a paragraph about two people — like two characters in a story — do they use \"he\", \"she\", and \"they\" clearly enough that you always know who is being talked about?", "standards": [ "uk-nc-2013:Eng.App2.Y4.Text.2", "uk-nc-2013:Eng_LKS2_Write_VGP_3" ] }, { "id": "mt_-mw3JeIjhU", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Punctuating Direct Speech", "description": "Punctuate direct speech using inverted commas (speech marks), understanding that direct speech records the exact words spoken and must be enclosed in punctuation marks", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.02325581395348837, "evidence": [ "Place inverted commas around the spoken words in a sentence (e.g., \"Let's go!\" shouted Tom.)", "Write a sentence containing direct speech with correct punctuation including a reporting clause (e.g., Mum said, \"Time for bed.\")", "Identify direct speech in a text and explain what the inverted commas show" ], "assessmentPrompt": "When {{name}} writes down something a character said in a story, do they put speech marks around the exact words — like \"Come here,\" she called — and use the correct punctuation inside?", "standards": [ "ccss-ela:L.3.2c", "ccss-ela:L.4.2b", "uk-nc-2013:Eng.App2.Y3.Punc.1", "uk-nc-2013:Eng.App2.Y4.Punc.1", "uk-nc-2013:Eng_LKS2_Write_VGP_9" ] }, { "id": "mt_7D-vlii8F-", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "The Present Perfect Tense", "description": "Use the present perfect form of verbs in contrast to the simple past tense, understanding how the present perfect indicates an action completed at an unspecified time or with ongoing relevance (e.g., 'He has gone out' vs 'He went out')", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.1012311901504788, "evidence": [ "Form the present perfect using 'has/have' + past participle (e.g., 'She has eaten', 'They have finished')", "Choose between simple past and present perfect to match the intended meaning (e.g., 'I ate lunch' vs 'I have eaten lunch')", "Identify the present perfect form in a text and explain why the author used it instead of simple past" ], "assessmentPrompt": "Can {{name}} explain the difference between \"I ate breakfast\" (simple past) and \"I have eaten breakfast\" (present perfect) — knowing one means a finished action and the other links the past to right now?", "standards": [ "ccss-ela:L.5.1b", "uk-nc-2013:Eng.App2.Y3.Text.3", "uk-nc-2013:Eng.UKS2.Write.VGP.1c", "uk-nc-2013:Eng_LKS2_Write_VGP_2" ] }, { "id": "mt_8bIXVKTdtK", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Abstract nouns", "description": "Understand and use abstract nouns to name ideas, qualities, and states that cannot be perceived by the senses", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.001367989056087551, "evidence": [ "Sort words like 'freedom', 'table', 'courage', 'pencil', 'childhood' into abstract and concrete noun categories", "Complete sentences using appropriate abstract nouns: 'Her _____ (brave → bravery) inspired the whole team'", "Write three sentences each containing a different abstract noun (e.g. 'honesty', 'friendship', 'happiness')" ], "assessmentPrompt": "Can {{name}} write a sentence using an abstract word like \"kindness\", \"freedom\", or \"happiness\" — knowing these are nouns even though you can't touch or see them?", "standards": [] }, { "id": "mt_2NfIKEYdbm", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Agreement in sentences", "description": "Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.008207934336525308, "evidence": [ "Correct 'The group of children were laughing' to 'The group of children was laughing' and explain the singular subject", "Choose the correct pronoun in 'Each student must bring ____ (his or her / their) book' and explain the antecedent link", "Identify and fix three agreement errors in a short paragraph, explaining each correction" ], "assessmentPrompt": "If {{name}} writes \"Each of the players have their own locker\", can they spot the error and fix it to \"has their own locker\" — making sure the verb matches the subject?", "standards": [ "ccss-ela:L.4.2a" ] }, { "id": "mt_X1L9DoUwjF", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Comparatives & Superlatives", "description": "Form and use comparative and superlative adjectives and adverbs, choosing correctly between them", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01367989056087551, "evidence": [ "Form comparatives and superlatives for 'big' (bigger/biggest), 'beautiful' (more/most beautiful), and 'good' (better/best)", "Choose the correct form in 'She runs _____ (faster/more fast) than her brother' and explain the rule", "Write sentences using both a comparative adverb ('more carefully') and a superlative adjective ('tallest') correctly" ], "assessmentPrompt": "If {{name}} is comparing three things — like three books they've read — can they correctly say one is \"good\", another is \"better\", and the best one is \"the best\"?", "standards": [] }, { "id": "mt_EbiGRVK8uR", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Expanded noun phrases (age 8+)", "description": "Expand noun phrases with modifying adjectives, nouns, and preposition phrases to add detail", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.02325581395348837, "evidence": [ "Expand 'the teacher' to 'the strict maths teacher with curly hair' using adjective, noun, and preposition phrase", "Write a sentence containing a noun phrase with at least three modifiers, e.g. 'the old stone bridge over the river'", "Identify the head noun and its modifiers in 'the tiny grey kitten under the table'" ], "assessmentPrompt": "When {{name}} describes something in a piece of writing, do they build up a rich description — like \"the tall man with the grey coat\" rather than just \"the man\"?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.VGP.1d" ] }, { "id": "mt_0QJoKWABdC", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Fronted Adverbials and Commas", "description": "Use fronted adverbials to vary sentence openings and punctuate them with commas", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03419972640218878, "evidence": [ "Write a sentence beginning with a time adverbial, e.g. 'Later that day, the children ran home'", "Rewrite 'The fox crept through the garden at midnight' with the adverbial fronted and a comma placed correctly", "Identify and correct a missing comma after a fronted adverbial in 'Before breakfast she packed her bag'" ], "assessmentPrompt": "When {{name}} writes a story or a report, do they sometimes start a sentence with a phrase like \"After lunch,\" or \"Quietly, the fox moved closer,\" — and put a comma after that opening phrase?", "standards": [] }, { "id": "mt_J5cx6S_eT9", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Grammar Terms: Pronouns and Determiners", "description": "Know and use Year 4 grammar terminology including determiner, pronoun, possessive pronoun, and adverbial", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04924760601915185, "evidence": [ "Label the determiner, pronoun, and adverbial in 'She quickly opened her present on the table'", "Explain the difference between a possessive pronoun ('mine', 'theirs') and other pronouns ('I', 'they')", "Use the terms 'determiner' and 'adverbial' accurately when discussing a classmate's writing" ], "assessmentPrompt": "If you ask {{name}} to find a \"determiner\" or a \"possessive pronoun\" in a sentence, can they point one out and explain what job it does?", "standards": [] }, { "id": "mt_bn5ggh84qD", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Plural vs Possessive in Nouns", "description": "Distinguish between the plural -s suffix and the possessive -'s suffix in nouns", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02462380300957592, "evidence": [ "Sort words like 'dogs', 'dog's', and 'dogs'' into plural, singular possessive, and plural possessive categories", "Explain why 'the cats bowl' is incorrect and supply the correct form ('the cat's bowl' or 'the cats' bowl') for a given meaning", "Write two sentences using the same noun — one as a plural and one as a possessive" ], "assessmentPrompt": "Can {{name}} tell the difference between \"the girls' coats\" (belonging to many girls) and \"the girls are coming\" (just a plural) — and write each one correctly without mixing up the apostrophe?", "standards": [] }, { "id": "mt_Of-WsrRQ8B", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Simple Past, Present and Future", "description": "Form and use the simple past, present, and future verb tenses consistently in writing", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1012311901504788, "evidence": [ "Rewrite 'I walk to school' in past tense ('I walked') and future tense ('I will walk')", "Identify and correct inconsistent tense in 'Yesterday she walks to the shop and bought milk'", "Write a three-sentence paragraph maintaining consistent future tense throughout" ], "assessmentPrompt": "When {{name}} writes about something that happened yesterday, something happening now, and something that will happen tomorrow, do they change the verb correctly for each time — like \"I walked\", \"I walk\", and \"I will walk\"?", "standards": [] }, { "id": "mt_ay0qkGj0jg", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Standard English Verbs", "description": "Use Standard English verb inflections in place of non-standard local forms", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.09575923392612859, "evidence": [ "Correct 'we was playing' to 'we were playing' and explain why the standard form is needed in writing", "Choose the standard form in pairs such as 'I did / I done', 'she has / she have', 'they were / they was'", "Rewrite a short passage replacing three non-standard verb forms with their Standard English equivalents" ], "assessmentPrompt": "If {{name}} sometimes says \"we was\" or \"they done it\" in conversation, do they know to write \"we were\" and \"they did it\" in their schoolwork — using standard written English?", "standards": [] }, { "id": "mt_VVx0hPPSKi", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Adjective Order in Sentences", "description": "Order adjectives within sentences according to conventional English patterns (opinion-size-age-shape-colour-origin-material-purpose) to produce natural-sounding descriptions", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Arrange multiple adjectives before a noun in conventional order, e.g. 'a lovely little old rectangular green French silver whittling knife' simplified to classroom examples like 'a small red bag' not 'a red small bag'", "Identify when adjective order sounds unnatural and rearrange to match English conventions, e.g. correct 'the wooden big table' to 'the big wooden table'", "Apply the size-before-colour-before-material pattern in descriptive writing, e.g. 'a tall grey stone castle' rather than 'a stone grey tall castle'" ], "assessmentPrompt": "When {{name}} uses several describing words together — like \"a tiny old wooden box\" — does the order sound natural, or do they mix up the adjectives so it sounds odd?", "standards": [ "ccss-ela:L.4.1d" ] }, { "id": "mt_m3-eXac3aP", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Brackets and dashes for parenthesis", "description": "Use brackets, dashes, and commas to indicate parenthesis — additional information inserted into a sentence that could be removed without changing the sentence's core meaning", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02188782489740082, "evidence": [ "Insert a parenthetical phrase using paired brackets, e.g. 'The oldest building (built in 1642) stands in the town square'", "Use paired dashes to add an aside or extra detail within a sentence, e.g. 'My brother — who is older than me — lives in London'", "Choose between brackets, dashes, and commas for parenthesis based on how much emphasis the aside should receive, recognising that dashes give most prominence and brackets give least" ], "assessmentPrompt": "When {{name}} adds a little extra detail inside a sentence — like \"The teacher, who is very strict, gave us homework\" — do they correctly use brackets, dashes, or commas around that added bit?", "standards": [ "uk-nc-2013:Eng.App2.Y5.Punc.1", "uk-nc-2013:Eng.UKS2.Write.VGP.2c" ] }, { "id": "mt_4-vfMgmCVB", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Cohesion within paragraphs", "description": "Use cohesive devices within a paragraph — including pronouns, adverbials (then, after that, firstly), and synonyms — to link sentences and build a coherent flow of ideas", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05882352941176471, "evidence": [ "Replace repeated nouns with pronouns or synonyms to maintain cohesion without ambiguity, e.g. 'The explorer found a cave. She examined it carefully'", "Use adverbials of sequence (firstly, then, next, finally) and cause (therefore, as a result, consequently) to connect ideas within a paragraph", "Identify where cohesion breaks down in a paragraph and insert appropriate linking devices to improve the flow" ], "assessmentPrompt": "When {{name}} writes a paragraph, do the sentences flow together smoothly — using words like \"however\", \"after this\", or \"in contrast\" to link ideas, rather than every sentence starting with \"And then\"?", "standards": [ "uk-nc-2013:Eng.App2.Y5.Text.1", "uk-nc-2013:Eng.UKS2.Write.Comp.2d" ] }, { "id": "mt_j2idD_jq73", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Commas Before Joining Words", "description": "Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Place a comma before the coordinating conjunction in a compound sentence, e.g. 'I wanted to go outside, but it was raining'", "Distinguish compound sentences (two independent clauses) from simple sentences with compound predicates, e.g. 'She sang and danced' needs no comma but 'She sang a song, and he played the piano' does", "Edit writing to insert missing commas before coordinating conjunctions in compound sentences" ], "assessmentPrompt": "When {{name}} joins two complete thoughts with a word like \"but\" or \"so\" — like \"I wanted to go, but it was raining\" — do they put a comma before that joining word?", "standards": [ "ccss-ela:L.4.2c", "ccss-ela:L.5.2b" ] }, { "id": "mt_VMS3kDQ8sA", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Commas to avoid ambiguity", "description": "Use commas to clarify meaning and avoid ambiguity in sentences where the absence of a comma could cause misreading", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01367989056087551, "evidence": [ "Insert a comma to prevent ambiguity, e.g. 'Let's eat, Grandma' vs 'Let's eat Grandma' or 'Most of the time, travellers worry about their bags'", "Identify sentences where a missing comma changes the meaning and explain the two possible readings", "Use commas after introductory elements (adverbial phrases, subordinate clauses) to prevent misreading of the main clause" ], "assessmentPrompt": "Can {{name}} explain why \"Let's eat, Grandma\" and \"Let's eat Grandma\" mean very different things — and use that kind of comma in their own writing to avoid confusion?", "standards": [ "uk-nc-2013:Eng.App2.Y5.Punc.2", "uk-nc-2013:Eng.UKS2.Write.VGP.2a" ] }, { "id": "mt_p3tZiUaWAa", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Converting Words into Verbs", "description": "Convert nouns and adjectives into verbs by adding suffixes -ate, -ise (-ize), and -ify, understanding how word class changes affect sentence construction", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Add -ate, -ise, or -ify to nouns or adjectives to form verbs, e.g. pollen → pollinate, advert → advertise, simple → simplify", "Choose the correct verb-forming suffix for a given root and use the resulting verb in a sentence, e.g. 'They needed to classify the animals' from 'class'", "Identify the word-class change when a suffix converts a noun or adjective into a verb and explain how this affects the sentence structure" ], "assessmentPrompt": "Can {{name}} take a word like \"active\" or \"sharp\" and turn it into a verb by adding a suffix — knowing that \"activate\" and \"sharpen\" are the verb forms?", "standards": [ "uk-nc-2013:Eng.App2.Y5.Word.1" ] }, { "id": "mt_7SfQuXgNtd", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Expanded noun phrases (age 9+)", "description": "Form and use prepositional phrases (preposition + noun phrase) to add detail about time, location, or direction within sentences, recognising how they function as adjective or adverb phrases", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02462380300957592, "evidence": [ "Identify the preposition and noun phrase within a prepositional phrase, e.g. in 'under the old bridge', 'under' is the preposition and 'the old bridge' is the noun phrase", "Add prepositional phrases to expand sentences with detail about where, when, or how, e.g. 'The cat slept' → 'The cat slept on the warm windowsill throughout the afternoon'", "Distinguish prepositional phrases functioning as adjectives (modifying nouns: 'the house on the hill') from those functioning as adverbs (modifying verbs: 'she ran across the field')" ], "assessmentPrompt": "When {{name}} writes directions or descriptions of a place — like \"behind the old tree\" or \"near the top of the hill\" — do they use prepositional phrases naturally to show where or when something is?", "standards": [ "ccss-ela:L.4.1e" ] }, { "id": "mt_7oZ2YenzhX", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Fixing Fragments & Run-Ons", "description": "Recognise and correct sentence fragments (incomplete sentences lacking a subject or predicate) and run-on sentences (two or more independent clauses joined without proper punctuation or conjunctions)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.008207934336525308, "evidence": [ "Identify a sentence fragment by checking whether it has both a subject and a predicate, e.g. recognise 'Running through the park' as a fragment and correct to 'The dog was running through the park'", "Identify a run-on sentence where two independent clauses are fused without punctuation or a conjunction, e.g. 'I like cats I also like dogs' and correct using a full stop, comma + conjunction, or semicolon", "Edit a paragraph to fix fragments and run-ons, choosing the most effective correction strategy for each error" ], "assessmentPrompt": "If {{name}}'s writing has a sentence like \"Running down the street.\" or two ideas jammed together without any punctuation, can they spot that something's wrong and fix it?", "standards": [ "ccss-ela:L.4.1f" ] }, { "id": "mt_-tcJeAhK5k", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Grammar Terms: Modal Verbs and Clauses", "description": "Know and use Year 5 grammar terminology accurately when discussing reading and writing: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04924760601915185, "evidence": [ "Label a relative clause in a sentence and identify the relative pronoun that introduces it, using correct terminology", "Explain why a pair of brackets or dashes creates a parenthesis and describe its function using the term 'parenthesis'", "Use the terms 'modal verb', 'cohesion', and 'ambiguity' when discussing how a writer has achieved particular effects in a text" ], "assessmentPrompt": "If you ask {{name}} what a \"modal verb\" or a \"relative clause\" is, can they give you a clear explanation and point to an example in a sentence?", "standards": [ "uk-nc-2013:Eng.App2.Y5.Term.1", "uk-nc-2013:Eng.UKS2.Write.VGP.1g", "uk-nc-2013:Eng.UKS2.Write.VGP.3" ] }, { "id": "mt_uvILgZq9HN", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Linking paragraphs with adverbials", "description": "Link ideas across paragraphs using adverbials of time (later, meanwhile, after a while), place (nearby, far away, beyond the wall), and number (secondly, finally, in addition) to guide the reader through a multi-paragraph text", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.06976744186046512, "evidence": [ "Begin a new paragraph with an adverbial of time to signal a shift in time or sequence, e.g. 'Meanwhile, back at the castle...' or 'Several hours later, the storm finally passed'", "Use adverbials of place to move the reader to a new location between paragraphs, e.g. 'Beyond the forest, the land was flat and dry'", "Use numbering or addition adverbials to structure non-fiction across paragraphs, e.g. 'The first reason... The second reason... In addition...'" ], "assessmentPrompt": "When {{name}} writes a multi-paragraph story or report, do they use linking phrases — like \"Meanwhile, far away…\" or \"By the following morning…\" — to guide the reader smoothly from one section to the next?", "standards": [ "uk-nc-2013:Eng.App2.Y5.Text.2", "uk-nc-2013:Eng.UKS2.Write.Comp.2d" ] }, { "id": "mt_N9zffZxuu5", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Modal Verbs and Possibility", "description": "Understand and use modal verbs (can, may, must, might, shall, will, could, should, would) and modal adverbs (perhaps, surely, certainly) to indicate degrees of possibility, necessity, and permission", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.09986320109439124, "evidence": [ "Select a modal verb to express certainty, probability, or possibility in a sentence, e.g. 'It will rain' vs 'It might rain' vs 'It could rain'", "Replace a modal verb with a modal adverb to achieve a similar effect, e.g. 'He might come' → 'Perhaps he will come'", "Distinguish between modals expressing permission (may, can), obligation (must, should), and possibility (might, could) in context" ], "assessmentPrompt": "When {{name}} writes, do they choose between words like \"must\", \"might\", \"could\", and \"should\" to show whether something is certain, possible, or just an idea — rather than treating every action as definite?", "standards": [ "ccss-ela:L.4.1c", "uk-nc-2013:Eng.App2.Y5.Sent.2", "uk-nc-2013:Eng.UKS2.Write.VGP.1e" ] }, { "id": "mt_mkDqmejLMw", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Progressive and Continuous Tenses", "description": "Form and use the progressive (continuous) verb tenses — past progressive (was walking), present progressive (am walking), and future progressive (will be walking) — to convey ongoing actions at different times", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.09849521203830369, "evidence": [ "Write sentences using past progressive to describe an action that was ongoing at a particular time, e.g. 'She was reading when the phone rang'", "Distinguish present progressive from simple present, e.g. 'I am eating lunch' (right now) vs 'I eat lunch at noon' (habitual)", "Form the future progressive using 'will be' + present participle to describe an action that will be ongoing, e.g. 'Tomorrow at 3pm I will be travelling'" ], "assessmentPrompt": "If {{name}} wants to describe an action that was happening over a period of time in the past — like \"I was reading when the phone rang\" — can they write the verb in the right ongoing-past form?", "standards": [ "ccss-ela:L.4.1b" ] }, { "id": "mt_YQ64pzcLDl", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Relative Clauses", "description": "Form and use relative clauses beginning with relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) to add detail, qualify nouns, and create complex sentences", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02051983584131327, "evidence": [ "Combine a main clause with a relative clause using 'who' or 'which' to add information about a noun, e.g. 'The dog, which had a red collar, barked loudly'", "Choose the correct relative pronoun (who for people, which for things, where for places, when for times) and identify the noun it refers back to", "Recognise that a relative clause beginning with 'that' can often replace 'who' or 'which' in defining clauses, e.g. 'The book that I read' vs 'The book which I read'" ], "assessmentPrompt": "When {{name}} writes to add detail about a noun — like describing a friend \"who loves football\" or a place \"where we always go on holiday\" — do they build that into the same sentence using a relative clause?", "standards": [ "ccss-ela:L.4.1a", "uk-nc-2013:Eng.App2.Y5.Sent.1", "uk-nc-2013:Eng.UKS2.Write.VGP.1f" ] }, { "id": "mt_qw6mhOl-Qy", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Verb Prefixes and Meaning", "description": "Use verb prefixes (dis-, de-, mis-, over-, re-) to change verb meaning, understanding how each prefix modifies the action expressed by the root verb", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Add verb prefixes to change meaning, e.g. dis- (disagree, disappear), de- (decompose, defrost), mis- (misunderstand, misbehave), over- (overlook, overreact), re- (redo, reconsider)", "Select the appropriate verb prefix to express a specific meaning shift such as negation (dis-/mis-), reversal (de-/un-), repetition (re-), or excess (over-)", "Distinguish verb prefixes from noun/adjective prefixes and explain how adding a prefix to a verb changes the action described" ], "assessmentPrompt": "If you give {{name}} a verb like \"appear\" and ask them to use a prefix to change its meaning, can they produce words like \"disappear\", \"reappear\", or \"misrepresent\" and explain what the prefix does?", "standards": [ "uk-nc-2013:Eng.App2.Y5.Word.2" ] }, { "id": "mt_gbTyzvnWzr", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Active and passive voice", "description": "Use the passive voice to shift focus from the agent to the action or recipient, understanding how passive constructions affect the presentation of information in formal and objective writing", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1025991792065663, "evidence": [ "Convert active sentences to passive voice and explain the change in emphasis", "Identify passive constructions in news reports and scientific writing", "Choose between active and passive voice based on purpose and audience" ], "assessmentPrompt": "When {{name}} wants to write about something without saying who did it — like in a science report — can they switch the sentence round to say \"The experiment was carried out\" instead of \"We carried out the experiment\"?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Sent.1", "uk-nc-2013:Eng.UKS2.Write.VGP.1b" ] }, { "id": "mt_wUyAZJikAA", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Bullet Point Punctuation", "description": "Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.005471956224350205, "evidence": [ "Create bullet point lists with consistent capitalisation and punctuation throughout", "Use full stops for bullet points that are complete sentences and no punctuation for fragments", "Maintain parallel grammatical structure across all items in a bulleted list" ], "assessmentPrompt": "When {{name}} uses bullet points to list information — like in a school project — are all the bullets punctuated the same way, with matching capitalisation and consistent end punctuation?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Punc.3", "uk-nc-2013:Eng.UKS2.Write.VGP.2f" ] }, { "id": "mt_mpktt3wj1M", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Choosing Tenses for Precise Meaning", "description": "Use verb tense to convey various times, sequences, states, and conditions, selecting tenses deliberately to express the precise timing and nature of actions and events", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1012311901504788, "evidence": [ "Write a paragraph using multiple tenses to show the sequence of past, present, and future events", "Choose between simple, progressive, and perfect tenses to express duration or completion", "Explain why a specific tense is appropriate for expressing a condition or hypothetical situation" ], "assessmentPrompt": "When {{name}} writes a story that jumps between past events and present thoughts, do they shift verb tenses deliberately and accurately — so the reader always knows exactly when each event is happening?", "standards": [ "ccss-ela:L.5.1c" ] }, { "id": "mt_uycuqPaiJ1", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Colons and Semicolons in Lists", "description": "Use a colon to introduce a list and semi-colons to separate items within lists, particularly when list items contain internal commas or are complex phrases", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.006839945280437756, "evidence": [ "Introduce a list with a colon after an independent clause such as 'You will need the following items:'", "Use semi-colons to separate list items that contain commas such as locations with city and country", "Punctuate complex lists in formal writing maintaining clarity and consistency" ], "assessmentPrompt": "When {{name}} writes a list of things that are themselves quite long or contain commas — like a list of ingredients with measurements — do they use a colon to introduce it and semi-colons to separate the items?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Punc.2", "uk-nc-2013:Eng.UKS2.Write.VGP.2e" ] }, { "id": "mt_0wUwxyBs5y", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Commas After Introductory Elements", "description": "Use a comma to separate an introductory element from the rest of the sentence, including introductory words, phrases, and clauses", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Place commas after introductory adverbs such as 'However' or 'Therefore' at the start of sentences", "Use commas after introductory prepositional phrases like 'In the morning' or 'After the game'", "Punctuate introductory dependent clauses correctly such as 'When the bell rang, we left'" ], "assessmentPrompt": "When {{name}} begins a sentence with a phrase or clause — like \"Despite the rain,\" or \"If you look closely,\" — do they put a comma after that opening part before the main sentence begins?", "standards": [ "ccss-ela:L.5.2b" ] }, { "id": "mt_AfIzLRvMgW", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Commas with yes, no, and names", "description": "Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02051983584131327, "evidence": [ "Write sentences using commas with yes and no at the beginning such as 'Yes, I understand'", "Punctuate tag questions correctly such as 'It's cold today, isn't it?'", "Use commas to set off names in direct address such as 'Sarah, please pass the salt'" ], "assessmentPrompt": "When {{name}} writes dialogue or a letter and addresses someone by name — like \"Yes, Mum, I did tidy my room\" — do they use commas correctly around the name and around words like \"yes\" or \"no\"?", "standards": [ "ccss-ela:L.5.2c" ] }, { "id": "mt_LN_g2b3d34", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Conjunctions, Prepositions and Interjections", "description": "Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Identify conjunctions, prepositions, and interjections in sentences and explain their function", "Explain how removing a preposition or conjunction changes the meaning of a sentence", "Use interjections appropriately to convey emotion in dialogue or informal writing" ], "assessmentPrompt": "If you ask {{name}} what the word \"although\" or \"ouch!\" does in a sentence, can they explain one is a conjunction that joins ideas and the other is an interjection that expresses feeling?", "standards": [ "ccss-ela:L.5.1a" ] }, { "id": "mt_npRaYRhU2V", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Consistent verb tense", "description": "Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1012311901504788, "evidence": [ "Identify and correct unnecessary tense shifts in a given paragraph", "Edit own writing to ensure consistent tense use throughout a narrative", "Explain when a tense shift is appropriate such as when describing a flashback" ], "assessmentPrompt": "If you read back a paragraph {{name}} has written and it unexpectedly switches from past tense to present tense mid-way through, can they spot the shift and correct it so the tense stays consistent?", "standards": [ "ccss-ela:L.5.1d" ] }, { "id": "mt_S7CnyZCnxg", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Correlative Conjunctions", "description": "Use correlative conjunctions correctly in sentences, pairing words such as either/or, neither/nor, both/and, not only/but also, and whether/or", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.008207934336525308, "evidence": [ "Write sentences using each pair of correlative conjunctions correctly", "Ensure parallel structure when using correlative conjunctions in complex sentences", "Identify and correct errors in correlative conjunction usage in given sentences" ], "assessmentPrompt": "When {{name}} wants to say that two things are equally true — like \"both cats and dogs make good pets\" — do they know to use \"both…and\" together, rather than just \"and\" on its own?", "standards": [ "ccss-ela:L.5.1e" ] }, { "id": "mt_hzkNpp2PdV", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Grammar Terms: Voice and Punctuation", "description": "Know and use Year 6 grammatical terminology accurately: subject, object, active voice, passive voice, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.106703146374829, "evidence": [ "Define and give examples of subject and object in sentences", "Explain the difference between active and passive voice using correct terminology", "Use terms such as ellipsis, colon, and semi-colon accurately when discussing punctuation choices" ], "assessmentPrompt": "If you ask {{name}} to find the \"subject\" and \"object\" in a sentence, or to explain what a \"semi-colon\" or \"ellipsis\" does, can they give you a confident and accurate answer?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Term.1", "uk-nc-2013:Eng.UKS2.Write.VGP.3" ] }, { "id": "mt_QpmVikVaqY", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Hyphens in Prefixed Words", "description": "Use hyphens to avoid ambiguity in compound modifiers and prefixed words, distinguishing between meanings that change based on hyphen placement", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Distinguish between 'man eating shark' and 'man-eating shark' by adding or removing hyphens", "Use hyphens with prefixes to clarify meaning such as 'recover' versus 're-cover'", "Apply hyphens correctly in compound adjectives before nouns such as 'well-known author'" ], "assessmentPrompt": "Can {{name}} explain why \"a man-eating shark\" and \"a man eating shark\" mean completely different things — and use a hyphen correctly in their own writing to avoid that kind of confusion?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Punc.4", "uk-nc-2013:Eng.UKS2.Write.VGP.2b" ] }, { "id": "mt_hjtbA3g-Nn", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Paragraph Cohesion", "description": "Link ideas across paragraphs using a wider range of cohesive devices including word repetition, grammatical connections such as adverbials, and ellipsis to create coherent extended texts", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06976744186046512, "evidence": [ "Use adverbials such as 'on the other hand' and 'as a consequence' to connect paragraphs", "Apply ellipsis to avoid repetition while maintaining clarity across sentences", "Create cohesion by repeating key words or using synonyms to link ideas between paragraphs" ], "assessmentPrompt": "When {{name}} writes a long piece across several paragraphs, do the sections feel connected — with repeated key words, linking phrases, and occasional gaps (ellipsis) used deliberately to hold the whole text together?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Text.1" ] }, { "id": "mt_xYjD_kA70s", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Punctuating Clauses", "description": "Use semi-colons, colons, and dashes to mark boundaries between independent clauses, choosing the appropriate punctuation based on the relationship between the clauses", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Join two related independent clauses using a semi-colon in place of a conjunction", "Use a colon to introduce an explanation or elaboration of the first clause", "Replace commas with dashes to create stronger pauses between clauses for emphasis" ], "assessmentPrompt": "When {{name}} writes two closely related sentences, can they join them with a semi-colon or colon — like \"It was late; the streets were empty\" — rather than always using a full stop or \"and\"?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Punc.1", "uk-nc-2013:Eng.UKS2.Write.VGP.2d" ] }, { "id": "mt_Q2Eud_PPz6", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Punctuating Titles of Works", "description": "Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Use italics or underlining for titles of books, films, and albums", "Use quotation marks for titles of short works such as poems, songs, and articles", "Apply title formatting conventions consistently in a piece of writing" ], "assessmentPrompt": "When {{name}} refers to a book title or a film name in their writing, do they know to put it in inverted commas or italics — like writing *Charlotte's Web* or \"Charlotte's Web\" — rather than just leaving it as plain text?", "standards": [ "ccss-ela:L.5.2d" ] }, { "id": "mt_k7VtbWdfDO", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "The subjunctive mood", "description": "Use the subjunctive form in formal writing and speech to express wishes, demands, suggestions, or hypothetical situations (e.g., 'If I were you', 'I suggest that he go', 'Were they to arrive')", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Write sentences using 'If I were' to express hypothetical conditions", "Transform informal sentences into formal equivalents using subjunctive forms such as 'I recommend that she attend'", "Identify subjunctive mood in formal texts such as legal documents or formal letters" ], "assessmentPrompt": "When {{name}} writes a formal letter or a persuasive essay, can they use phrases like \"If I were in charge…\" or \"The school suggests that every pupil attend…\" to sound more formal and precise?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Sent.2", "uk-nc-2013:Eng.UKS2.Write.VGP.1a" ] }, { "id": "mt_ZO2iP89cld", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Varying Sentence Structure", "description": "Expand, combine, and reduce sentences for meaning, reader interest, and style, using techniques such as embedding clauses, using appositives, and varying sentence length", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Combine two simple sentences into one complex sentence using subordination", "Expand a simple sentence by adding descriptive phrases and clauses", "Reduce wordy sentences by removing redundant words while preserving meaning" ], "assessmentPrompt": "When {{name}} revises their writing, can they take a very long sentence and split it up, or take three short choppy sentences and combine them into one — choosing the version that reads best for the audience?", "standards": [ "ccss-ela:L.5.3a" ] }, { "id": "mt_lsO9O-_eZH", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Advanced Punctuation for Clarity", "description": "Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.02872777017783858, "evidence": [ "Use a semicolon to link two closely related independent clauses without a conjunction", "Set off a nonrestrictive clause with commas and explain why the commas are needed", "Use a colon to introduce an explanation or elaboration, and a dash for a dramatic aside" ], "assessmentPrompt": "When {{name}} writes a complex piece — like an essay or a detailed story — do they use advanced punctuation like semi-colons, colons, dashes, and ellipses confidently and accurately to shape meaning and style?", "standards": [ "ccss-ela:L.6.2a", "ccss-ela:L.7.2a", "uk-nc-2013:KS3-ENG-GV-1a" ] }, { "id": "mt_N5tiL3uIeq", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Grammar for Effect", "description": "Analyse the effectiveness and impact of grammatical features in texts read — understanding how authors make deliberate grammatical choices (sentence length, passive voice, fronted adverbials, listing) to create specific effects on the reader", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1203830369357045, "evidence": [ "Explain how an author's use of short, simple sentences creates tension or urgency in a passage", "Analyse why an author uses a list of three (tricolon) in a persuasive text and evaluate its impact", "Identify a grammatical choice in a text (e.g., present tense for immediacy) and explain the effect on the reader" ], "assessmentPrompt": "When {{name}} reads a piece of writing they admire, can they point to specific grammatical choices the author made — like very short sentences for tension, or a list of three for rhythm — and explain why those choices work?", "standards": [ "ccss-ela:RL.6.5", "ccss-ela:RL.7.5", "uk-nc-2013:KS3-ENG-GV-1b" ] }, { "id": "mt_HCweOHWSiu", "type": "LANGUAGE", "subject": "English", "domain": "Grammar & Punctuation", "name": "Literary and Language Terminology", "description": "Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1149110807113543, "evidence": [ "Use terms like 'subordinate clause', 'relative pronoun', 'metaphor', 'alliteration' accurately in discussion", "Explain the difference between a simile and a metaphor using correct terminology", "Use metalanguage (e.g., 'the author employs enjambment to...') confidently when writing about texts" ], "assessmentPrompt": "When {{name}} discusses a book or piece of writing with a teacher, do they use precise language — like \"the author uses a compound-complex sentence here\" or \"that's a non-restrictive relative clause\" — rather than just saying \"this bit is good\"?", "standards": [ "ccss-ela:L.6.3", "ccss-ela:L.7.3", "uk-nc-2013:KS3-ENG-GV-1f" ] }, { "id": "mt_IdFxLz-UW9", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Phrases & Clauses", "description": "Understand and analyse the function of phrases (noun, verb, adjectival, adverbial, prepositional) and clauses (main, subordinate, relative) in general and in specific sentences, including recognising and correcting misplaced and dangling modifiers", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.03009575923392613, "evidence": [ "Identify a prepositional phrase acting as an adverbial and explain its role in the sentence", "Distinguish between a main clause and a subordinate clause and explain their relationship", "Spot a dangling modifier in a sentence and rewrite it to remove the ambiguity" ], "assessmentPrompt": "If {{name}} reads a sentence like \"Walking home from school, the rain soaked her backpack\" and something feels grammatically off, can they identify the dangling modifier and explain how to rewrite it correctly?", "standards": [ "ccss-ela:L.7.1a", "ccss-ela:L.7.1c", "uk-nc-2013:KS3-ENG-GV-1a" ] }, { "id": "mt_S2fP8rUwrl", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Standard English", "description": "Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01778385772913817, "evidence": [ "Explain three differences between how we speak informally and how we write formally (e.g., contractions, slang, sentence completeness)", "Identify features of Standard English and explain why it is used in formal contexts", "Rewrite an informal spoken passage (e.g., a text message) in formal written Standard English" ], "assessmentPrompt": "Does {{name}} understand that the way they speak with friends is different from how they should write in school — and can they adjust their language for formal situations, using standard grammar and vocabulary?", "standards": [ "ccss-ela:L.6.1e", "ccss-ela:L.6.3b", "uk-nc-2013:KS3-ENG-GV-1d", "uk-nc-2013:KS3-ENG-GV-1e" ] }, { "id": "mt_T9IXrlxfx2", "type": "PROCEDURAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Types of Sentences", "description": "Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.02735978112175103, "evidence": [ "Combine short sentences into a complex sentence using a subordinating conjunction for effect", "Rewrite a passage of monotonous simple sentences using a mix of sentence types for variety and flow", "Identify the sentence type (simple, compound, complex, compound-complex) of given examples and explain the effect of each" ], "assessmentPrompt": "When {{name}} is writing for effect — like building tension in a story or structuring an argument — do they deliberately vary their sentence types, mixing short punchy sentences with longer, more complex ones?", "standards": [ "ccss-ela:L.6.3a", "ccss-ela:L.7.1b", "uk-nc-2013:KS3-ENG-GV-1a", "uk-nc-2013:KS3-ENG-GV-1b" ] }, { "id": "mt_N5tciHU8cE", "type": "CONCEPTUAL", "subject": "English", "domain": "Grammar & Punctuation", "name": "Verb Voice and Mood", "description": "Understand and use active and passive voice deliberately, and recognise verb moods (indicative, imperative, subjunctive, conditional) and their effects — choosing the appropriate voice and mood for purpose and audience", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1025991792065663, "evidence": [ "Rewrite an active sentence in the passive voice and explain when the passive is more appropriate", "Identify the subjunctive mood in a formal text (e.g., 'If I were...', 'It is essential that he be...')", "Explain why a scientific report typically uses passive voice while a personal narrative uses active" ], "assessmentPrompt": "When {{name}} writes a formal report or analysis, can they choose between active and passive voice deliberately — for example, using passive voice in a science write-up to sound objective and impersonal?", "standards": [ "ccss-ela:L.8.1b", "ccss-ela:L.8.1c", "ccss-ela:L.8.1d", "uk-nc-2013:KS3-ENG-GV-1a", "uk-nc-2013:KS3-ENG-GV-1b" ] }, { "id": "mt_WBfj79OqXz", "type": "PROCEDURAL", "subject": "English", "domain": "Handwriting & Transcription", "name": "Sitting and holding a pencil", "description": "Sit correctly at a table holding a pencil comfortably and correctly; form lower-case letters in the correct direction starting and finishing in the right place", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.66484268125855, "evidence": [ "Hold a pencil with a comfortable tripod or near-tripod grip", "Write all 26 lowercase letters with correct starting points and direction", "Maintain consistent letter size on lined paper" ], "assessmentPrompt": "When {{name}} sits down to write, do they hold their pencil comfortably and form each letter the right way — starting from the right place and going in the right direction?", "standards": [ "uk-nc-2013:Eng_Y1_WH_01", "uk-nc-2013:Eng_Y1_WH_02" ] }, { "id": "mt_H7DquwQi_F", "type": "PROCEDURAL", "subject": "English", "domain": "Handwriting & Transcription", "name": "Forming Capital Letters", "description": "Form capital letters correctly; print many upper- and lowercase letters legibly", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.0533515731874145, "evidence": [ "Write all 26 capital letters with correct formation", "Distinguish between uppercase and lowercase forms in own writing", "Use appropriate sizing so capitals are taller than lowercase letters" ], "assessmentPrompt": "Can {{name}} write all the capital letters clearly and legibly so that someone reading their work can easily tell which letter is which?", "standards": [ "ccss-ela:L.K.1a", "uk-nc-2013:Eng_Y1_WH_03" ] }, { "id": "mt_DMvKfP4uGC", "type": "CONCEPTUAL", "subject": "English", "domain": "Handwriting & Transcription", "name": "Letter Formation Families", "description": "Understand which letters belong to which handwriting families based on similar formation patterns and practise letters in groups", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.001367989056087551, "evidence": [ "Group letters by similar strokes (e.g. c, a, d, g, o family — all start with a curve)", "Explain why certain letters are practised together", "Form letters within the same family consistently using the shared movement pattern" ], "assessmentPrompt": "Does {{name}} understand that certain letters are formed in similar ways — for example, \"c,\" \"a,\" \"d,\" and \"g\" all start with the same curved stroke — and practise those families together?", "standards": [ "uk-nc-2013:Eng_Y1_WH_05" ] }, { "id": "mt_oAK9GXSfqV", "type": "PROCEDURAL", "subject": "English", "domain": "Handwriting & Transcription", "name": "Writing digits 0-9", "description": "Form digits 0-9 correctly and legibly", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.5896032831737346, "evidence": [ "Write all digits 0-9 clearly with correct starting points", "Form digits the appropriate size relative to letter height", "Write numbers legibly so they can be read by others" ], "assessmentPrompt": "When {{name}} writes numbers like 3, 5, and 7, are they formed the right way and clearly readable — not reversed or written in an unusual direction?", "standards": [ "uk-nc-2013:Eng_Y1_WH_04" ] }, { "id": "mt_02DH7sGXCi", "type": "PROCEDURAL", "subject": "English", "domain": "Handwriting & Transcription", "name": "Joining Letters", "description": "Begin to join letters using diagonal and horizontal strokes, understanding which letter pairs are best left unjoined, forming letters of correct size relative to one another", "ageRangeStart": 6, "ageRangeEnd": 10, "centrality": 0.0533515731874145, "evidence": [ "Join 'in', 'un', 'it' with a diagonal stroke connecting the letters", "Leave letters like 'b' unjoined when followed by certain letters, explaining why", "Write with consistent letter sizing on lined paper, ascenders and descenders in proportion" ], "assessmentPrompt": "Is {{name}} starting to join up their letters when writing, so that their handwriting flows more smoothly rather than each letter standing completely separate?", "standards": [ "ccss-ela:L.1.1a", "uk-nc-2013:Eng.UKS2.Write.Trans.Hand.1a", "uk-nc-2013:Eng.UKS2.Write.Trans.Hand.1b", "uk-nc-2013:Eng/KS1/Y2/H/1", "uk-nc-2013:Eng/KS1/Y2/H/2", "uk-nc-2013:Eng/KS1/Y2/H/3", "uk-nc-2013:Eng/KS1/Y2/H/4", "uk-nc-2013:Eng_LKS2_Write_Trans_Hand_1", "uk-nc-2013:Eng_LKS2_Write_Trans_Hand_2" ] }, { "id": "mt__KHQttMde3", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Blending Sounds to Read Words", "description": "Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes", "ageRangeStart": 4, "ageRangeEnd": 7, "centrality": 0.1641586867305062, "evidence": [ "Sound out and blend unfamiliar phonically regular words (e.g. /sh/-/o/-/p/ → 'shop')", "Read words containing taught GPCs without excessive sounding out", "Distinguish between similarly spelled words by identifying differing letter sounds (e.g. 'big' vs 'bag')" ], "assessmentPrompt": "When {{name}} comes across a word they haven't seen before, can they sound it out bit by bit and blend the parts together to read it — even if it takes a moment?", "standards": [ "ccss-ela:RF.1.3.b", "ccss-ela:RF.K.3", "ccss-ela:RF.K.3.d", "uk-nc-2013:Eng_App1_Y1_06", "uk-nc-2013:Eng_Y1_RWR_01", "uk-nc-2013:Eng_Y1_RWR_03" ] }, { "id": "mt_9-OHslmt1g", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Consonant Digraphs", "description": "Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)", "ageRangeStart": 4, "ageRangeEnd": 7, "centrality": 0.1258549931600547, "evidence": [ "Read words with consonant digraphs (e.g. 'shop', 'chip', 'that')", "Identify the sound made by ph (/f/) and wh (/w/) in words", "Spell words ending in -ck (e.g. 'duck') and -tch (e.g. 'match')" ], "assessmentPrompt": "When {{name}} sees words like 'shop', 'chip', 'ring', or 'photo', can they spot that two letters together make one sound and read the whole word correctly?", "standards": [ "ccss-ela:RF.1.3.a", "uk-nc-2013:Eng_App1_Y1_02", "uk-nc-2013:Eng_App1_Y1_05", "uk-nc-2013:Eng_App1_Y1_10", "uk-nc-2013:Eng_App1_Y1_11", "uk-nc-2013:Eng_App1_Y1_51", "uk-nc-2013:Eng_App1_Y1_52" ] }, { "id": "mt_frDIaXzWbx", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Knowing all letters", "description": "Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2120383036935705, "evidence": [ "Name all 26 letters in both cases when shown in random order", "Recite the alphabet from A to Z", "Use letter names to explain spelling choices (e.g. 'Is it c or k in cat?')" ], "assessmentPrompt": "Can {{name}} point to any letter — capital or small — and tell you its name? And can they say the alphabet in order from A to Z?", "standards": [ "ccss-ela:RF.K.1.d", "uk-nc-2013:Eng_App1_Y1_01", "uk-nc-2013:Eng_Y1_WT_04", "uk-nc-2013:Eng_Y1_WT_05" ] }, { "id": "mt_PvU3eoikev", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Onsets & Rimes", "description": "Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words", "ageRangeStart": 4, "ageRangeEnd": 7, "centrality": 0.1874145006839945, "evidence": [ "Blend onset and rime to say a word (e.g. /c/ + /at/ → 'cat')", "Identify the first, middle, or last sound in a CVC word", "Change one sound to make a new word (e.g. change /c/ in 'cat' to /b/ → 'bat')" ], "assessmentPrompt": "If you slowly say the sounds '/d/ /o/ /g/', can {{name}} blend them together and say 'dog'? And if you say 'cat', can they tell you the three separate sounds: /k/ /a/ /t/?", "standards": [ "uk-nc-2013:Eng_App1_Y1_04" ] }, { "id": "mt_4GiE83rJF_", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Rhyming words", "description": "Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.1874145006839945, "evidence": [ "Identify which words rhyme from a set (e.g. cat, bat, dog)", "Generate a word that rhymes with a given target", "Join in with repeated refrains and rhyming patterns during shared reading" ], "assessmentPrompt": "When you read a rhyming book to {{name}}, do they join in and predict the rhyming words — and can they come up with their own rhyme for a simple word like 'cat'?", "standards": [ "ccss-ela:RF.K.2.a", "uk-nc-2013:Eng_Y1_RC_04", "uk-nc-2013:Eng_Y1_RC_05" ] }, { "id": "mt_F978c32kDr", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Single Letter Sounds", "description": "Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.1956224350205198, "evidence": [ "Say the most common sound for each consonant when shown the letter", "Distinguish short vowel sounds in CVC words (e.g. /a/ in 'cat' vs /e/ in 'bed')", "Associate long and short vowel sounds with common single-letter spellings" ], "assessmentPrompt": "Can {{name}} look at a letter and quickly say its sound — like 's' makes /s/, 'a' can make a short /a/ as in 'apple' or a long /ā/ as in 'cake'?", "standards": [ "ccss-ela:RF.K.3.a", "ccss-ela:RF.K.3.b", "uk-nc-2013:Eng_App1_Y1_01", "uk-nc-2013:Eng_App1_Y1_07", "uk-nc-2013:Eng_App1_Y1_08", "uk-nc-2013:Eng_Y1_RWR_02" ] }, { "id": "mt_1KCwbGvm1F", "type": "CONCEPTUAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Understanding print", "description": "Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2517099863201094, "evidence": [ "Track words with a finger moving left to right across the page", "Turn pages in the correct sequence when handling a book", "Point to where reading starts on a page" ], "assessmentPrompt": "When {{name}} looks at a page in a picture book, do they know to start at the top-left and follow the words left to right, then move down to the next line?", "standards": [ "ccss-ela:RF.K.1", "ccss-ela:RF.K.1.a", "ccss-ela:RF.K.1.b" ] }, { "id": "mt_BtMbZibZUj", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Vowel Digraphs", "description": "Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound", "ageRangeStart": 4, "ageRangeEnd": 7, "centrality": 0.1285909712722298, "evidence": [ "Read words with vowel digraphs (e.g. 'tree', 'boat', 'rain', 'coin')", "Distinguish between different sounds for the same digraph (e.g. 'oo' in 'book' vs 'moon')", "Spell words using common vowel digraph patterns" ], "assessmentPrompt": "When {{name}} reads a word like 'rain', 'boat', or 'moon', can they recognise the vowel pair that makes a special sound and read the whole word correctly?", "standards": [ "ccss-ela:RF.1.3.c", "uk-nc-2013:Eng_App1_Y1_03", "uk-nc-2013:Eng_App1_Y1_15", "uk-nc-2013:Eng_App1_Y1_16", "uk-nc-2013:Eng_App1_Y1_23", "uk-nc-2013:Eng_App1_Y1_24", "uk-nc-2013:Eng_App1_Y1_25", "uk-nc-2013:Eng_App1_Y1_30", "uk-nc-2013:Eng_App1_Y1_31", "uk-nc-2013:Eng_App1_Y1_32", "uk-nc-2013:Eng_App1_Y1_33" ] }, { "id": "mt_70Ys4i1AB1", "type": "CONCEPTUAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Compound Words", "description": "Recognise and spell compound words by identifying the two component words that combine to form a single word", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.01094391244870041, "evidence": [ "Identify the two words in a compound (e.g. 'sunshine' = 'sun' + 'shine')", "Spell compound words by combining known words", "Create compound words from given word pairs" ], "assessmentPrompt": "Can {{name}} look at a word like 'sunshine' or 'football' and spot the two smaller words hiding inside it?", "standards": [ "ccss-ela:L.2.4d", "uk-nc-2013:Eng_App1_Y1_54" ] }, { "id": "mt_fMd7v87IiI", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Diphthongs and complex vowels", "description": "Read and spell words containing diphthongs and complex vowel patterns (ow, ou, ew, ue, ie, aw, au) and words ending in -y as a vowel sound", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.005471956224350205, "evidence": [ "Read words with variable vowel sounds (e.g. 'ow' in 'cow' vs 'snow')", "Decode words with diphthongs (e.g. 'cloud', 'blue', 'pie')", "Read words ending in -y pronounced as /ee/ or /igh/ (e.g. 'happy', 'my')" ], "assessmentPrompt": "Can {{name}} read words like 'town', 'cloud', 'flew', 'claw', or 'pie' — spotting the special vowel combinations and saying the right sound for each one?", "standards": [ "uk-nc-2013:Eng_App1_Y1_34", "uk-nc-2013:Eng_App1_Y1_35", "uk-nc-2013:Eng_App1_Y1_36", "uk-nc-2013:Eng_App1_Y1_37", "uk-nc-2013:Eng_App1_Y1_38", "uk-nc-2013:Eng_App1_Y1_39", "uk-nc-2013:Eng_App1_Y1_40", "uk-nc-2013:Eng_App1_Y1_44", "uk-nc-2013:Eng_App1_Y1_45", "uk-nc-2013:Eng_App1_Y1_50" ] }, { "id": "mt_a6m7PqTuJN", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "R-Controlled Vowel Sounds", "description": "Read and spell words containing r-controlled vowels (ar, er, ir, ur, or, ore) and vowel-r patterns where 'r' modifies the vowel sound", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.004103967168262654, "evidence": [ "Read words with r-controlled vowels (e.g. 'car', 'bird', 'fork', 'her')", "Recognise that 'r' changes the vowel sound (e.g. 'cat' vs 'cart')", "Spell words with common r-controlled patterns" ], "assessmentPrompt": "When {{name}} reads words like 'car', 'bird', 'nurse', or 'fork', can they recognise that the 'r' after the vowel changes its sound, and read the word correctly?", "standards": [ "uk-nc-2013:Eng_App1_Y1_22", "uk-nc-2013:Eng_App1_Y1_26", "uk-nc-2013:Eng_App1_Y1_27", "uk-nc-2013:Eng_App1_Y1_28", "uk-nc-2013:Eng_App1_Y1_29", "uk-nc-2013:Eng_App1_Y1_42", "uk-nc-2013:Eng_App1_Y1_43" ] }, { "id": "mt_t1JXeNgKcu", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Reading Contractions", "description": "Read and understand contractions with apostrophes, knowing the apostrophe represents omitted letters", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.04787961696306429, "evidence": [ "Read common contractions in text (e.g. 'I'm', 'we'll', 'don't')", "Match contractions to their expanded forms (e.g. 'I'm' = 'I am')", "Explain that the apostrophe shows where letters are missing" ], "assessmentPrompt": "Does {{name}} understand that 'can't' means 'cannot' and 'it's' means 'it is' — knowing the apostrophe stands for the missing letter or letters?", "standards": [ "uk-nc-2013:Eng_Y1_RWR_07" ] }, { "id": "mt_ZhvwM6LMBL", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Reading fluently", "description": "Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1025991792065663, "evidence": [ "Read a phonically appropriate text with 90%+ accuracy", "Reread familiar texts with improved pace and expression", "Read emergent-reader texts with purpose and understanding" ], "assessmentPrompt": "When {{name}} reads a book aloud at their level, can they get through most words without stumbling — sounding less like they're decoding and more like they're telling a story?", "standards": [ "ccss-ela:RF.K.4", "ccss-ela:RI.1.10", "ccss-ela:RL.1.10", "uk-nc-2013:Eng/KS1/Y2/WR/1", "uk-nc-2013:Eng/KS1/Y2/WR/7", "uk-nc-2013:Eng/KS1/Y2/WR/8", "uk-nc-2013:Eng_Y1_RWR_08", "uk-nc-2013:Eng_Y1_RWR_09" ] }, { "id": "mt_YKkCM63fSC", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Reading High-Frequency Words by Sight", "description": "Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.1108071135430917, "evidence": [ "Read common exception words instantly without sounding out (e.g. 'the', 'said', 'was', 'you')", "Note unusual correspondences between spelling and sound in exception words", "Recognise at least 20-30 high-frequency words in connected text" ], "assessmentPrompt": "Can {{name}} instantly recognise everyday words like 'said', 'was', 'they', 'come', and 'because' without needing to sound them out every time?", "standards": [] }, { "id": "mt__CMXZiPfTV", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Reading Inflectional Endings", "description": "Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01094391244870041, "evidence": [ "Read suffixed words fluently (e.g. 'jumping', 'wanted', 'faster')", "Identify the root word when a suffix is added", "Read words with prefix un- (e.g. 'unhappy', 'undo')" ], "assessmentPrompt": "When {{name}} sees familiar words with different endings — like 'jumped', 'running', 'biggest', or 'unhappy' — can they spot the root word and read the whole thing correctly?", "standards": [] }, { "id": "mt_C7abt7pRr6", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Split Digraphs and Magic E", "description": "Read and spell words containing split digraphs (a-e, e-e, i-e, o-e, u-e) where a final 'e' makes the preceding vowel long", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.005471956224350205, "evidence": [ "Read words with split digraphs (e.g. 'cake', 'bike', 'home', 'cube')", "Compare minimal pairs showing the effect of the split digraph (e.g. 'cap' vs 'cape')", "Spell words with split digraphs correctly" ], "assessmentPrompt": "Does {{name}} know that the 'e' at the end of words like 'cake', 'bike', or 'home' changes the vowel sound in the middle — making it say its name instead of its short sound?", "standards": [ "ccss-ela:RF.1.3.c", "uk-nc-2013:Eng_App1_Y1_17", "uk-nc-2013:Eng_App1_Y1_18", "uk-nc-2013:Eng_App1_Y1_19", "uk-nc-2013:Eng_App1_Y1_20", "uk-nc-2013:Eng_App1_Y1_21" ] }, { "id": "mt_UvNrOXny1i", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Syllables", "description": "Count, blend, and segment syllables in spoken words; divide written words into syllables as an aid to reading and spelling", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.186046511627907, "evidence": [ "Clap out syllables in spoken words (e.g. 'butterfly' = 3 claps)", "Blend syllables to form words (e.g. 'rain' + 'bow' → 'rainbow')", "Segment a word into its syllable parts orally" ], "assessmentPrompt": "Can {{name}} clap out the syllables in words — two claps for 'pen-cil' or three for 'com-pu-ter' — and split a spoken word into its parts?", "standards": [ "ccss-ela:RF.K.2.b", "uk-nc-2013:Eng_App1_Y1_09" ] }, { "id": "mt_roAgL1rQRF", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Trigraphs", "description": "Read and spell words containing trigraphs — three-letter graphemes representing a single sound (igh, air, ear, are)", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.006839945280437756, "evidence": [ "Read words with trigraphs (e.g. 'night', 'chair', 'near')", "Distinguish between different sounds for 'ear' (e.g. 'hear' vs 'bear')", "Identify the single phoneme represented by three letters in a word" ], "assessmentPrompt": "Can {{name}} recognise three-letter combinations like 'igh' in 'night', 'air' in 'chair', and 'ear' in 'hear' — knowing that all three letters together make just one sound?", "standards": [ "uk-nc-2013:Eng_App1_Y1_41", "uk-nc-2013:Eng_App1_Y1_46", "uk-nc-2013:Eng_App1_Y1_47", "uk-nc-2013:Eng_App1_Y1_48", "uk-nc-2013:Eng_App1_Y1_49" ] }, { "id": "mt_OgJPbGkrYk", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Alternative Spellings for Known Sounds", "description": "Recognise alternative grapheme-phoneme correspondences for known phonemes (e.g., /dʒ/ as ge/dge/g, /s/ as c, /n/ as kn/gn, /r/ as wr, /ʒ/ as s), reading words with less common spellings for familiar sounds", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.1313269493844049, "evidence": [ "Read words with less common spellings for familiar sounds: 'badge', 'giraffe', 'city', 'knock', 'gnaw', 'write', 'treasure'", "Identify that the same phoneme can be represented by different graphemes (e.g., /dʒ/ spelled g, ge, dge)", "Select the correct alternative GPC to decode an unfamiliar word in context" ], "assessmentPrompt": "Does {{name}} know that the /j/ sound can be spelled different ways — like in 'jump', 'cage', and 'bridge' — and can they read words with these less common spellings?", "standards": [ "ccss-ela:RF.1.2.a", "ccss-ela:RF.1.3", "ccss-ela:RF.1.3.a", "ccss-ela:RF.1.3.b", "ccss-ela:RF.1.3.c", "ccss-ela:RF.2.3", "ccss-ela:RF.2.3.a", "ccss-ela:RF.2.3.b", "ccss-ela:RF.2.3.e", "uk-nc-2013:Eng/KS1/Y2/WR/1", "uk-nc-2013:Eng/KS1/Y2/WR/2", "uk-nc-2013:Eng_App1_Y2_01", "uk-nc-2013:Eng_App1_Y2_02", "uk-nc-2013:Eng_App1_Y2_03", "uk-nc-2013:Eng_App1_Y2_04", "uk-nc-2013:Eng_App1_Y2_05", "uk-nc-2013:Eng_App1_Y2_06", "uk-nc-2013:Eng_App1_Y2_07", "uk-nc-2013:Eng_App1_Y2_08", "uk-nc-2013:Eng_App1_Y2_09", "uk-nc-2013:Eng_App1_Y2_14", "uk-nc-2013:Eng_App1_Y2_15", "uk-nc-2013:Eng_App1_Y2_16", "uk-nc-2013:Eng_App1_Y2_17", "uk-nc-2013:Eng_App1_Y2_18", "uk-nc-2013:Eng_App1_Y2_19", "uk-nc-2013:Eng_App1_Y2_20" ] }, { "id": "mt_V-ldQp56bF", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Reading with Expression and Accuracy", "description": "Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct", "ageRangeStart": 6, "ageRangeEnd": 10, "centrality": 0.1025991792065663, "evidence": [ "Read a grade-level passage aloud with expression and appropriate pacing", "Self-correct miscues during oral reading by re-reading or using context cues", "Re-read a familiar book demonstrating increased fluency and confidence" ], "assessmentPrompt": "When {{name}} reads a story aloud, do they vary their voice to match the mood — pausing at punctuation, slowing for sad parts, speeding up for excitement?", "standards": [ "ccss-ela:RF.1.4", "ccss-ela:RF.1.4.a", "ccss-ela:RF.1.4.b", "ccss-ela:RF.1.4.c", "ccss-ela:RF.2.4", "ccss-ela:RF.2.4.a", "ccss-ela:RF.2.4.b", "ccss-ela:RF.2.4.c", "ccss-ela:RF.3.4", "ccss-ela:RF.3.4.a", "ccss-ela:RF.3.4.b", "ccss-ela:RF.3.4.c", "ccss-ela:RF.4.3", "ccss-ela:RF.4.3.a", "ccss-ela:RF.4.4", "ccss-ela:RF.4.4.a", "ccss-ela:RF.4.4.b", "ccss-ela:RF.4.4.c", "ccss-ela:RI.4.10", "ccss-ela:RL.4.10", "uk-nc-2013:Eng.UKS2.Read.Word.1", "uk-nc-2013:Eng/KS1/Y2/WR/6", "uk-nc-2013:Eng/KS1/Y2/WR/7", "uk-nc-2013:Eng/KS1/Y2/WR/8", "uk-nc-2013:Eng_LKS2_Read_Comp_6", "uk-nc-2013:Eng_LKS2_Read_Word_1" ] }, { "id": "mt_kVzAFMuFc4", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Syllables (age 6+)", "description": "Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.01367989056087551, "evidence": [ "Read 'rabbit', 'thunder', 'fantastic' by breaking into syllable chunks and blending", "Clap or tap syllables in a multi-syllable word, then read each chunk before blending", "Identify that every syllable must contain a vowel sound" ], "assessmentPrompt": "When {{name}} encounters a long word like 'fantastic' or 'umbrella', can they break it into syllables and blend the parts together to read the whole word?", "standards": [ "ccss-ela:RF.1.3.d", "ccss-ela:RF.1.3.e", "ccss-ela:RF.2.3.c", "ccss-ela:RF.3.3.c", "uk-nc-2013:Eng/KS1/Y2/WR/3" ] }, { "id": "mt_14OR-MhGJ9", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Decoding unfamiliar words", "description": "Read Y3-4 exception words with unusual spelling-sound correspondences, applying growing knowledge of morphology and etymology to decode unfamiliar exception words", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Read exception words from the Y3-4 statutory word list accurately (e.g. 'business', 'caught', 'knowledge', 'different')", "Identify unusual letter-sound correspondences in exception words and explain why the word does not follow common GPC rules", "Use growing knowledge of morphology and etymology to attempt unfamiliar exception words (e.g. recognise the root 'know' in 'knowledge')" ], "assessmentPrompt": "Can {{name}} read trickier exception words — like 'ordinary', 'promise', 'recent', or 'island' — without being thrown off by the parts that don't follow the usual spelling rules?", "standards": [ "ccss-ela:RF.2.3.f", "ccss-ela:RF.3.3.d" ] }, { "id": "mt_HrgDjxcWvf", "type": "PROCEDURAL", "subject": "English", "domain": "Phonics & Word Reading", "name": "Prefixes and suffixes", "description": "Read words containing common prefixes and suffixes from the Y3-4 programme, applying knowledge of root words, prefixes and suffixes (morphology and etymology) to read aloud and understand new words", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Read words with common prefixes (dis-, mis-, re-, pre-) and suffixes (-ation, -ous, -ly) by identifying the root word first", "Apply morphological knowledge to attempt unfamiliar words (e.g. recognise 'happy' inside 'unhappiness')", "Explain how a prefix or suffix changes the meaning or word class of a root word (e.g. 'care' → 'careless' → 'carelessly')" ], "assessmentPrompt": "When {{name}} sees a word like 'disappear' or 'comfortable', can they spot the root word and figure out what the prefix or suffix is adding to its meaning?", "standards": [ "ccss-ela:RF.2.3.d", "ccss-ela:RF.3.3.a", "ccss-ela:RF.3.3.b" ] }, { "id": "mt_8-POYyg7GJ", "type": "META", "subject": "English", "domain": "Reading Comprehension", "name": "Predicting what happens next", "description": "Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events", "ageRangeStart": 4, "ageRangeEnd": 10, "centrality": 0.0533515731874145, "evidence": [ "Make a prediction before turning the page and explain reasoning", "Discuss why a title fits or hints at the story content", "Revise predictions as new information is encountered in the text" ], "assessmentPrompt": "When you stop midway through a story, can {{name}} make a reasonable guess about what might happen next — and explain why they think so based on what's happened so far?", "standards": [ "uk-nc-2013:Eng_Y1_RC_09", "uk-nc-2013:Eng_Y1_RC_11" ] }, { "id": "mt_XeMZdf2Y9W", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Book Features and Author's Reasons", "description": "Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.07934336525307797, "evidence": [ "Point to and name parts of a book (front cover, back cover, title page)", "Use the title page to find the title, author, and illustrator", "Identify a reason the author gives for a claim in a simple non-fiction text" ], "assessmentPrompt": "Can {{name}} find the contents page or index in a non-fiction book and use it to locate specific information — and do they understand why the author included those features?", "standards": [ "ccss-ela:RI.1.5", "ccss-ela:RI.1.8", "ccss-ela:RI.2.4", "ccss-ela:RI.K.5", "ccss-ela:RI.K.8" ] }, { "id": "mt_sSQlLOnAow", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Characters, settings, and events", "description": "Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.1532147742818057, "evidence": [ "Name the main characters in a story", "Describe where and when a story takes place", "Retell a familiar story including beginning, middle, and end events" ], "assessmentPrompt": "After reading a fairy tale or story together, can {{name}} retell it to you in order — saying who was in it, where it happened, and what the main events were?", "standards": [ "ccss-ela:RL.1.3", "ccss-ela:RL.K.2", "ccss-ela:RL.K.3", "uk-nc-2013:Eng/KS1/Y2/C/1c", "uk-nc-2013:Eng_LKS2_Read_Comp_4", "uk-nc-2013:Eng_Y1_RC_03" ] }, { "id": "mt_GLY3R3YSlf", "type": "META", "subject": "English", "domain": "Reading Comprehension", "name": "Comparing Characters Across Stories", "description": "Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic", "ageRangeStart": 5, "ageRangeEnd": 9, "centrality": 0.03693570451436388, "evidence": [ "Identify what two stories have in common (e.g. 'Both have a bear character')", "Compare information from two books about the same topic", "Discuss how characters' experiences are similar or different across stories" ], "assessmentPrompt": "If {{name}} has read two stories with similar themes — like two tales about a brave hero — can they tell you what was the same and what was different between them?", "standards": [ "ccss-ela:RI.1.9", "ccss-ela:RI.2.9", "ccss-ela:RI.3.9", "ccss-ela:RI.K.9", "ccss-ela:RL.1.9", "ccss-ela:RL.3.9", "ccss-ela:RL.K.9" ] }, { "id": "mt_5n-O41lUgn", "type": "META", "subject": "English", "domain": "Reading Comprehension", "name": "Connecting reading to experience", "description": "Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01641586867305062, "evidence": [ "Make text-to-self connections (e.g. 'This reminds me of when I...')", "Use personal experience to understand a character's feelings", "Relate events in a story to own life to deepen comprehension" ], "assessmentPrompt": "When {{name}} hears or reads a story about something familiar — like going to school or visiting a grandparent — do they connect it to their own life and use that to help understand what's happening?", "standards": [ "uk-nc-2013:Eng/KS1/Y2/C/2a", "uk-nc-2013:Eng_Y1_RC_02", "uk-nc-2013:Eng_Y1_RC_07" ] }, { "id": "mt_gZIo5oiBMt", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Different Types of Texts", "description": "Recognise common types of texts (storybooks, poems, non-fiction); name the author and illustrator and define the role of each in telling or presenting a text", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.008207934336525308, "evidence": [ "Distinguish between a story, a poem, and a non-fiction book", "Point to and name the author and illustrator on the cover", "Explain that the author writes the words and the illustrator makes the pictures" ], "assessmentPrompt": "When you hand {{name}} a book, can they tell you whether it's a story or a fact book — and point out the author's name on the cover?", "standards": [ "ccss-ela:RI.K.6", "ccss-ela:RL.1.5", "ccss-ela:RL.K.5", "ccss-ela:RL.K.6" ] }, { "id": "mt_thsY1ZesaU", "type": "META", "subject": "English", "domain": "Reading Comprehension", "name": "Discussing Texts as a Group", "description": "Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities", "ageRangeStart": 5, "ageRangeEnd": 10, "centrality": 0.01641586867305062, "evidence": [ "Share ideas about a book in a group discussion", "Listen to and respond to others' opinions about a text", "Take turns speaking and build on what classmates have said about a book" ], "assessmentPrompt": "When {{name}}'s class discusses a book they've all read, does {{name}} join in — sharing their own ideas and listening to what others think, even if their view is different?", "standards": [ "ccss-ela:RI.K.10", "ccss-ela:RL.K.10", "uk-nc-2013:Eng.UKS2.Read.Comp.6", "uk-nc-2013:Eng/KS1/Y2/C/2d", "uk-nc-2013:Eng/KS1/Y2/C/3", "uk-nc-2013:Eng/KS1/Y2/C/4", "uk-nc-2013:Eng_LKS2_Read_Comp_16", "uk-nc-2013:Eng_Y1_RC_12", "uk-nc-2013:Eng_Y1_RC_13" ] }, { "id": "mt_mLPEMpYb_R", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Listening to Texts Read Aloud", "description": "Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details", "ageRangeStart": 5, "ageRangeEnd": 10, "centrality": 0.2503419972640219, "evidence": [ "Answer questions about a story or non-fiction text read aloud by the teacher", "Discuss events, characters, or ideas from chapter books read to the class", "Ask for clarification when something in a read-aloud is not understood" ], "assessmentPrompt": "After you read a story aloud to {{name}}, can they answer questions about what happened — like who the main character was, where the story took place, and what the problem was?", "standards": [ "ccss-ela:RI.3.10", "ccss-ela:RL.3.10", "ccss-ela:SL.1.2", "ccss-ela:SL.K.2", "uk-nc-2013:Eng.UKS2.Read.Comp.1a", "uk-nc-2013:Eng.UKS2.Read.Comp.1b", "uk-nc-2013:Eng.UKS2.Read.Comp.1c", "uk-nc-2013:Eng.UKS2.Read.Comp.7", "uk-nc-2013:Eng/KS1/Y2/C/1a", "uk-nc-2013:Eng_LKS2_Read_Comp_1", "uk-nc-2013:Eng_Y1_RC_01" ] }, { "id": "mt_aFvsj35QzC", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Main Topic of Informational Texts", "description": "Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1108071135430917, "evidence": [ "State what a non-fiction text is mostly about in one sentence", "List two or three important facts learned from an informational text", "Explain how two events or ideas in a text are connected" ], "assessmentPrompt": "After {{name}} reads a short fact book — like one about animals or space — can they tell you what the main topic was and give you a few key facts they learned from it?", "standards": [] }, { "id": "mt_OlhMP7ShFT", "type": "REPRESENTATIONAL", "subject": "English", "domain": "Reading Comprehension", "name": "Pictures and Text Working Together", "description": "Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension", "ageRangeStart": 5, "ageRangeEnd": 9, "centrality": 0.005471956224350205, "evidence": [ "Use pictures to predict or confirm story events", "Describe what is happening in an illustration and how it relates to the text", "Explain how an illustration adds information not stated in words" ], "assessmentPrompt": "When {{name}} is reading a picture book, do they look at the illustrations to help them understand what's happening in the story — and can they explain how a picture connects to the words on the page?", "standards": [ "ccss-ela:RI.1.6", "ccss-ela:RI.1.7", "ccss-ela:RI.2.7", "ccss-ela:RI.3.7", "ccss-ela:RI.K.7", "ccss-ela:RL.1.7", "ccss-ela:RL.2.7", "ccss-ela:RL.3.7", "ccss-ela:RL.K.7" ] }, { "id": "mt_E5KC4AnRLW", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Reading between the lines", "description": "Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do", "ageRangeStart": 5, "ageRangeEnd": 10, "centrality": 0.09575923392612859, "evidence": [ "Answer 'who', 'what', 'where' questions about a text using evidence", "Infer a character's feelings from their actions (e.g. 'She's sad because she's crying')", "Make logical guesses about unstated information using text clues" ], "assessmentPrompt": "While reading a story, can {{name}} answer questions like \"Why did the character do that?\" or \"How do you think they felt?\" — using clues from the text rather than just guessing?", "standards": [ "ccss-ela:RI.3.1", "ccss-ela:RL.3.1", "uk-nc-2013:Eng.UKS2.Read.Comp.2b" ] }, { "id": "mt_rQ2YJJi4uh", "type": "META", "subject": "English", "domain": "Reading Comprehension", "name": "Self-Correcting While Reading", "description": "Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context", "ageRangeStart": 5, "ageRangeEnd": 11, "centrality": 0.09028727770177838, "evidence": [ "Notice when reading does not make sense and stop to re-read", "Self-correct errors mid-sentence (e.g. 'Wait, that doesn't sound right')", "Use meaning, sentence structure, and visual cues together to monitor reading" ], "assessmentPrompt": "When {{name}} is reading and something doesn't quite make sense, do they go back and re-read that part — or use the surrounding words to work out what a tricky word or sentence means?", "standards": [ "ccss-ela:RF.5.4.c", "uk-nc-2013:Eng.UKS2.Read.Comp.2a", "uk-nc-2013:Eng/KS1/Y2/C/2b", "uk-nc-2013:Eng_LKS2_Read_Comp_10", "uk-nc-2013:Eng_LKS2_Read_Comp_9", "uk-nc-2013:Eng_Y1_RC_08" ] }, { "id": "mt_xjl6AEhnjk", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Characters' Viewpoints and Responses", "description": "Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.0533515731874145, "evidence": [ "Identify who is telling a story and explain how you know (e.g. 'The wolf is telling the story because he says I')", "Describe how a character responds to a problem or challenge using evidence from the text (e.g. 'When the bridge broke, she decided to swim across')", "Compare how two characters from different stories react to a similar situation (e.g. how two heroes show bravery in different ways)" ], "assessmentPrompt": "When {{name}} reads a story told from one character's point of view, can they think about how a different character in the same story might have seen events differently?", "standards": [] }, { "id": "mt_fL1Xz8ostr", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Expressive and Sensory Language", "description": "Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.04240766073871409, "evidence": [ "Spot recurring story language such as 'Once upon a time' and 'happily ever after'", "Identify sensory words and phrases in a poem: 'the icy wind howled'", "Share a favourite word or phrase from a story and explain why it appeals" ], "assessmentPrompt": "When {{name}} reads a poem or a story with vivid language, can they pick out a phrase they really liked — and tell you why it works well or how it made them feel?", "standards": [ "ccss-ela:RI.3.4", "ccss-ela:RL.1.4", "ccss-ela:RL.2.4", "ccss-ela:RL.3.4", "uk-nc-2013:Eng/KS1/Y2/C/1e", "uk-nc-2013:Eng/KS1/Y2/C/1g", "uk-nc-2013:Eng_LKS2_Read_Comp_7" ] }, { "id": "mt_QCWWmDMYZR", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Main Topic & Key Details", "description": "Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea", "ageRangeStart": 6, "ageRangeEnd": 10, "centrality": 0.02462380300957592, "evidence": [ "Identify the main topic of a multi-paragraph informational text and state the focus of individual paragraphs", "Describe how specific details and facts in the text support the main idea", "Explain how events, ideas, or steps in a text are connected (e.g. cause-effect, sequence, comparison)" ], "assessmentPrompt": "When {{name}} reads a multi-page article — like a school text about a historical event — can they tell you the main idea and then explain what each section was specifically about?", "standards": [ "ccss-ela:RI.2.8", "ccss-ela:RI.3.2", "ccss-ela:RI.4.2" ] }, { "id": "mt_ZhUuT__i2H", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Non-Fiction Text Features", "description": "Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.06566347469220246, "evidence": [ "Use a contents page to find information on a specific topic in a non-fiction book", "Identify the purpose of headings, glossary, and index in an information text", "Recognise that non-fiction books can be structured as lists, time order, or question-and-answer" ], "assessmentPrompt": "When {{name}} is using a non-fiction book for a school project, do they know how to use the headings, contents page, and index to find what they need quickly?", "standards": [ "ccss-ela:RI.1.2", "ccss-ela:RI.1.5", "ccss-ela:RI.2.5", "ccss-ela:RI.2.6", "ccss-ela:RI.3.5", "uk-nc-2013:Eng/KS1/Y2/C/1d", "uk-nc-2013:Eng_LKS2_Read_Comp_2" ] }, { "id": "mt_zlSoIKPyId", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Retelling Stories with Structure", "description": "Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending)", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.04514363885088919, "evidence": [ "Retell a familiar story in order, including at least three key details from beginning, middle, and end", "Describe a character's appearance, actions, or personality using details from the text", "Explain how the beginning of a story introduces the characters and setting, and how the ending concludes the action" ], "assessmentPrompt": "After reading a story, can {{name}} describe the main character — including what kind of person they are, what they wanted, and how they felt at the end — using details from the book?", "standards": [ "ccss-ela:RL.1.2", "ccss-ela:RL.1.3", "ccss-ela:RL.2.5", "uk-nc-2013:Eng/KS1/Y2/C/1c", "uk-nc-2013:Eng/KS1/Y2/C/2c" ] }, { "id": "mt_VEwM7ClYYE", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Story Sequence and Central Message", "description": "Discuss the sequence of events in narrative texts and how items of information are related in non-fiction, retelling stories including key details and demonstrating understanding of central message or lesson", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.09028727770177838, "evidence": [ "Retell a story in correct sequence with beginning, middle, and end", "Identify the central message or lesson of a story", "Explain how two pieces of information in a non-fiction text are connected" ], "assessmentPrompt": "After {{name}} finishes a chapter book, can they explain the beginning, middle, and end in their own words — and describe what the story was really about at its heart?", "standards": [ "ccss-ela:RI.1.3", "ccss-ela:RI.2.10", "ccss-ela:RL.1.2", "ccss-ela:RL.2.10", "uk-nc-2013:Eng/KS1/Y2/C/1b", "uk-nc-2013:Eng/KS1/Y2/C/1c" ] }, { "id": "mt_gR5_n99Ntt", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Forms of Poetry and Performance", "description": "Recognise different forms of poetry (free verse, narrative poetry, haiku) and discuss their features; prepare poems and play scripts to read aloud and perform with understanding through intonation, tone, volume and action", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.04651162790697674, "evidence": [ "Name at least two different forms of poetry and describe a feature of each (e.g., 'narrative poetry tells a story', 'free verse does not have a regular rhyme or rhythm')", "Recognise the form of a given poem and explain how you identified it (e.g., 'This is a narrative poem because it has characters and a plot')", "Prepare and perform a poem or play script extract showing understanding through changes in intonation, volume, and expression" ], "assessmentPrompt": "When {{name}} reads a poem aloud, do they change their voice to match the mood — reading excitedly for a lively poem or quietly for a sad one — rather than reading it flat?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.1g", "uk-nc-2013:Eng.UKS2.Read.Comp.1h", "uk-nc-2013:Eng_LKS2_Read_Comp_6", "uk-nc-2013:Eng_LKS2_Read_Comp_8" ] }, { "id": "mt_ukLvUD8DFA", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Inferring Characters' Feelings and Motives", "description": "Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.09165526675786594, "evidence": [ "Infer a character's feelings or motives from their actions and dialogue (e.g. 'She slammed the door — how is she feeling?')", "Justify an inference by quoting or pointing to specific evidence in the text", "Distinguish between what is explicitly stated and what must be inferred from clues in the text" ], "assessmentPrompt": "After {{name}} reads a chapter of a novel, can they explain how a character was feeling and why — pointing to something the character said or did as their evidence?", "standards": [ "ccss-ela:RI.4.1", "ccss-ela:RL.4.1", "uk-nc-2013:Eng.UKS2.Read.Comp.2c", "uk-nc-2013:Eng_LKS2_Read_Comp_11" ] }, { "id": "mt_sMAcZW6vWM", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Main Ideas & Note-Taking", "description": "Identify main ideas drawn from more than one paragraph and summarise them; retrieve and record information from non-fiction texts using notes, tables or other methods", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.06292749658002736, "evidence": [ "Read a multi-paragraph non-fiction text and state the main idea of each paragraph in one sentence", "Summarise a text of 3+ paragraphs in 2-3 sentences capturing the key points", "Retrieve specific information from a non-fiction text and record it using a simple table or notes (e.g., 'Name: hedgehog, Habitat: woodland, Diet: insects')" ], "assessmentPrompt": "When {{name}} reads a long non-fiction article or chapter, can they pull out the most important points and write them as a short summary — rather than just copying chunks of text?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.2e", "uk-nc-2013:Eng.UKS2.Read.Comp.5", "uk-nc-2013:Eng_LKS2_Read_Comp_13", "uk-nc-2013:Eng_LKS2_Read_Comp_15" ] }, { "id": "mt_v33BwiyRnd", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Story Lessons and Morals", "description": "Determine the central message, lesson, or moral of a story, fable, or folktale, explaining what the story teaches the reader and supporting the interpretation with key details from the text", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03830369357045144, "evidence": [ "State the lesson or moral of a fable in one sentence (e.g. 'The Tortoise and the Hare teaches that slow and steady wins the race')", "Explain what a story's central message is using at least two details from the text as support", "Distinguish the central message from a summary of events — explain what the story means, not just what happens" ], "assessmentPrompt": "After reading a fable like \"The Tortoise and the Hare\", can {{name}} tell you the lesson the story is teaching — and point to a moment in the story that shows that lesson?", "standards": [] }, { "id": "mt_aVZJhPbc_1", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Text Features & Presentation", "description": "Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.03283173734610123, "evidence": [ "Explain how an author's word choices create a particular effect (e.g., 'The author uses \"crept\" instead of \"walked\" to make it feel sneaky and tense')", "Identify how a text's structure helps the reader (e.g., 'The headings help you find information quickly', 'The story builds suspense before the ending')", "Explain how a presentational feature contributes to meaning (e.g., 'The bold words are important vocabulary', 'The diagram shows how the water cycle works')" ], "assessmentPrompt": "When {{name}} reads a page with headings, diagrams, or bold words, can they explain how those features help — like \"the diagram shows the water cycle because the words alone are hard to picture\"?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.2f", "uk-nc-2013:Eng_LKS2_Read_Comp_14" ] }, { "id": "mt_yHQacItlhf", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Themes and messages", "description": "Identify recurring themes (good vs evil, friendship, bravery) and conventions (once upon a time, moral at the end, hero's journey) across a wide range of books including fairy stories, myths, legends and traditional tales", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.04103967168262654, "evidence": [ "Identify a common theme across two different stories (e.g., 'Both \"Jack and the Beanstalk\" and \"The Three Billy Goats Gruff\" are about bravery overcoming a threat')", "Name literary conventions found in fairy tales and myths (e.g., 'once upon a time', magical numbers like three, a quest or journey, good triumphing over evil)", "Explain how the same theme can appear in different genres (e.g., friendship in a realistic story vs a myth)" ], "assessmentPrompt": "After reading a few different fairy tales or myths, can {{name}} spot patterns — like \"the hero always faces three challenges\" or \"good always wins in the end\" — across the different stories?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.1e", "uk-nc-2013:Eng_LKS2_Read_Comp_5" ] }, { "id": "mt_KmPZ5diLEP", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Character Traits and Motivation", "description": "Analyse character traits, motivations, and feelings using text evidence, and distinguish one's own point of view from that of the narrator or characters", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06976744186046512, "evidence": [ "Identify two character traits from a story and cite the specific actions or dialogue that reveal each trait", "Explain why a character made a particular decision by linking their motivation to events in the text", "Describe where one's own opinion about a character differs from the narrator's portrayal and explain why" ], "assessmentPrompt": "When {{name}} reads a story, can they describe why a character made a particular choice — explaining their motivations — and also say whether they personally agree with what the character did?", "standards": [] }, { "id": "mt_w4wKFP3jud", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Connecting Ideas in Texts", "description": "Describe connections between events, ideas, or concepts in informational text using time, sequence, cause-and-effect, and comparison language, and identify logical connections between sentences and paragraphs", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Read a science text and identify three cause-and-effect relationships using signal words like 'because', 'as a result'", "Explain the sequence of steps in a technical procedure using time-order language ('first', 'next', 'finally')", "Describe how two paragraphs in a text are connected (e.g. comparison, cause/effect, or sequence)" ], "assessmentPrompt": "After reading a non-fiction passage — like one about climate or history — can {{name}} explain what caused something to happen, what the effect was, and how the author linked those ideas together?", "standards": [] }, { "id": "mt_H0ajATAlus", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Morals in Fables, Folktales and Myths", "description": "Explain how the central message, lesson, or moral of a story is conveyed through key details across diverse text types including fables, folktales, and myths", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03146374829001368, "evidence": [ "Retell a fable and identify the moral, citing three key details that convey it", "Compare how two myths from different cultures convey a similar central message through different events", "Explain the difference between the topic of a story and its central message or lesson" ], "assessmentPrompt": "After reading a myth or folktale from another culture, can {{name}} explain what lesson or value it was teaching — and say which details in the story showed that?", "standards": [] }, { "id": "mt_ujwtRoYJ34", "type": "LANGUAGE", "subject": "English", "domain": "Reading Comprehension", "name": "Structural terminology", "description": "Use structural terminology (chapter, scene, stanza) to refer to parts of literary texts and describe how each successive part builds on earlier sections", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02325581395348837, "evidence": [ "Identify chapters, scenes, or stanzas in a given text and use the correct term for each", "Explain how the second stanza of a poem builds on the mood established in the first", "Describe how a specific chapter advances the plot by referring to events in earlier chapters" ], "assessmentPrompt": "When {{name}} talks about a book they're reading, do they use words like \"chapter\", \"stanza\", or \"scene\" correctly — and can they explain how a later chapter builds on what happened earlier?", "standards": [] }, { "id": "mt_OltpfaX7l6", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Why the author wrote it", "description": "Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Read an opinion article and state the author's point of view, then state one's own and explain how they differ", "Identify whether an author's purpose is to inform, persuade, or entertain, citing evidence from the text", "Explain how word choices in an informational text reveal the author's attitude toward the topic" ], "assessmentPrompt": "When {{name}} reads a fact book or an article, can they tell you what the author's purpose was — like whether they were trying to inform, persuade, or entertain — and whether they agree with the author's viewpoint?", "standards": [] }, { "id": "mt_8FwtdJzeDh", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Combining information from texts", "description": "Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02051983584131327, "evidence": [ "Read two informational texts on the same topic and identify information that appears in both, information unique to each, and any contradictions between them", "Combine key details from two sources into a coherent summary or short report that draws on both texts", "Explain how reading a second text on the same topic added to, confirmed, or challenged understanding gained from the first text" ], "assessmentPrompt": "If {{name}} is researching a topic using two different books or articles, can they combine the information they've gathered from both to talk or write about the subject more fully than either source alone?", "standards": [ "ccss-ela:RI.4.9" ] }, { "id": "mt_ZanQuV90qi", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Cultural Allusions and Word Meaning", "description": "Determine the meaning of words and phrases as used in literary texts, including understanding references to mythology and cultural allusions (e.g., Herculean, Achilles' heel)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01094391244870041, "evidence": [ "Explain the meaning of an allusion drawn from mythology when encountered in a text, e.g. identify that 'Herculean task' means an extremely difficult task, referencing Hercules' legendary labours", "Use context and knowledge of word parts to determine the meaning of unfamiliar words in a poem or story, explaining how the word contributes to tone or meaning", "Identify when an author is using a word figuratively rather than literally and explain the intended meaning in context" ], "assessmentPrompt": "When {{name}} reads a story that mentions something like \"a Herculean task\" or \"an Achilles heel\", can they work out what it means — or look it up and explain the mythological reference behind it?", "standards": [ "ccss-ela:RL.4.4" ] }, { "id": "mt_nKS_vCYrg3", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Explaining Events & Ideas", "description": "Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01915184678522572, "evidence": [ "Explain a historical event described in an informational text by identifying both what happened and the causes leading to it, using specific details from the text", "Describe the steps in a procedure or process presented in an informational text, explaining why each step is necessary based on information in the text", "Identify cause-and-effect relationships between ideas or events in an informational passage and explain them using evidence from the text" ], "assessmentPrompt": "After reading a non-fiction article that explains how something works — like how volcanoes form — can {{name}} write down the main steps or causes in their own words, citing the specific evidence the author used?", "standards": [ "ccss-ela:RI.4.3" ] }, { "id": "mt_A0htaNaK7b", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Finding Theme and Summarising", "description": "Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04514363885088919, "evidence": [ "Identify the theme of a story (e.g. courage, friendship, overcoming adversity) by examining what characters learn, how they change, and what the author emphasises across the whole text", "Distinguish theme from topic: explain that a topic might be 'war' while the theme is 'the cost of conflict on families'", "Summarise a story, chapter, or poem objectively, including only key events and details without inserting personal opinions or minor details" ], "assessmentPrompt": "After reading a novel or a poem, can {{name}} explain the theme — like \"it's about not giving up\" — and then write a brief summary of the plot without mixing it up with their own opinions?", "standards": [ "ccss-ela:RL.4.2", "ccss-ela:RL.5.2" ] }, { "id": "mt_j32D5DZX7x", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Firsthand and Secondhand Accounts", "description": "Compare and contrast a firsthand account (autobiography, diary, letter) with a secondhand account (biography, textbook, news report) of the same event or topic, identifying differences in focus and information provided", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.005471956224350205, "evidence": [ "Explain the difference between a firsthand account (written by someone who experienced the event) and a secondhand account (written by someone who researched it), using specific examples", "Compare a diary entry and a textbook passage about the same historical event, identifying what each account includes, omits, and emphasises", "Analyse how the perspective of the writer (participant vs observer/researcher) affects the information provided, the language used, and the overall tone" ], "assessmentPrompt": "If {{name}} reads both a diary entry by someone who was at a historical event and a textbook account of the same event, can they explain what's different about the two — like what details each one includes and why?", "standards": [ "ccss-ela:RI.4.6" ] }, { "id": "mt_k-V37x3zsF", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "How authors support their points", "description": "Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.005471956224350205, "evidence": [ "Identify the key points an author makes in an informational text and list the specific reasons and evidence provided to support each point", "Evaluate whether the evidence an author uses (facts, statistics, examples, expert opinions) is relevant to the point being made and sufficient to be convincing", "Distinguish between well-supported claims backed by evidence and unsupported opinions or assertions in an informational text" ], "assessmentPrompt": "After reading a persuasive article — like one arguing for or against something — can {{name}} identify the reasons the author gives and say whether each one is convincing and well-supported?", "standards": [ "ccss-ela:RI.4.8" ] }, { "id": "mt_Eehl12cSnN", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "In-Depth Character and Setting Analysis", "description": "Describe in depth a character, setting, or event in a story or drama, drawing on specific details from the text such as a character's thoughts, words, actions, and interactions", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06703146374829001, "evidence": [ "Write a detailed character description drawing on evidence from multiple points in the text, including what the character says, does, thinks, and how others respond to them", "Describe a setting in depth by citing specific sensory details, figurative language, and mood clues the author provides", "Explain how a key event affects the characters and plot development, citing specific textual details about actions, reactions, and consequences" ], "assessmentPrompt": "After {{name}} reads a chapter where an important event happens, can they write or talk about it in detail — describing what the character thought, said, and did, using specific words and moments from the text?", "standards": [ "ccss-ela:RL.4.3" ] }, { "id": "mt_KbCCmLmxYN", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Interpreting visual information in texts", "description": "Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01915184678522572, "evidence": [ "Read and interpret data from a chart, graph, or table included in an informational text and explain how it supports or extends the written information", "Explain how a diagram, map, or timeline in an informational text helps the reader understand the topic in ways that words alone might not", "Synthesise information from both the written text and a visual element (graph, illustration, infographic) to draw a conclusion that neither source provides independently" ], "assessmentPrompt": "When {{name}} reads a non-fiction article that includes a chart or timeline, can they explain what extra information those visuals add — beyond what the written text says?", "standards": [ "ccss-ela:RI.4.7" ] }, { "id": "mt_E_OryWIYkn", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Narrator's Point of View", "description": "Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06703146374829001, "evidence": [ "Identify whether a story is told in first person (I/we) or third person (he/she/they) and explain how this affects what the reader knows about characters' thoughts and feelings", "Compare two versions of a story or event told from different points of view and explain how each narrator's perspective changes what is emphasised, omitted, or revealed", "Explain why an author might choose first-person narration (immediacy, personal voice) versus third-person narration (broader view, objectivity) for a particular story" ], "assessmentPrompt": "After reading a story written in first person, can {{name}} explain how the story might feel different if it were told by a different character or by a narrator watching from the outside?", "standards": [ "ccss-ela:RL.4.6" ] }, { "id": "mt_4IxR66uGLc", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Poems, Drama & Prose", "description": "Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.0533515731874145, "evidence": [ "Compare a poem, a play script, and a prose passage on a similar theme, identifying the structural features unique to each form (e.g. stanzas vs scenes vs chapters)", "Identify and explain the function of structural elements in drama: cast list, stage directions (in italics or brackets), dialogue format, and scene divisions", "Describe how structural elements of poetry such as verse, rhythm, meter, and line breaks affect how a poem is read aloud and how meaning is conveyed" ], "assessmentPrompt": "Can {{name}} look at a poem, a play, and a chapter from a novel and explain how each is laid out differently — for example, that a play has stage directions and a poem has verses?", "standards": [ "ccss-ela:RL.4.5" ] }, { "id": "mt_0MfpLj0Uhb", "type": "META", "subject": "English", "domain": "Reading Comprehension", "name": "Recommending Books", "description": "Recommend books to peers, giving reasons for choices based on knowledge of a wide range of genres, authors, and themes, and making comparisons within and across books", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06703146374829001, "evidence": [ "Recommend a book to a peer by explaining its genre, theme, and what makes it engaging, comparing it to other books the peer has enjoyed", "Justify a book recommendation by referring to specific features such as the author's style, the plot structure, or how a theme is developed", "Maintain a reading log or book review collection that captures key responses to books read and serves as a reference for future recommendations" ], "assessmentPrompt": "When {{name}} recommends a book to a friend, can they explain clearly why they think that person would enjoy it — mentioning the genre, characters, and themes rather than just saying \"it's good\"?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.1d" ] }, { "id": "mt_oVwNnjYPUY", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Structure of information texts", "description": "Describe the overall structure of an informational text (chronology, comparison, cause/effect, problem/solution) and explain how the author's chosen structure helps convey information and ideas", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03419972640218878, "evidence": [ "Identify which organisational structure an informational text uses (chronological order, compare/contrast, cause/effect, or problem/solution) and cite textual features that signal it", "Explain how signal words (first, then, finally for chronology; however, similarly for comparison; because, as a result for cause/effect; the solution was for problem/solution) reveal text structure", "Compare two informational texts on the same topic that use different structures and explain how each structure affects the way information is presented to the reader" ], "assessmentPrompt": "When {{name}} reads a non-fiction text, can they identify how it's organised — for example, \"this one is structured as a problem and solution\" or \"this one goes through events in time order\" — and explain why that structure works?", "standards": [ "ccss-ela:RI.4.5" ] }, { "id": "mt_t06dHX2ZYw", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Text & Media Connections", "description": "Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.002735978112175103, "evidence": [ "Compare a passage from a book with a film or audio adaptation, identifying specific moments where the visual or oral version matches or departs from the written text", "Explain how a film, illustration, or dramatic performance interprets a scene from a story, citing specific textual descriptions the adaptation reflects", "Identify details in the written text (descriptions of setting, character appearance, dialogue) that a visual or oral presentation brings to life, and note any differences" ], "assessmentPrompt": "If {{name}} has read a book and then seen a film version, can they compare the two — pointing out moments where the film showed something differently from how the book described it?", "standards": [ "ccss-ela:RL.4.7" ] }, { "id": "mt_tX0R4-4WXy", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Themes Across Cultures and Traditions", "description": "Compare and contrast the treatment of similar themes, topics, and story patterns (e.g., good vs evil, quest narratives, trickster tales) in stories, myths, and traditional literature from different cultures", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03146374829001368, "evidence": [ "Compare how two myths or folk tales from different cultures treat a similar theme (e.g., creation, heroism, the importance of honesty) and explain both similarities and differences", "Identify recurring story patterns across cultures such as the trickster figure, the quest, or the transformation, providing specific examples from texts read", "Explain how cultural context shapes the way a universal theme is expressed differently in stories from various traditions" ], "assessmentPrompt": "If {{name}} has read two quest stories from different cultures — like a Greek myth and a West African folktale — can they compare how each treats the hero's journey and what values each story prizes?", "standards": [ "ccss-ela:RL.4.9" ] }, { "id": "mt_sUVOS2jH3J", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Comparing Books", "description": "Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06566347469220246, "evidence": [ "Compare how two authors develop similar themes using different narrative techniques", "Identify similarities and differences between characters across books by the same author", "Analyse how settings function differently in two texts from the same genre" ], "assessmentPrompt": "After reading a few books by the same author or in the same genre, can {{name}} compare them — discussing what themes, styles, or character types the author tends to use?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.1f" ] }, { "id": "mt_WRlJ0-hAOG", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Comparing Characters, Settings and Events", "description": "Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06703146374829001, "evidence": [ "Create a Venn diagram comparing two characters' traits using textual evidence", "Explain how a change in setting affects the mood and characters' actions in a story", "Analyse how two events in a narrative are connected through cause and effect" ], "assessmentPrompt": "After reading a novel with several main characters, can {{name}} compare two of them in detail — explaining how their personalities, experiences, and relationships are both similar and different?", "standards": [ "ccss-ela:RL.5.3" ] }, { "id": "mt_-1okUh0Jdv", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Comparing Structure in Information Texts", "description": "Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03419972640218878, "evidence": [ "Identify the organisational structure of two texts on the same topic", "Explain how one text uses cause/effect while another uses problem/solution to present information", "Analyse why an author chose a particular structure for their informational text" ], "assessmentPrompt": "If {{name}} reads two non-fiction texts about the same topic that are organised differently — one in time order and one comparing two sides — can they describe those structural differences and explain how each one shapes the reader's experience?", "standards": [ "ccss-ela:RI.5.5" ] }, { "id": "mt_LCJNRaRXtW", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Different viewpoints in texts", "description": "Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06703146374829001, "evidence": [ "Identify whether a story uses first-person or third-person narration and explain the effect", "Explain how events would be described differently if told from another character's perspective", "Analyse how the narrator's knowledge or bias affects what information the reader receives" ], "assessmentPrompt": "Can {{name}} explain how a story told by an all-knowing narrator feels different from one told by a single character who only knows their own side — and give an example of how that changes what the reader knows?", "standards": [ "ccss-ela:RL.5.6" ] }, { "id": "mt_iv-BJS9W60", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Explaining Relationships in Texts", "description": "Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Explain the cause-and-effect relationship between events in a historical text", "Describe how a scientific process involves sequential steps that depend on each other", "Identify how key individuals in a text influenced events or other people" ], "assessmentPrompt": "After reading a history or science text about how two events or discoveries were connected, can {{name}} explain that relationship clearly — describing how one thing led to or influenced the other?", "standards": [ "ccss-ela:RI.5.3" ] }, { "id": "mt_V6456X6pJE", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Fact vs opinion", "description": "Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Identify and label statements as fact or opinion in a newspaper article", "Explain why a statement is a fact by citing verifiable evidence or why it is an opinion", "Recognise persuasive techniques that present opinions as if they were facts" ], "assessmentPrompt": "When {{name}} reads a newspaper article or non-fiction text, can they point out which parts are facts and which parts are the author's opinions — and explain how they can tell the difference?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.4" ] }, { "id": "mt_jO0gHMk7Ti", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "How Authors Treat Similar Themes", "description": "Compare and contrast stories in the same genre on their approaches to similar themes and topics, identifying how different authors treat common ideas", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03146374829001368, "evidence": [ "Compare how two mystery stories create suspense using different techniques", "Identify common themes in adventure stories and explain how each author develops them differently", "Analyse how two authors from the same genre approach the theme of friendship or courage" ], "assessmentPrompt": "After reading two adventure stories in the same genre, can {{name}} compare how each author handled similar elements — like the hero's challenge or the resolution — and say which approach they preferred and why?", "standards": [ "ccss-ela:RL.5.9" ] }, { "id": "mt_furAIwoO9t", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "How Language Choices Affect the Reader", "description": "Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "Explain how a specific metaphor or simile affects the reader's understanding or emotions", "Evaluate an author's choice of descriptive language and its impact on atmosphere", "Compare how different authors use figurative language to achieve similar effects" ], "assessmentPrompt": "When {{name}} reads a descriptive passage with figurative language — like \"the sun was a burning eye\" — can they explain what image or feeling the author was creating and whether it was effective?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.3" ] }, { "id": "mt_PetJM-AYz9", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "How Parts Build a Whole Text", "description": "Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Map the structure of a novel showing how each chapter advances plot or character development", "Explain how individual stanzas in a poem build toward a central theme or message", "Analyse how scenes in a play work together to develop conflict and resolution" ], "assessmentPrompt": "After finishing a novel, can {{name}} explain how each chapter contributed to the whole — like how an early chapter introduced a tension that wasn't resolved until much later?", "standards": [ "ccss-ela:RL.5.5" ] }, { "id": "mt_IX37F4rNed", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Justifying Views About Texts", "description": "Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.173734610123119, "evidence": [ "State an opinion about a character's motivations and support it with three pieces of textual evidence", "Construct a reasoned argument about an author's message using quotes from the text", "Respond to an alternative interpretation by providing counter-evidence from the text" ], "assessmentPrompt": "When {{name}} shares an opinion about a book — like \"I think the villain had a point\" — can they back it up with specific quotes or events from the text, rather than just saying how they feel?", "standards": [ "uk-nc-2013:Eng.UKS2.Read.Comp.8" ] }, { "id": "mt_xsk3iuNVVI", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Multimedia elements in texts", "description": "Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.002735978112175103, "evidence": [ "Explain how illustrations in a graphic novel convey emotion or advance the story", "Analyse how visual elements such as colour and layout affect the tone of a multimedia text", "Compare how the same scene is portrayed in text versus in visual or audio format" ], "assessmentPrompt": "When {{name}} reads a graphic novel or illustrated book, can they explain how the pictures and layout — not just the words — help tell the story or create a particular mood?", "standards": [ "ccss-ela:RL.5.7" ] }, { "id": "mt_5FREdVoS8s", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Multiple Accounts of Events", "description": "Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.005471956224350205, "evidence": [ "Compare two news articles about the same event and identify differences in perspective", "Explain how the author's background or purpose affects their account of an event", "Identify which facts are consistent across accounts and which details differ based on viewpoint" ], "assessmentPrompt": "If {{name}} reads two different accounts of the same event — like two news articles covering the same story — can they explain what each account emphasises, what each leaves out, and why the perspectives differ?", "standards": [ "ccss-ela:RI.5.6" ] }, { "id": "mt_ak_ZgoMKRQ", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Quoting Accurately from Texts", "description": "Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04377564979480164, "evidence": [ "Select and copy exact words from a text to support an inference about character motivation", "Use quotation marks correctly when incorporating textual evidence into written responses", "Introduce quotes with signal phrases such as 'The author states' or 'According to the text'" ], "assessmentPrompt": "When {{name}} writes about a book or article for school, do they quote from the text directly — putting the exact words in speech marks — to support their points?", "standards": [ "ccss-ela:RI.5.1", "ccss-ela:RL.5.1" ] }, { "id": "mt_XnRhhEqJLJ", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Summarising Non-Fiction Main Ideas", "description": "Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Identify the main ideas in each section of an informational article", "List key details that support each main idea in a multi-paragraph text", "Write an objective summary capturing the main ideas without adding personal opinions" ], "assessmentPrompt": "After reading a long non-fiction article, can {{name}} identify two or three main ideas it covers and write a brief summary that captures all of them — without adding their own opinions?", "standards": [ "ccss-ela:RI.5.2" ] }, { "id": "mt_S3XMQOYt_D", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Supporting ideas with evidence", "description": "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.005471956224350205, "evidence": [ "Match each of an author's main points with the evidence used to support it", "Evaluate whether the evidence provided adequately supports the author's argument", "Identify points in a text that lack sufficient evidence or reasoning" ], "assessmentPrompt": "After reading a persuasive text, can {{name}} map out which reasons the author uses to support which specific points — showing that they understand the structure of the argument, not just the conclusion?", "standards": [ "ccss-ela:RI.5.8" ] }, { "id": "mt_kJ4xXKL_nO", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Synthesising across multiple texts", "description": "Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02051983584131327, "evidence": [ "Combine information from three sources into a coherent paragraph using own words", "Create a fact sheet that synthesises key information from multiple texts on one topic", "Present information orally that draws on multiple sources while crediting the sources" ], "assessmentPrompt": "When {{name}} writes a school report using several sources, do they bring together information from all of them into their own words — rather than just quoting or copying from one source at a time?", "standards": [ "ccss-ela:RI.5.9" ] }, { "id": "mt_JVVKT-_AD9", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Using Multiple Sources", "description": "Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.07250341997264022, "evidence": [ "Use search features, indexes, and headings to locate specific information across sources", "Synthesise information from two or more sources to answer a research question", "Evaluate which source provides the most relevant information for a given question" ], "assessmentPrompt": "When {{name}} needs to answer a research question for school, can they search across several books or websites to find the relevant information quickly — rather than reading every source from start to finish?", "standards": [ "ccss-ela:RI.5.7" ] }, { "id": "mt_II6iw4BmJI", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Analysing Text Structure", "description": "Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.01641586867305062, "evidence": [ "Explain how a non-chronological structure (e.g., flashback, frame narrative) creates suspense or surprise", "Analyse the role of a specific paragraph in developing and refining a key concept in a non-fiction text", "Compare how two texts use different structures (e.g., epistolary vs. linear narrative) and the effect of each" ], "assessmentPrompt": "When {{name}} analyses a poem or novel, can they explain how the author's structural choices — like starting in the middle of the action, or ending with a repeated image — shape the overall meaning of the text?", "standards": [ "ccss-ela:RI.6.5", "ccss-ela:RI.7.5", "ccss-ela:RI.8.5", "ccss-ela:RL.6.5", "ccss-ela:RL.7.5", "ccss-ela:RL.8.5", "uk-nc-2013:KS3-ENG-R-3a" ] }, { "id": "mt_1GF5MeNZPA", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Critical comparison across texts", "description": "Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.07797537619699042, "evidence": [ "Compare how two novels treat a shared theme (e.g., growing up) using specific evidence from both", "Analyse how a modern retelling draws on and transforms elements from a traditional story or myth", "Compare conflicting accounts of the same event in two non-fiction texts and evaluate which is more convincing" ], "assessmentPrompt": "After reading texts from very different times or cultures, can {{name}} compare them thoughtfully — noting not just surface similarities but deeper differences in values, style, and what the author assumed about their reader?", "standards": [ "ccss-ela:RI.6.9", "ccss-ela:RI.7.9", "ccss-ela:RI.8.9", "ccss-ela:RL.7.9", "ccss-ela:RL.8.9", "uk-nc-2013:KS3-ENG-R-1c", "uk-nc-2013:KS3-ENG-R-3e" ] }, { "id": "mt_gMSFymQlrW", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Evaluating Arguments in Non-Fiction", "description": "Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.173734610123119, "evidence": [ "Identify the main claim in an argument text and evaluate whether the evidence presented is sufficient", "Spot logical fallacies or irrelevant evidence introduced to distract from weak reasoning", "Compare two opposing arguments on the same issue and evaluate which is more convincing, with reasons" ], "assessmentPrompt": "When {{name}} reads a persuasive piece — like an editorial or a speech — can they identify the rhetorical techniques being used, evaluate whether the argument is logically sound, and explain what might be biased or misleading?", "standards": [ "ccss-ela:RI.6.8", "ccss-ela:RI.7.8", "ccss-ela:RI.8.8", "uk-nc-2013:KS3-ENG-R-2b", "uk-nc-2013:KS3-ENG-R-3e" ] }, { "id": "mt_DVSHx3YMkN", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Figurative Language and Literary Devices", "description": "Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.173734610123119, "evidence": [ "Identify a metaphor or simile in a passage and explain its effect on the reader", "Explain how an author's word choice creates a particular tone (e.g., menacing, humorous, melancholic)", "Recognise an allusion to a myth, the Bible, or another text and explain what it adds to the meaning" ], "assessmentPrompt": "When {{name}} reads a passage containing a metaphor, irony, or allusion, can they explain what the author really meant — going beyond the literal words to describe the effect that device creates for the reader?", "standards": [ "ccss-ela:RI.6.4", "ccss-ela:RI.7.4", "ccss-ela:RI.8.4", "ccss-ela:RL.6.4", "ccss-ela:RL.7.4", "ccss-ela:RL.8.4", "uk-nc-2013:KS3-ENG-R-3a" ] }, { "id": "mt_x2sWtfTeYT", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Narrative Perspective and Unreliable Narrators", "description": "Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1614227086183311, "evidence": [ "Identify the narrative perspective of a text and explain how it limits or expands the reader's knowledge", "Explain how dramatic irony arises when the reader knows something a character does not", "Compare how the same event might be told differently from two characters' perspectives" ], "assessmentPrompt": "When {{name}} reads a story with an unreliable narrator — where the person telling the story isn't fully trustworthy — can they spot the clues that suggest the narrator isn't giving the full picture?", "standards": [ "ccss-ela:RI.6.6", "ccss-ela:RI.7.6", "ccss-ela:RI.8.6", "ccss-ela:RL.6.6", "ccss-ela:RL.7.6", "ccss-ela:RL.8.6", "uk-nc-2013:KS3-ENG-R-3c" ] }, { "id": "mt_Hqz5y_tWz2", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Plot Structure and Character Development", "description": "Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1614227086183311, "evidence": [ "Trace how a character's attitude changes across a story and identify the turning points", "Explain how a specific incident in a drama propels the action or provokes a decision", "Analyse how the setting influences a character's behaviour or the mood of a scene" ], "assessmentPrompt": "After reading a novel, can {{name}} explain how the main character changed from the beginning to the end — pointing to specific events that caused that change and how the setting shaped who they became?", "standards": [ "ccss-ela:RL.6.3", "ccss-ela:RL.7.3", "ccss-ela:RL.8.3", "uk-nc-2013:KS3-ENG-R-3c" ] }, { "id": "mt_aClzPBiS9k", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Poetic forms and conventions", "description": "Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1723666210670315, "evidence": [ "Identify the form of a poem (e.g., sonnet, haiku, ballad) and explain its key structural features", "Analyse how a poet uses rhythm or sound devices to reinforce meaning or mood", "Explain how enjambment or a caesura affects the pace and emphasis of a line" ], "assessmentPrompt": "When {{name}} reads a poem, can they identify its form — like a sonnet or a ballad — and explain how the poet's use of rhyme, rhythm, and imagery contributes to the poem's meaning or emotional impact?", "standards": [ "ccss-ela:RL.6.5", "ccss-ela:RL.7.5", "uk-nc-2013:KS3-ENG-R-3b" ] }, { "id": "mt_jIcgbCmziD", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Purpose, audience, and context", "description": "Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.02599179206566347, "evidence": [ "Identify the intended audience and purpose of a text and explain how the language choices reflect this", "Compare a newspaper article and a scientific report on the same topic, noting differences in register and structure", "Explain how knowing the historical or social context of a text deepens understanding" ], "assessmentPrompt": "When {{name}} reads something written for a very different audience — like a scientific journal article versus a children's book on the same topic — can they explain how the purpose and audience shaped the language, tone, and structure?", "standards": [ "ccss-ela:RI.6.6", "ccss-ela:RI.7.6", "ccss-ela:RI.8.6", "uk-nc-2013:KS3-ENG-R-2c" ] }, { "id": "mt_wGxq92Na5g", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Tracing Theme Across a Text", "description": "Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.04514363885088919, "evidence": [ "Identify a theme in a novel and explain how specific events develop it across the plot", "Distinguish between the topic of a text (what it is about) and the theme (what it is saying)", "Write a concise, objective summary of a chapter or article without inserting personal opinion" ], "assessmentPrompt": "After reading a novel or long poem, can {{name}} explain what it was really about at its deepest level — the central idea or theme — and trace how that idea developed through key moments in the text?", "standards": [ "ccss-ela:RI.6.2", "ccss-ela:RI.7.2", "ccss-ela:RI.8.2", "ccss-ela:RL.6.2", "ccss-ela:RL.7.2", "ccss-ela:RL.8.2", "uk-nc-2013:KS3-ENG-R-2d" ] }, { "id": "mt_tIi6L1n7kF", "type": "CONCEPTUAL", "subject": "English", "domain": "Reading Comprehension", "name": "Understanding drama and performance", "description": "Understand how dramatists communicate meaning through performance — including staging, direction, set design, lighting, and actors' choices — and how different productions can interpret the same script differently", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1614227086183311, "evidence": [ "Explain how a director's staging choices (e.g., set, lighting, blocking) affect the audience's understanding", "Compare two productions or adaptations of the same play and evaluate different interpretive choices", "Analyse how a filmed or live production stays faithful to or departs from the original script" ], "assessmentPrompt": "After watching a stage or film production of a play they've read, can {{name}} discuss how specific choices — like the lighting, the actor's tone, or the set design — interpreted the script, and whether they agreed with those choices?", "standards": [ "ccss-ela:RL.6.7", "ccss-ela:RL.7.7", "ccss-ela:RL.8.7", "uk-nc-2013:KS3-ENG-R-3d" ] }, { "id": "mt_dmFnJzxKwz", "type": "PROCEDURAL", "subject": "English", "domain": "Reading Comprehension", "name": "Using and Evaluating Textual Evidence", "description": "Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.173734610123119, "evidence": [ "Identify a relevant quotation to support an inference about a character's feelings", "Explain why one piece of evidence is stronger than another for supporting a claim", "Use embedded quotations in a written response to back up an analytical point" ], "assessmentPrompt": "When {{name}} makes a point about a text in class or in writing, do they back it up with a specific quote or reference — and can they explain whether that evidence strongly supports their point or only weakly?", "standards": [ "ccss-ela:RI.6.1", "ccss-ela:RI.7.1", "ccss-ela:RI.8.1", "ccss-ela:RL.6.1", "ccss-ela:RL.7.1", "ccss-ela:RL.8.1", "uk-nc-2013:KS3-ENG-R-2b" ] }, { "id": "mt_9k1qcpvVi_", "type": "META", "subject": "English", "domain": "Reading Comprehension", "name": "Wide Independent Reading Across Genres", "description": "Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.06429548563611491, "evidence": [ "Choose books independently that offer appropriate challenge and genuine interest", "Read at least two Shakespeare plays and a range of pre-1914 and contemporary literature during KS3", "Maintain a personal reading record and articulate preferences with reasons" ], "assessmentPrompt": "Does {{name}} read for pleasure across a wide range of books — fiction, non-fiction, poetry, plays — and can they talk enthusiastically about authors, genres, or themes they've discovered on their own?", "standards": [ "ccss-ela:RI.6.10", "ccss-ela:RI.7.10", "ccss-ela:RI.8.10", "ccss-ela:RL.6.10", "ccss-ela:RL.7.10", "ccss-ela:RL.8.10", "uk-nc-2013:KS3-ENG-R-1a", "uk-nc-2013:KS3-ENG-R-1b" ] }, { "id": "mt_f8n4txtLej", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Asking Questions", "description": "Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood", "ageRangeStart": 4, "ageRangeEnd": 11, "centrality": 0.07113543091655267, "evidence": [ "Ask a question when something is unclear or more information is needed", "Answer questions with relevant and specific information", "Request clarification politely (e.g. 'Can you explain that again?')" ], "assessmentPrompt": "If {{name}} doesn't understand something — like instructions for a game or an explanation from a teacher — do they ask a question to find out more rather than just guessing?", "standards": [ "ccss-ela:SL.1.3", "ccss-ela:SL.2.3", "ccss-ela:SL.3.3", "ccss-ela:SL.4.3", "ccss-ela:SL.5.3", "ccss-ela:SL.K.3", "uk-nc-2013:Eng.SL.2" ] }, { "id": "mt_4A7FYmvVhA", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Describing Aloud", "description": "Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations", "ageRangeStart": 4, "ageRangeEnd": 8, "centrality": 0.1559507523939808, "evidence": [ "Describe a familiar person or place using several details", "Speak clearly and loudly enough for the whole group to hear", "Organise ideas logically when sharing information or telling about an event" ], "assessmentPrompt": "Can {{name}} tell you about something that happened — like a trip or a film — in enough detail that you could really picture it, speaking clearly so you can follow along?", "standards": [ "ccss-ela:SL.1.4", "ccss-ela:SL.1.6", "ccss-ela:SL.2.4", "ccss-ela:SL.2.6", "ccss-ela:SL.3.4", "ccss-ela:SL.3.6", "ccss-ela:SL.K.4", "ccss-ela:SL.K.6", "uk-nc-2013:Eng.SL.5", "uk-nc-2013:Eng.SL.8" ] }, { "id": "mt_n6GhzDPllD", "type": "META", "subject": "English", "domain": "Speaking & Listening", "name": "Exploring Ideas Through Talk", "description": "Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas; use strategies to build vocabulary through talk", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2038303693570452, "evidence": [ "Wonder aloud about possibilities (e.g. 'What if...' or 'I think it might be because...')", "Try out new vocabulary in conversation after hearing it in a story or lesson", "Explore ideas through talk before committing them to writing" ], "assessmentPrompt": "When {{name}} is trying to figure something out — like why something happened in a story or how something works — do they talk through their ideas out loud and explore possibilities before settling on an answer?", "standards": [ "uk-nc-2013:Eng.SL.3", "uk-nc-2013:Eng.SL.7" ] }, { "id": "mt_S0hzjAeLSK", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Expressing & Justifying Opinions", "description": "Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.1491108071135431, "evidence": [ "State an opinion and give a reason (e.g. 'I think ... because ...')", "Participate in a class presentation or performance with confidence", "Explain thinking when answering a question rather than just giving a one-word answer" ], "assessmentPrompt": "When {{name}} disagrees with something or has an opinion, can they say why they think that and back it up with a reason rather than just saying \"because I just do\"?", "standards": [ "uk-nc-2013:Eng.SL.4", "uk-nc-2013:Eng.SL.9" ] }, { "id": "mt_wwdRhPyz6s", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Group discussions", "description": "Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions", "ageRangeStart": 4, "ageRangeEnd": 11, "centrality": 0.1641586867305062, "evidence": [ "Stay on topic during a conversation for multiple turns", "Build on what another speaker has said (e.g. 'I agree because...')", "Maintain focus and contribute meaningfully in group discussions" ], "assessmentPrompt": "When {{name}} is chatting with a friend or taking part in a group activity, can they keep a conversation going back and forth — listening, responding, and building on what the other person said?", "standards": [ "uk-nc-2013:Eng.SL.6" ] }, { "id": "mt_mB7DVai-Uf", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Listening and responding", "description": "Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking", "ageRangeStart": 4, "ageRangeEnd": 11, "centrality": 0.3009575923392613, "evidence": [ "Demonstrate attentive listening by making eye contact and responding relevantly", "Follow classroom discussion rules (e.g. raise hand, wait for turn)", "Show understanding of what was said by paraphrasing or responding appropriately" ], "assessmentPrompt": "When {{name}} is in a group conversation at school or at the dinner table, do they listen while others are talking and wait for their turn before speaking?", "standards": [ "uk-nc-2013:Eng.SL.1" ] }, { "id": "mt_ZBMcX2oRor", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Reciting Poetry", "description": "Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations", "ageRangeStart": 6, "ageRangeEnd": 10, "centrality": 0.03693570451436388, "evidence": [ "Recite a poem from memory with expression and clear enunciation", "Add a drawing or visual display to support an oral description or presentation", "Present information to the class using complete sentences and audible voice" ], "assessmentPrompt": "Can {{name}} memorise a short poem and recite it with expression — changing their voice to match the mood of the words?", "standards": [ "ccss-ela:SL.1.4", "ccss-ela:SL.1.5", "ccss-ela:SL.1.6", "ccss-ela:SL.2.5", "ccss-ela:SL.2.6", "ccss-ela:SL.3.5", "ccss-ela:SL.3.6", "ccss-ela:SL.4.5", "uk-nc-2013:Eng.SL.10", "uk-nc-2013:Eng.SL.9", "uk-nc-2013:Eng/KS1/Y2/C/1h" ] }, { "id": "mt_sXRHr7tfS5", "type": "META", "subject": "English", "domain": "Speaking & Listening", "name": "Engaging Listeners and Valuing Viewpoints", "description": "Gain, maintain and monitor the interest of listeners when speaking; consider and evaluate different viewpoints, attending to and building on others' contributions; begin to select appropriate language for different situations", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.05198358413132695, "evidence": [ "Use strategies to engage listeners during a presentation (e.g., make eye contact, vary tone and pace, ask the audience a question)", "Listen to a peer's viewpoint and respond by agreeing, disagreeing, or extending their idea with a reason (e.g., 'I agree with Priya because… but I also think…')", "Choose more formal language for a class presentation and more informal language for a group discussion, explaining the difference" ], "assessmentPrompt": "When {{name}} is talking in a group, do they notice if people are losing interest and adjust how they're speaking — or pick up on what others have said and add to it thoughtfully?", "standards": [ "uk-nc-2013:Eng.SL.10", "uk-nc-2013:Eng.SL.11", "uk-nc-2013:Eng.SL.12" ] }, { "id": "mt_yrMniCJu_S", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Preparing for and Explaining in Discussions", "description": "Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Read assigned material and prepare three discussion points or questions before a group conversation", "During discussion, refer explicitly to the text or preparation notes to support a point", "After a group exchange, explain how one's own thinking changed or was confirmed by others' contributions" ], "assessmentPrompt": "If {{name}} knows they're going to discuss a topic in class, do they think about it beforehand and come ready with ideas or facts to share?", "standards": [ "ccss-ela:SL.4.1", "ccss-ela:SL.4.1.a", "ccss-ela:SL.4.1.b", "ccss-ela:SL.4.1.c", "ccss-ela:SL.4.1.d", "ccss-ela:SL.5.1.a" ] }, { "id": "mt_ds2TOtP8I1", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Reporting & Recounting", "description": "Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Deliver a one-minute oral report on a chosen topic, including at least three organised facts", "Recount a personal experience using descriptive details and a clear beginning, middle, and end", "Self-assess a recorded presentation for pace, clarity, and inclusion of relevant details" ], "assessmentPrompt": "Can {{name}} give a short talk about a topic they've researched — presenting the key facts in a logical order and speaking clearly enough for others to follow?", "standards": [ "ccss-ela:SL.4.4", "ccss-ela:SL.5.4" ] }, { "id": "mt_iodbOOmEQs", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Identifying Reasons Behind a Speaker's Points", "description": "Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04651162790697674, "evidence": [ "Listen to a speaker's argument or presentation and list the specific reasons and evidence provided to support each main point", "Evaluate whether the reasons a speaker gives are logical and whether the evidence cited is relevant to the claim being made", "Ask follow-up questions that probe the strength of a speaker's reasoning, e.g. 'What evidence supports that claim?' or 'Are there other explanations?'" ], "assessmentPrompt": "When {{name}} listens to someone making an argument or giving reasons for something, can they tell you whether the reasons given actually support what the person is claiming?", "standards": [ "ccss-ela:SL.4.3" ] }, { "id": "mt_-DuXzMVVXQ", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Paraphrasing What You Hear", "description": "Paraphrase portions of a text read aloud or information presented in diverse media and formats, capturing the key ideas accurately in one's own words", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03830369357045144, "evidence": [ "Listen to a passage read aloud and restate the main idea and key details in own words without looking at the original text", "Paraphrase information from a short video, podcast, or presentation, identifying the central message and supporting details", "Distinguish between paraphrasing (restating in own words) and copying, demonstrating the ability to capture meaning without repeating exact wording" ], "assessmentPrompt": "If {{name}} listens to a short talk or watches a video clip about a topic, can they explain the main points back to you in their own words?", "standards": [ "ccss-ela:SL.4.2" ] }, { "id": "mt_bkvB7QYKwg", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Adapting Speech to Context", "description": "Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Present the same information formally to a panel and informally to peers", "Adjust vocabulary and sentence structure when speaking to different audiences", "Identify contexts that require formal English and those where informal speech is appropriate" ], "assessmentPrompt": "Does {{name}} naturally speak differently depending on who they're talking to — for example, more formally with a teacher than with a friend at the playground?", "standards": [ "ccss-ela:SL.5.6" ] }, { "id": "mt_LNYTNpJOGT", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Building on Others in Discussions", "description": "Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.008207934336525308, "evidence": [ "Ask follow-up questions that build on another speaker's comment", "Respond to a classmate's idea by adding supporting evidence or a related example", "Redirect a discussion by posing a question that connects to the main topic" ], "assessmentPrompt": "In a class discussion, does {{name}} ask questions that move the conversation forward and add comments that build on what others have said rather than just repeating the same ideas?", "standards": [ "ccss-ela:SL.5.1.c" ] }, { "id": "mt_Cc-QHVo747", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Drawing Conclusions from Discussion", "description": "Review the key ideas expressed in discussions and draw conclusions in light of information and knowledge gained from the discussion", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Summarise the main points made by different speakers in a group discussion", "Draw a conclusion that synthesises multiple viewpoints expressed in the discussion", "Explain how the discussion changed or confirmed initial understanding of a topic" ], "assessmentPrompt": "After a group discussion, can {{name}} pull together the main points that were made and explain what conclusion the group reached?", "standards": [ "ccss-ela:SL.5.1.d" ] }, { "id": "mt_on7FHCDmi-", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Evaluating a Speaker's Argument", "description": "Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04103967168262654, "evidence": [ "Identify the main claim in a spoken presentation and the evidence used to support it", "Evaluate whether a speaker's reasons logically support their main argument", "Explain which pieces of evidence most effectively support a speaker's points" ], "assessmentPrompt": "When {{name}} listens to a speaker making a case for something, can they explain back to you both what the speaker claimed and the reasons and evidence they gave to back it up?", "standards": [ "ccss-ela:SL.5.3" ] }, { "id": "mt_VtqvUORa8K", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Multimedia Presentations", "description": "Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Select graphics, images, or sound that support and clarify main ideas in a presentation", "Create slides or visual aids that enhance rather than distract from the spoken content", "Integrate multimedia elements smoothly into an oral presentation" ], "assessmentPrompt": "When {{name}} gives a presentation at school, do they think about including things like diagrams, slides, or pictures to help make their points clearer for the audience?", "standards": [ "ccss-ela:SL.5.5" ] }, { "id": "mt_A4YUbzUFan", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Summarising Spoken and Media Presentations", "description": "Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03830369357045144, "evidence": [ "Summarise the main points of a video or audio presentation in own words", "Identify key information from a graph, chart, or infographic and explain it orally", "Listen to a passage read aloud and provide an accurate summary of the content" ], "assessmentPrompt": "After listening to a talk or watching an informational video, can {{name}} give you a spoken summary of what the main message was in their own words?", "standards": [ "ccss-ela:SL.5.2" ] }, { "id": "mt_ylFTYS80d1", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Performing Scripts & Poetry", "description": "Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1614227086183311, "evidence": [ "Perform a scene from a play using appropriate intonation, volume, and pauses to convey character and mood", "Use improvisation to explore how a character might respond in a new situation", "Rehearse and perform a poem aloud, using pace and emphasis to bring out the meaning" ], "assessmentPrompt": "When {{name}} performs in a play or reads aloud from a script, do they use their voice — volume, pace, and expression — to bring the character or poem to life?", "standards": [ "uk-nc-2013:KS3-ENG-SE-1d" ] }, { "id": "mt_z07UNAIsNc", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Speaking Formally and Giving Presentations", "description": "Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.01778385772913817, "evidence": [ "Deliver a 2-3 minute presentation on a topic with a clear opening, organised points, and a conclusion", "Adapt language between formal and informal registers depending on the context and audience", "Maintain eye contact, appropriate pace, and clear articulation when speaking to a group" ], "assessmentPrompt": "Can {{name}} give a short prepared speech or presentation in Standard English — staying on point and adjusting their vocabulary to suit the audience?", "standards": [ "uk-nc-2013:KS3-ENG-SE-1a", "uk-nc-2013:KS3-ENG-SE-1b" ] }, { "id": "mt_Yrjn8jAt1c", "type": "PROCEDURAL", "subject": "English", "domain": "Speaking & Listening", "name": "Formal Debates", "description": "Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.240766073871409, "evidence": [ "Present an argument in a debate with a clear claim supported by evidence", "Respond to an opposing point by summarising it fairly before offering a counterargument", "Build on a previous speaker’s idea by extending, questioning, or challenging it constructively" ], "assessmentPrompt": "Has {{name}} taken part in a school debate where they had to argue a position with evidence, respond to the other side's points, and keep to the rules of formal discussion?", "standards": [ "uk-nc-2013:KS3-ENG-SE-1c" ] }, { "id": "mt_EqXlZfB4jp", "type": "LANGUAGE", "subject": "English", "domain": "Spelling & Word Study", "name": "Phonics Vocabulary", "description": "Know and use the vocabulary of phonics and word structure — phoneme, grapheme, GPC (grapheme-phoneme correspondence), blend, segment, digraph, CVC, vowel, consonant, syllable, root word, suffix, prefix, and homophone — and understand that these words describe the building blocks that phonics instruction is built on", "ageRangeStart": 4, "ageRangeEnd": 7, "centrality": 0.07660738714090287, "evidence": [ "Say the sounds for common graphemes (e.g. 'sh', 'ch', 'th', 'ee', 'igh') and use 'phoneme' and 'grapheme' correctly when explaining", "Blend sounds together to read an unfamiliar word and explain what they are doing using the word 'blend'", "Segment a word into its individual sounds for spelling and use the term 'segment' to describe the process" ], "assessmentPrompt": "When {{name}}'s teacher asks them to 'segment a word into phonemes' or spot a 'digraph', do they understand what those words mean and can they do the task without looking confused?", "standards": [] }, { "id": "mt_BhYJZUsErp", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Segmenting words into sounds", "description": "Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound", "ageRangeStart": 4, "ageRangeEnd": 7, "centrality": 0.08618331053351573, "evidence": [ "Write CVC words from dictation (e.g. 'cat', 'bed', 'hot')", "Segment words into individual sounds before choosing letters to write", "Spell simple words phonetically drawing on sound-letter knowledge" ], "assessmentPrompt": "Can {{name}} listen to a simple word like \"cat\" or \"ship\" and write down the letters for each sound they hear?", "standards": [ "ccss-ela:L.1.2d", "ccss-ela:L.1.2e", "ccss-ela:L.K.2c", "ccss-ela:L.K.2d", "uk-nc-2013:Eng_App1_Y1_04", "uk-nc-2013:Eng_App1_Y2_01", "uk-nc-2013:Eng_Y1_WT_01" ] }, { "id": "mt_AhfyJoTQtY", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Spelling from Dictation", "description": "Write simple sentences from memory when dictated by the teacher, applying taught GPCs, spelling rules, and common exception words", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.01641586867305062, "evidence": [ "Write a dictated sentence using phonically plausible spellings", "Include correct spelling of taught exception words in dictation", "Apply sentence punctuation in dictated writing" ], "assessmentPrompt": "If you read a sentence out loud to {{name}} and ask them to write it down, can they spell the words correctly and put the letters in the right order?", "standards": [ "uk-nc-2013:Eng/KS1/Y2/S/4", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_6", "uk-nc-2013:Eng_Y1_WT_10" ] }, { "id": "mt_QdMMLRYWhn", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Spelling Verb Endings", "description": "Spell words with common suffixes (-s/-es for plurals and third person verbs, -ing, -ed, -er, -est) where no change to the root word is needed", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.03419972640218878, "evidence": [ "Add -s or -es correctly to make plurals (e.g. 'cats', 'boxes')", "Spell words with -ing and -ed endings (e.g. 'jumping', 'helped')", "Add -er and -est to adjectives (e.g. 'quicker', 'quickest')" ], "assessmentPrompt": "When {{name}} writes about more than one dog or talks about something that is happening now, do they add the right ending — like \"dogs\" or \"jumping\" — without making spelling mistakes?", "standards": [ "uk-nc-2013:Eng_App1_Y1_12", "uk-nc-2013:Eng_App1_Y1_13", "uk-nc-2013:Eng_App1_Y1_14", "uk-nc-2013:Eng_Y1_WT_06", "uk-nc-2013:Eng_Y1_WT_08" ] }, { "id": "mt_zBUcAPDRPM", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "The Prefix un-", "description": "Spell words using the prefix un- to change meaning; understand that un- creates opposites or reverses actions", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01778385772913817, "evidence": [ "Spell words with un- prefix correctly (e.g. 'unhappy', 'unfair', 'undo')", "Explain how un- changes the meaning of a word", "Create new words by adding un- to known words" ], "assessmentPrompt": "Does {{name}} know that adding \"un-\" to the front of a word like \"happy\" or \"lock\" flips its meaning, and can they spell those words correctly?", "standards": [ "uk-nc-2013:Eng_App1_Y1_53", "uk-nc-2013:Eng_Y1_WT_07" ] }, { "id": "mt_Jq0MjURrRC", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Tricky words", "description": "Spell common exception words from memory that do not follow regular phonic patterns, including the days of the week", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.01778385772913817, "evidence": [ "Correctly spell high-frequency irregular words (e.g. 'said', 'the', 'was')", "Write all seven days of the week correctly", "Recall and write exception words in dictated sentences" ], "assessmentPrompt": "Can {{name}} spell tricky everyday words like \"said,\" \"were,\" \"come,\" and the days of the week from memory without needing to sound them out?", "standards": [ "uk-nc-2013:Eng/KS1/Y2/S/1c", "uk-nc-2013:Eng_App1_Y2_26", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_3", "uk-nc-2013:Eng_Y1_WT_02", "uk-nc-2013:Eng_Y1_WT_03" ] }, { "id": "mt_p_jxNLdus4", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Alternative Spellings for Sounds", "description": "Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.04787961696306429, "evidence": [ "Spell 'ball', 'call', 'walk' using alternative grapheme /ɔ:/ as 'a' before ll", "Distinguish homophones in writing: 'there/their/they’re', 'here/hear', 'quite/quiet'", "Spell words ending in -tion correctly: 'station', 'fiction', 'motion'" ], "assessmentPrompt": "When {{name}} writes and comes across a word where the same sound can be spelled different ways — like \"see\" and \"sea\" — do they know which spelling to use?", "standards": [ "ccss-ela:L.1.2d", "ccss-ela:L.1.2e", "ccss-ela:L.2.2d", "ccss-ela:L.3.2e", "ccss-ela:L.3.2f", "uk-nc-2013:Eng/KS1/Y2/S/1a", "uk-nc-2013:Eng/KS1/Y2/S/1b", "uk-nc-2013:Eng/KS1/Y2/S/1f", "uk-nc-2013:Eng/KS1/Y2/S/3", "uk-nc-2013:Eng_App1_Y2_14", "uk-nc-2013:Eng_App1_Y2_15", "uk-nc-2013:Eng_App1_Y2_16", "uk-nc-2013:Eng_App1_Y2_17", "uk-nc-2013:Eng_App1_Y2_18", "uk-nc-2013:Eng_App1_Y2_19", "uk-nc-2013:Eng_App1_Y2_24", "uk-nc-2013:Eng_App1_Y2_25", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_2" ] }, { "id": "mt_Z3G_97fnha", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Apostrophes for possession", "description": "Use the possessive apostrophe with singular nouns to show ownership (e.g., the girl's book, the dog's bone)", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.05471956224350205, "evidence": [ "Write 'the cat's tail' to show the tail belongs to the cat", "Distinguish plural -s ('the cats ran') from possessive 's ('the cat's bed') in writing", "Add a possessive apostrophe to a singular noun in a dictated sentence" ], "assessmentPrompt": "When {{name}} writes something belonging to one person or thing — like \"the dog's lead\" or \"the girl's bag\" — do they put the apostrophe in the right place?", "standards": [] }, { "id": "mt_IntmJBg4VQ", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Spelling Contracted Forms", "description": "Spell contracted forms correctly by placing the apostrophe where letters are omitted (can't, didn't, I'll, it's, etc.)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.05198358413132695, "evidence": [ "Write 'can't' for 'cannot', 'didn't' for 'did not' with apostrophe correctly placed", "Distinguish 'it's' (it is) from 'its' (possessive) in a sentence", "Expand a contraction back to its full form and explain which letters are missing" ], "assessmentPrompt": "When {{name}} writes a short form like \"can't\" or \"didn't,\" do they put the apostrophe in the right place to show where letters are missing?", "standards": [ "ccss-ela:L.1.2b", "uk-nc-2013:Eng/KS1/Y2/S/1d", "uk-nc-2013:Eng_App1_Y2_22" ] }, { "id": "mt_FYK8m6eHQm", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Suffixes", "description": "Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03419972640218878, "evidence": [ "Spell 'hoping' (drop e), 'cried' (y to i), 'running' (double consonant) applying the correct rule", "Add -ful, -less, -ness, -ly correctly: 'careful', 'hopeless', 'sadness', 'slowly'", "Identify which suffix rule to apply to a given root word and explain why" ], "assessmentPrompt": "When {{name}} adds an ending like \"-ing\" or \"-ed\" to a word, do they know when to drop a silent \"e,\" double the last letter, or change a \"y\" to an \"i\" — for example, \"running,\" \"baked,\" or \"happily\"?", "standards": [ "ccss-ela:L.1.2d", "uk-nc-2013:Eng/KS1/Y2/S/2", "uk-nc-2013:Eng_App1_Y2_10", "uk-nc-2013:Eng_App1_Y2_11", "uk-nc-2013:Eng_App1_Y2_12", "uk-nc-2013:Eng_App1_Y2_13", "uk-nc-2013:Eng_App1_Y2_21" ] }, { "id": "mt_HdI1y5KsBl", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Apostrophes for possession (age 7+)", "description": "Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.02188782489740082, "evidence": [ "Place the apostrophe correctly in plural possessives: 'the dogs' kennel' vs 'the dog's kennel'", "Write possessive forms of irregular plurals correctly (e.g. 'children's', 'women's', 'mice's')", "Distinguish singular possession (the boy's hat) from plural possession (the boys' hats) in dictated sentences" ], "assessmentPrompt": "When {{name}} writes about something belonging to a group — like \"the children's coats\" or \"the teachers' cars\" — do they put the apostrophe in the right place?", "standards": [ "ccss-ela:L.3.2d", "ccss-ela:L.4.2d", "uk-nc-2013:Eng.App2.Y4.Punc.2", "uk-nc-2013:Eng_App1_Sp_Y34_16", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_4", "uk-nc-2013:Eng_LKS2_Write_VGP_8" ] }, { "id": "mt_37QCuGOxFe", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Homophones", "description": "Distinguish and correctly spell common homophones and near-homophones encountered at Y3-4 level (e.g., accept/except, affect/effect, brake/break, grate/great), including using the /eɪ/ sound spelt ei, eigh, or ey", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Spell pairs of homophones correctly in context (e.g., 'there/their/they're', 'brake/break', 'grate/great')", "Choose the correct homophone to complete a sentence (e.g., 'The dog wagged its/it's tail')", "Spell words with the /eɪ/ sound as ei, eigh, or ey (e.g., vein, eight, they, neighbour)" ], "assessmentPrompt": "When {{name}} writes, do they use the right spelling for words that sound the same but mean different things — like \"brake\" (on a bike) and \"break\" (snap something)?", "standards": [ "uk-nc-2013:Eng_App1_Sp_Y34_15", "uk-nc-2013:Eng_App1_Sp_Y34_17", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_2" ] }, { "id": "mt_T6nrrf2K43", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Prefixes (age 7+)", "description": "Spell words with a range of prefixes (dis-, mis-, un-, re-, pre-, anti-, auto-, super-) understanding how each prefix modifies the root word's meaning without changing its spelling", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.02051983584131327, "evidence": [ "Spell words with prefixes dis-, mis-, re- correctly without altering the root (e.g., disappoint, misspell, return)", "Add prefixes un-, pre-, anti-, auto-, super- to root words and use the new word in a sentence (e.g., unhappy, preview, autograph)", "Explain how a prefix changes the meaning of a root word (e.g., 'dis-' means 'not' or 'opposite of')" ], "assessmentPrompt": "If {{name}} sees a word starting with \"dis-,\" \"mis-,\" or \"pre-,\" can they work out what the word means and spell it correctly by thinking about the prefix?", "standards": [ "ccss-ela:L.2.4b", "ccss-ela:RF.3.3.a", "uk-nc-2013:Eng.App2.Y3.Word.1", "uk-nc-2013:Eng.UKS2.Write.Trans.Spell.1", "uk-nc-2013:Eng_App1_Sp_Y34_04", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_1" ] }, { "id": "mt_O2dS6gvClw", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Spelling Word Lists (age 7+)", "description": "Spell words from the statutory word list for Years 3 and 4, including commonly misspelt words that do not follow regular patterns", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02325581395348837, "evidence": [ "Spell at least 20 words from the Y3-4 statutory list correctly (e.g., accident, believe, different, favourite, imagine)", "Identify tricky parts of statutory words and use a strategy to remember them (e.g., 'separate' has 'a rat' in the middle)", "Use statutory list words accurately in own writing across subjects" ], "assessmentPrompt": "Can {{name}} spell the tricky words on their school's Year 3 and 4 word list — like \"enough,\" \"believe,\" or \"separate\" — from memory when writing?", "standards": [ "uk-nc-2013:Eng_App1_Sp_Y34_18", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_3" ] }, { "id": "mt_tHtjfjjFrl", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Suffixes (age 7+)", "description": "Spell words using productive suffixes (-ation, -ly, -ous) and less common sound-spelling correspondences (/ɪ/ as y, /ʌ/ as ou, endings sounding like /ʒə/, /tʃə/, /ʒən/, /ʃən/) introduced in the Year 3-4 programme", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02735978112175103, "evidence": [ "Spell words with suffixes -ation (e.g., information, sensation), -ly (e.g., sadly, gently, happily), and -ous (e.g., famous, enormous, various)", "Spell words with less common vowel patterns: /ɪ/ as y (e.g., myth, gym), /ʌ/ as ou (e.g., young, touch, double)", "Spell words with endings /ʒə/ as -sure (e.g., measure, treasure), /tʃə/ as -ture (e.g., creature, furniture), /ʒən/ as -sion (e.g., division, television)" ], "assessmentPrompt": "Can {{name}} spell words with endings like \"-tion,\" \"-ous,\" or \"-ly\" correctly — for example, \"nation,\" \"famous,\" or \"quietly\" — without needing to look them up?", "standards": [ "uk-nc-2013:Eng_App1_Sp_Y34_01", "uk-nc-2013:Eng_App1_Sp_Y34_02", "uk-nc-2013:Eng_App1_Sp_Y34_03", "uk-nc-2013:Eng_App1_Sp_Y34_05", "uk-nc-2013:Eng_App1_Sp_Y34_06", "uk-nc-2013:Eng_App1_Sp_Y34_07", "uk-nc-2013:Eng_App1_Sp_Y34_08", "uk-nc-2013:Eng_App1_Sp_Y34_09", "uk-nc-2013:Eng_App1_Sp_Y34_10", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_1" ] }, { "id": "mt_6W5zzDIGZH", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Using a Dictionary to Check Spellings", "description": "Use the first two or three letters of a word to check its spelling in a dictionary; consult reference materials including beginning dictionaries to verify and correct spellings", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Locate a word in a dictionary using its first two or three letters (e.g., find 'beautiful' by looking up 'be-')", "Check and correct a misspelling by comparing with the dictionary entry (e.g., look up 'freind' → 'friend')", "Use a glossary or beginning dictionary to confirm spelling of a word used in own writing" ], "assessmentPrompt": "If {{name}} isn't sure how to spell a word, can they look it up in a dictionary by using the first two or three letters to find it quickly?", "standards": [ "ccss-ela:L.2.2e", "ccss-ela:L.3.2g", "ccss-ela:L.4.4c", "ccss-ela:L.5.4c", "uk-nc-2013:Eng.UKS2.Write.Trans.Spell.5", "uk-nc-2013:Eng.UKS2.Write.Trans.Spell.6", "uk-nc-2013:Eng_LKS2_Write_Trans_Spell_5" ] }, { "id": "mt_y8sicbhMci", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Spellings from Greek, French and Latin", "description": "Spell words with etymological letter patterns from Greek (ch = /k/), French (ch = /ʃ/, -gue, -que), and Latin (sc = /s/) origins", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.02325581395348837, "evidence": [ "Spell words with Greek ch such as 'scheme', 'chorus', 'chemist', 'echo' and explain the /k/ sound pattern", "Spell words with French ch such as 'chef', 'chalet', 'machine' and -gue/-que endings like 'league', 'unique'", "Spell words with Latin sc such as 'science', 'scene', 'discipline' and identify the silent letter pattern" ], "assessmentPrompt": "Does {{name}} know that some words have letter patterns from other languages — like \"ch\" making a \"k\" sound in \"school\" or \"chorus\" — and can they spell those words correctly?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.Trans.Spell.4" ] }, { "id": "mt_U_HQXCnAaG", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Advanced Spelling Conventions", "description": "Spell words using assorted Y5-6 conventions: doubling after -fer when the stress remains (referring but reference), using hyphens to join prefixes to root words (co-ordinate, re-enter), the /iː/ sound spelt ei after c (receive, ceiling), and the letter string ough representing different sounds (though, through, thought, thorough, plough)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02051983584131327, "evidence": [ "Apply the -fer doubling rule: double the r when the syllable is stressed (referring, preferred, transferred) but not when stress shifts (reference, preference)", "Use hyphens correctly when a prefix ends with the same letter the root begins with (re-enter, co-own) or to avoid ambiguity (re-cover vs recover)", "Read and spell words containing ough by recognising its multiple pronunciations: /oʊ/ (though), /uː/ (through), /ɔː/ (thought), /ʌf/ (rough), /aʊ/ (plough)" ], "assessmentPrompt": "Can {{name}} correctly spell tricky words like \"receive,\" \"though,\" or \"co-ordinate,\" including knowing when to use a hyphen or the \"-ei\" pattern after \"c\"?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.VGP.2b", "uk-nc-2013:Eng_App1_Sp_Y56_06", "uk-nc-2013:Eng_App1_Sp_Y56_07", "uk-nc-2013:Eng_App1_Sp_Y56_08", "uk-nc-2013:Eng_App1_Sp_Y56_09" ] }, { "id": "mt_u3OuIXqmAo", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Homophones (age 9+)", "description": "Distinguish and correctly spell homophones and commonly confused words at Y5-6 level (e.g., affect/effect, practice/practise, advice/advise, complement/compliment, aisle/isle, led/lead), including confused words such as to/too/two and there/their/they're", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02188782489740082, "evidence": [ "Select the correct spelling from a pair of homophones by analysing meaning in context, e.g. 'The doctor's advice (noun) was to practise (verb) daily'", "Spell commonly confused words accurately by applying word-class clues: advise/advice, practise/practice, licence/license (verb ends in -ise, noun ends in -ice)", "Identify and correct homophone errors in extended writing, including to/too/two, there/their/they're, whose/who's, and its/it's" ], "assessmentPrompt": "When {{name}} writes, do they use the right spelling for commonly mixed-up words — like \"affect\" vs \"effect,\" \"practice\" vs \"practise,\" or \"there,\" \"their,\" and \"they're\"?", "standards": [ "ccss-ela:L.4.1g", "uk-nc-2013:Eng.UKS2.Write.Trans.Spell.3", "uk-nc-2013:Eng_App1_Sp_Y56_11" ] }, { "id": "mt_XK7NYt61cO", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Silent Letters in Words", "description": "Spell words containing silent letters that are remnants of earlier pronunciation or etymology, recognising common silent-letter patterns and using word origins to remember them", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Identify and spell words with silent initial consonants: knight, know, write, wrap, gnaw, psalm, applying knowledge that these letters were once pronounced", "Spell words with silent internal letters: doubt (b), island (s), muscle (c), solemn (n), using etymological connections to aid memory (e.g. doubt from Latin dubitare)", "Use word families and etymology to remember silent letters, e.g. sign is related to signal where the g is pronounced" ], "assessmentPrompt": "When {{name}} writes words that have silent letters — like \"knight,\" \"wrap,\" or \"lamb\" — do they remember to include the silent letter even though you can't hear it?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.Trans.Spell.2", "uk-nc-2013:Eng_App1_Sp_Y56_10" ] }, { "id": "mt_9hBs430cU4", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Spelling -able & -ible", "description": "Spell words ending in -able/-ible and the corresponding adverb forms -ably/-ibly, applying patterns to determine which suffix to use based on the root word", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01641586867305062, "evidence": [ "Apply the guideline that -able is typically used with complete root words (enjoyable, comfortable) while -ible is used with incomplete roots (visible, possible), noting key exceptions", "Convert -able/-ible adjectives into adverbs by changing the ending to -ably/-ibly, e.g. comfortable → comfortably, possible → possibly, terrible → terribly", "Determine whether to drop or retain the final -e of the root when adding -able, e.g. adorable (drop e) vs changeable (keep e before soft g)" ], "assessmentPrompt": "When {{name}} needs to spell a word ending in \"-able\" or \"-ible\" — like \"comfortable\" or \"visible\" — can they choose the right ending and spell it correctly?", "standards": [ "uk-nc-2013:Eng_App1_Sp_Y56_04", "uk-nc-2013:Eng_App1_Sp_Y56_05" ] }, { "id": "mt_sJyZW4qYUG", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Spelling Word Lists (age 9+)", "description": "Spell words from the statutory word list for Years 5 and 6, including words with irregular or uncommon spelling patterns that must be learned individually", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02325581395348837, "evidence": [ "Spell high-frequency words from the Y5-6 list accurately in dictated sentences, e.g. accommodate, committee, correspond, exaggerate, immediately, necessary", "Use look-cover-write-check and mnemonic strategies to learn words with tricky patterns such as 'separate' (a rat in separate), 'rhythm' (rhythm helps your two hips move)", "Identify and self-correct misspellings of statutory list words when proof-reading extended writing" ], "assessmentPrompt": "Can {{name}} spell the challenging words on their school's Year 5 and 6 word list — like \"accommodate,\" \"conscience,\" or \"prejudice\" — from memory when writing?", "standards": [ "uk-nc-2013:Eng_App1_Sp_Y56_12" ] }, { "id": "mt_2X9Cd38eSJ", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Suffixes (age 9+)", "description": "Spell words with Latin and French suffix patterns: endings sounding like /ʃəs/ spelt -cious or -tious (e.g., precious, cautious), /ʃəl/ spelt -cial or -tial (e.g., official, essential), and words ending in -ant/-ance/-ancy vs -ent/-ence/-ency (e.g., observant/observance, confident/confidence)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01641586867305062, "evidence": [ "Apply the pattern that -cious follows a vowel (spacious, gracious) while -tious follows a consonant (cautious, ambitious), noting common exceptions like anxious", "Choose between -cial (usually after a vowel: special, official) and -tial (usually after a consonant: essential, partial) when spelling words with the /ʃəl/ ending", "Select -ant/-ance or -ent/-ence by checking whether the root ends in a hard c or g sound (-ant: significant) or a soft c or g sound (-ent: innocent), and by applying word-family strategies" ], "assessmentPrompt": "Can {{name}} spell words with tricky endings like \"-cious,\" \"-tious,\" or \"-cial\" — for example, \"precious,\" \"cautious,\" or \"official\" — without making mistakes?", "standards": [ "uk-nc-2013:Eng_App1_Sp_Y56_01", "uk-nc-2013:Eng_App1_Sp_Y56_02", "uk-nc-2013:Eng_App1_Sp_Y56_03" ] }, { "id": "mt_4PA9IrxtCQ", "type": "PROCEDURAL", "subject": "English", "domain": "Spelling & Word Study", "name": "Applying Spelling Rules to Complex Words", "description": "Spell correctly and consistently, applying the spelling patterns and rules from KS1-2 to increasingly complex vocabulary encountered in KS3 reading and subject-specific study", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.02872777017783858, "evidence": [ "Spell subject-specific vocabulary correctly when encountered in new domains (e.g., 'parliament', 'photosynthesis', 'algorithm')", "Apply known spelling rules and etymological patterns to unfamiliar words", "Use proofreading strategies to identify and correct spelling errors in own extended writing" ], "assessmentPrompt": "When {{name}} writes longer, more complex words in secondary school — like subject-specific vocabulary in science or history — do they spell them correctly without needing to check each time?", "standards": [ "ccss-ela:L.6.2b", "ccss-ela:L.7.2b", "uk-nc-2013:KS3-ENG-W-2c" ] }, { "id": "mt_6-MYToNZ39", "type": "LANGUAGE", "subject": "English", "domain": "Vocabulary", "name": "Discussing and Questioning New Words", "description": "Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known", "ageRangeStart": 5, "ageRangeEnd": 11, "centrality": 0.1696306429548564, "evidence": [ "Ask 'What does ___ mean?' when meeting unfamiliar words during reading", "Use context and pictures to work out what a new word might mean", "Explain a new word by connecting it to a known word (e.g. 'enormous means really really big')" ], "assessmentPrompt": "When {{name}} comes across a word they don't know in a book, do they try to figure out what it means from the other words around it and connect it to words they already know?", "standards": [ "ccss-ela:L.1.4", "ccss-ela:L.1.4a", "ccss-ela:L.2.4", "ccss-ela:L.2.4a", "ccss-ela:L.3.4a", "ccss-ela:L.4.4a", "ccss-ela:L.5.4a", "ccss-ela:L.K.4", "ccss-ela:L.K.4a", "ccss-ela:RI.1.4", "ccss-ela:RI.K.4", "ccss-ela:RL.K.4", "uk-nc-2013:Eng/KS1/Y2/C/1f", "uk-nc-2013:Eng_LKS2_Read_Comp_10", "uk-nc-2013:Eng_LKS2_Read_Comp_3", "uk-nc-2013:Eng_LKS2_Read_Comp_7", "uk-nc-2013:Eng_LKS2_Read_Comp_9", "uk-nc-2013:Eng_Y1_RC_06" ] }, { "id": "mt_VLu59hpQ4T", "type": "LANGUAGE", "subject": "English", "domain": "Vocabulary", "name": "Shades of Meaning", "description": "Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use", "ageRangeStart": 5, "ageRangeEnd": 9, "centrality": 0.04514363885088919, "evidence": [ "Compare similar verbs by acting them out (e.g. 'walk', 'march', 'strut', 'prance')", "Order adjectives by intensity (e.g. big, huge, gigantic)", "Connect vocabulary to personal experiences (e.g. note things at school that are 'colourful')" ], "assessmentPrompt": "Does {{name}} notice the difference between similar words — for example, knowing that \"scorching\" is stronger than \"warm,\" or that \"trotted\" is different from \"sprinted\"?", "standards": [ "ccss-ela:L.1.5c", "ccss-ela:L.1.5d", "ccss-ela:L.2.5", "ccss-ela:L.2.5b", "ccss-ela:L.3.5b", "ccss-ela:L.3.5c", "ccss-ela:L.K.5c", "ccss-ela:L.K.5d" ] }, { "id": "mt_oL9s_bufDp", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Sorting & Categorising Words", "description": "Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.1545827633378933, "evidence": [ "Group words or objects by category (e.g. animals, foods, colours)", "Identify and produce opposite pairs (e.g. 'big/small', 'hot/cold', 'go/stop')", "Explain why items belong together in a category" ], "assessmentPrompt": "Can {{name}} sort a group of words into categories — for example, separating fruits from vegetables — and tell you the opposite of common words like \"hot\" or \"fast\"?", "standards": [ "ccss-ela:L.1.5a", "ccss-ela:L.2.5a", "ccss-ela:L.K.5a", "ccss-ela:L.K.5b" ] }, { "id": "mt_NP101Zl-4g", "type": "LANGUAGE", "subject": "English", "domain": "Vocabulary", "name": "Using New Vocabulary", "description": "Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing", "ageRangeStart": 5, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Incorporate new vocabulary from read-alouds into conversations", "Attempt to use interesting or topic-specific words in own writing", "Use newly learned words appropriately in different contexts" ], "assessmentPrompt": "When {{name}} learns a new word from a book or conversation, do they try to use it themselves — in their writing or when they're talking?", "standards": [ "ccss-ela:L.1.6", "ccss-ela:L.2.6", "ccss-ela:L.3.6", "ccss-ela:L.K.6" ] }, { "id": "mt_aw0PldeT_L", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Word Parts as Clues", "description": "Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.005471956224350205, "evidence": [ "Recognise that -ed signals past tense (e.g. 'jumped' = already happened)", "Explain how un- makes a word mean the opposite (e.g. 'unhappy' = not happy)", "Use word parts to figure out the meaning of an unfamiliar word" ], "assessmentPrompt": "If {{name}} sees an unfamiliar word like \"unhelpful\" or \"jumped,\" can they use the beginning or ending of the word to work out what it means?", "standards": [ "ccss-ela:L.1.4b", "ccss-ela:L.2.4c", "ccss-ela:L.K.4b", "uk-nc-2013:Eng.App2.Y1.Word.3" ] }, { "id": "mt_f_dMmvzxwo", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Defining Words", "description": "Define words by category and by one or more key attributes (e.g., 'a duck is a bird that swims'), making real-life connections between words and their use", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.1272229822161423, "evidence": [ "Define 'tiger' as 'a large cat with stripes' — naming category and key attribute", "Connect the word 'cozy' to real-life examples: places at home that feel cozy", "Sort words into categories and explain why each word belongs" ], "assessmentPrompt": "Can {{name}} explain what a word means by saying what type of thing it is and what makes it special — for example, \"a penguin is a bird that can't fly but is great at swimming\"?", "standards": [ "ccss-ela:L.1.5a", "ccss-ela:L.1.5b", "ccss-ela:L.1.5c", "ccss-ela:L.3.4d", "uk-nc-2013:Eng/KS1/Y2/C/1f", "uk-nc-2013:Eng_LKS2_Read_Comp_3" ] }, { "id": "mt_UEe3MC5RZc", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Root Words & Inflections", "description": "Identify frequently occurring root words and their inflectional forms (e.g., look/looks/looked/looking), using affixes as clues to word meaning and understanding how suffixes create nouns and adjectives", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Identify 'play' as the root in 'played', 'playing', 'player'", "Explain that '-ful' in 'careful' means 'full of care'", "Use '-ness' and '-er' to form nouns from root words: 'sad → sadness', 'teach → teacher'" ], "assessmentPrompt": "When {{name}} sees words like \"play,\" \"plays,\" \"played,\" and \"playing,\" do they understand they all come from the same root word and can they use each form correctly?", "standards": [ "ccss-ela:L.1.4b", "ccss-ela:L.1.4c", "ccss-ela:L.3.4b", "uk-nc-2013:Eng.App2.Y2.Word.1", "uk-nc-2013:Eng.App2.Y2.Word.2", "uk-nc-2013:Eng.App2.Y2.Word.3" ] }, { "id": "mt_86DyHo9zO3", "type": "LANGUAGE", "subject": "English", "domain": "Vocabulary", "name": "Formal and Informal English", "description": "Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.03967168262653899, "evidence": [ "Identify whether a spoken or written example uses formal or informal language (e.g., 'Dear Sir' vs 'Hey mate')", "Rewrite an informal sentence in a more formal way (e.g., change 'Can I have some?' to 'May I please have some?')", "Explain why formal language might be used in one situation and informal in another (e.g., a letter to the headteacher vs a note to a friend)" ], "assessmentPrompt": "Does {{name}} understand the difference between how they'd write a text to a friend versus a formal letter — and can they explain why the language would be different?", "standards": [ "ccss-ela:L.2.3", "ccss-ela:L.2.3a", "ccss-ela:L.3.3b", "ccss-ela:L.4.3c", "ccss-ela:SL.4.6" ] }, { "id": "mt_p1imGSFgJT", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Word Families and Root Words", "description": "Explore word families based on common root words, understanding how words are related in form and meaning through shared roots, prefixes and suffixes (e.g., solve → solution, solver, dissolve, insoluble)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Generate at least 4 words in a word family from a given root (e.g., from 'play': player, playful, replay, playground)", "Explain how members of a word family are connected in meaning (e.g., 'solve, solution, dissolve all relate to finding answers or breaking apart')", "Use knowledge of a word family to predict the meaning of an unfamiliar member (e.g., knowing 'act' helps understand 'actor', 'action', 'react')" ], "assessmentPrompt": "If {{name}} knows the word \"cycle,\" can they work out what related words like \"recycle,\" \"bicycle,\" or \"cyclist\" mean by thinking about the shared root?", "standards": [ "ccss-ela:L.3.4c", "uk-nc-2013:Eng.App2.Y3.Word.3" ] }, { "id": "mt_SUOhjmRqv9", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Literal vs Figurative Language", "description": "Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Identify whether 'It's raining cats and dogs' is literal or nonliteral and explain what it means", "Read a passage and circle three phrases used nonliterally, restating each in literal terms", "Explain the difference between 'She was on fire' (figurative — performing well) and 'The log was on fire' (literal)" ], "assessmentPrompt": "When {{name}} reads a phrase like \"it's raining cats and dogs\" or \"she had butterflies in her stomach,\" do they know it doesn't mean what the words literally say?", "standards": [] }, { "id": "mt_E5YbLvMgLL", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Antonyms & Synonyms", "description": "Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Generate synonyms and antonyms for given words and explain subtle differences between synonyms, e.g. happy/joyful/ecstatic differ in intensity", "Use a thesaurus to find synonyms and select the most precise word for a given context, e.g. choosing 'sprinted' rather than 'ran' to convey speed", "Replace overused words in writing with more precise synonyms and explain how the substitution changes the tone or emphasis" ], "assessmentPrompt": "When {{name}} is writing, can they swap out a basic word for a more precise one — for example, replacing \"happy\" with \"elated\" or \"said\" with \"whispered\" — to make their meaning clearer?", "standards": [ "ccss-ela:L.4.5c", "ccss-ela:L.5.5c", "uk-nc-2013:Eng.App2.Y6.Word.2" ] }, { "id": "mt_WzOyJFKDIu", "type": "LANGUAGE", "subject": "English", "domain": "Vocabulary", "name": "Domain Vocabulary Across Subject Areas", "description": "Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.08344733242134063, "evidence": [ "Identify and define academic vocabulary (e.g., compare, contrast, summarise, evidence, interpret) used across multiple subject areas and use these words accurately in discussion and writing", "Determine the meaning of domain-specific words encountered in science, social studies, or maths texts (e.g., ecosystem, democracy, numerator) using context, glossaries, and prior knowledge", "Use newly acquired academic and domain-specific vocabulary in sentences that demonstrate understanding of precise meaning and appropriate context" ], "assessmentPrompt": "When {{name}} is studying a topic in science or history, do they pick up and correctly use the specific vocabulary for that subject — like \"erosion,\" \"parliament,\" or \"habitat\"?", "standards": [ "ccss-ela:L.4.6", "ccss-ela:L.5.6", "ccss-ela:RI.4.4", "ccss-ela:RI.5.4" ] }, { "id": "mt_x_Lg4RASVU", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Greek and Latin Roots for Word Meaning", "description": "Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "Identify common Greek and Latin roots in unfamiliar words and use root meaning to infer word meaning, e.g. 'aqua' (water) in aquarium/aquatic, 'dict' (say) in predict/dictionary", "Break a multi-morpheme word into prefix + root + suffix to determine meaning, e.g. un- (not) + believe + -able = not able to be believed", "Use knowledge of Greek-origin prefixes (auto-, tele-, micro-) and Latin-origin prefixes (inter-, trans-, sub-) to decode and define unfamiliar vocabulary in context" ], "assessmentPrompt": "If {{name}} comes across an unfamiliar word containing a Greek or Latin root they recognise — like \"port\" in \"transport\" or \"bio\" in \"biology\" — can they use that to work out the meaning?", "standards": [ "ccss-ela:L.4.4b", "ccss-ela:L.5.4b" ] }, { "id": "mt_IoGOSAQ8bz", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Idioms & Proverbs", "description": "Recognise and interpret common idioms (break the ice, hit the nail on the head), adages (actions speak louder than words), and proverbs (a stitch in time saves nine), understanding their figurative meanings and when to use them", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Explain the figurative meaning of common idioms encountered in texts, e.g. 'let the cat out of the bag' means to reveal a secret, not literally releasing a cat", "Interpret the meaning and intended lesson of adages and proverbs, e.g. explain that 'the early bird catches the worm' advises that acting promptly gives an advantage", "Use context clues to determine the meaning of an unfamiliar idiom or proverb encountered during reading and verify using a reference source" ], "assessmentPrompt": "If {{name}} hears a saying like \"don't judge a book by its cover\" or \"the early bird catches the worm,\" do they know what it really means and when you'd use it?", "standards": [ "ccss-ela:L.4.5b", "ccss-ela:L.5.5b" ] }, { "id": "mt_hJW7hVflm3", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Similes & Metaphors", "description": "Understand and identify similes (comparisons using like or as) and metaphors (direct comparisons stating something is something else) in texts, explaining how each creates imagery and conveys meaning", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "Identify similes in a text by locating comparisons using 'like' or 'as' and explain what two things are being compared and what quality is highlighted, e.g. 'The snow was like a white blanket'", "Identify metaphors in a text and explain the implied comparison, e.g. in 'Time is a thief', explain that time is compared to a thief because it takes things away", "Explain how a simile or metaphor in a poem or story creates a particular image or feeling for the reader that a literal description would not achieve" ], "assessmentPrompt": "When {{name}} reads a description like \"the moon was a silver coin\" or \"her smile was like sunshine,\" can they explain what image the author was trying to create?", "standards": [ "ccss-ela:L.4.5a", "ccss-ela:L.5.5a", "ccss-ela:RL.5.4" ] }, { "id": "mt_h3vmvQW5Wa", "type": "LANGUAGE", "subject": "English", "domain": "Vocabulary", "name": "Choosing Formal Vocabulary", "description": "Distinguish between formal and informal vocabulary, selecting words appropriate for formal speech and writing such as 'discover' instead of 'find out' and 'request' instead of 'ask for'", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Replace informal words with formal equivalents in a given text", "Identify formal vocabulary choices in official letters and reports", "Write the same message twice using formal vocabulary for a letter and informal vocabulary for a text message" ], "assessmentPrompt": "When {{name}} is writing something formal — like a letter or a report — do they choose more sophisticated words, like \"enquire\" instead of \"ask\" or \"sufficient\" instead of \"enough\"?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Word.1" ] }, { "id": "mt_1ro8W1cZYn", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Dialects & Registers", "description": "Compare and contrast the varieties of English used in stories, dramas, or poems, including dialects and registers, understanding how language varies by region, context, and purpose", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Identify dialect features in character dialogue and explain their effect", "Compare formal and informal registers in different types of texts", "Explain how an author uses language variety to develop character or setting" ], "assessmentPrompt": "When {{name}} reads a story with characters who speak in dialect or old-fashioned language, can they understand it and explain how it differs from the way we speak today?", "standards": [ "ccss-ela:L.5.3b" ] }, { "id": "mt_saW7PxtPxw", "type": "PROCEDURAL", "subject": "English", "domain": "Vocabulary", "name": "Using a Thesaurus to Choose Words", "description": "Use a thesaurus to find synonyms and extend vocabulary choices, selecting the most appropriate word based on context, connotation, and register", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Use a thesaurus to find three alternatives for overused words in own writing", "Select the most appropriate synonym from thesaurus options based on context and tone", "Explain why one synonym is more suitable than another for a specific sentence" ], "assessmentPrompt": "When {{name}} is writing and wants a better word than the one they first thought of, can they use a thesaurus and pick the right synonym for the context — not just any word that means something similar?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.Trans.Spell.7" ] }, { "id": "mt_OLwNsTI6C7", "type": "PROCEDURAL", "subject": "English", "domain": "Vocabulary", "name": "Academic Vocabulary", "description": "Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.04924760601915185, "evidence": [ "Use academic vocabulary (e.g., analyse, evaluate, justify, convey, imply) accurately and appropriately in essay writing", "Incorporate domain-specific terms from a subject studied (e.g., 'photosynthesis', 'legislature') into explanatory writing", "Draw a new word or phrase from a text read and use it consciously in own writing or speech" ], "assessmentPrompt": "Does {{name}} pick up new words from books and lessons and actually use them in their own writing and conversation — not just understand them when someone else uses them?", "standards": [ "ccss-ela:L.6.6", "ccss-ela:L.7.6", "ccss-ela:L.8.6", "uk-nc-2013:KS3-ENG-GV-1c" ] }, { "id": "mt_MlmIrLb_7x", "type": "CONCEPTUAL", "subject": "English", "domain": "Vocabulary", "name": "Advanced Figurative Language", "description": "Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1668946648426813, "evidence": [ "Explain the connotative difference between words with similar denotations (e.g., thrifty vs. stingy vs. economical)", "Identify irony or an allusion in a text and explain what it adds to the meaning", "Analyse an extended metaphor across a paragraph or poem and explain how it develops an idea" ], "assessmentPrompt": "When {{name}} reads a poem or novel and the author uses irony, a pun, or an unexpected comparison, can they explain what effect it creates and why the author chose those words?", "standards": [ "ccss-ela:L.6.5", "ccss-ela:L.6.5a", "ccss-ela:L.6.5c", "ccss-ela:L.7.5", "ccss-ela:L.7.5a", "ccss-ela:L.7.5c", "ccss-ela:L.8.5", "ccss-ela:L.8.5a", "uk-nc-2013:KS3-ENG-GV-1c", "uk-nc-2013:KS3-ENG-R-3a" ] }, { "id": "mt_WZnwITSWr8", "type": "PROCEDURAL", "subject": "English", "domain": "Vocabulary", "name": "Vocabulary Strategies", "description": "Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.03419972640218878, "evidence": [ "Use context clues (the overall meaning of a sentence, a word’s position or function) to infer the meaning of an unfamiliar word", "Break down a word using known Greek or Latin roots and affixes to deduce its meaning (e.g., 'malevolent' = mal- (bad) + volent (wishing))", "Look up a word in a dictionary to verify or refine an inferred meaning" ], "assessmentPrompt": "When {{name}} encounters an unfamiliar word in a book or article, can they work out its meaning using context clues, word roots, or a dictionary — and then check whether their guess was right?", "standards": [ "ccss-ela:L.6.4", "ccss-ela:L.6.4a", "ccss-ela:L.6.4b", "ccss-ela:L.7.4", "ccss-ela:L.7.4a", "ccss-ela:L.7.4b", "ccss-ela:L.8.4", "ccss-ela:L.8.4a", "ccss-ela:L.8.4b", "uk-nc-2013:KS3-ENG-R-2a" ] }, { "id": "mt_OyOYHlZ2_T", "type": "META", "subject": "English", "domain": "Writing Composition", "name": "Responding to Writing Feedback", "description": "With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.07660738714090287, "evidence": [ "Reread own writing and spot a missing word or unclear sentence", "Add a detail in response to a question (e.g. 'Can you tell me more about...?')", "Make at least one improvement to a piece based on feedback" ], "assessmentPrompt": "When {{name}}'s teacher asks them to read their own writing aloud and then asks \"does that bit make sense?\", can {{name}} listen to the feedback and make a simple change to improve it?", "standards": [ "ccss-ela:W.1.5", "ccss-ela:W.K.5", "uk-nc-2013:Eng/KS1/Y2/WC/3a", "uk-nc-2013:Eng_Y1_WC_04", "uk-nc-2013:Eng_Y1_WC_05" ] }, { "id": "mt_PJyCGJz5Hv", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Saying Sentences Before Writing Them", "description": "Say out loud what is going to be written; compose sentences orally before writing them down as preparation for independent writing", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1121751025991792, "evidence": [ "Say a complete sentence aloud before attempting to write it", "Rehearse a sentence orally more than once to hold it in memory", "Practise sentences with a partner before writing independently" ], "assessmentPrompt": "Before {{name}} starts writing a sentence, do they say it out loud first — testing how it sounds — before putting pen to paper?", "standards": [] }, { "id": "mt_4A4RpX-Go9", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Shared Research Projects", "description": "Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question", "ageRangeStart": 5, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Contribute ideas and information to a class writing project", "Draw or write facts learned from personal experience about a topic", "Help gather information from books or adults for a group research task" ], "assessmentPrompt": "When {{name}} is given a writing project that involves finding out about something — like an animal or a place — can they look up information and use what they find to write about the topic?", "standards": [ "ccss-ela:RI.1.8", "ccss-ela:W.1.7", "ccss-ela:W.1.8", "ccss-ela:W.2.7", "ccss-ela:W.2.8", "ccss-ela:W.3.10", "ccss-ela:W.K.7", "ccss-ela:W.K.8" ] }, { "id": "mt_nYU6x2E2T8", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Sharing and Publishing Your Writing", "description": "Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing", "ageRangeStart": 5, "ageRangeEnd": 11, "centrality": 0.01641586867305062, "evidence": [ "Read own sentences aloud with clear voice and appropriate expression", "Share a piece of writing by reading it to the class", "Type simple words or sentences using a computer or tablet" ], "assessmentPrompt": "Can {{name}} read their own writing aloud to the class clearly enough for everyone to hear and follow along — and have they ever typed or published a piece of writing using a computer or tablet?", "standards": [ "ccss-ela:W.2.6", "ccss-ela:W.3.6", "ccss-ela:W.4.6", "ccss-ela:W.5.6", "ccss-ela:W.K.6", "uk-nc-2013:Eng.UKS2.Write.Comp.4", "uk-nc-2013:Eng/KS1/Y2/WC/4", "uk-nc-2013:Eng_LKS2_Write_Comp_10", "uk-nc-2013:Eng_Y1_WC_06" ] }, { "id": "mt_nDAcXoPa0c", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Simple Stories with Beginning and Ending", "description": "Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.09849521203830369, "evidence": [ "Write a short story with at least three sequenced sentences", "Use time words like 'first', 'then', 'next' to order events", "Include a reaction or ending to a narrative (e.g. 'I felt happy')" ], "assessmentPrompt": "Can {{name}} write a short story about something that happened — with a clear beginning, middle, and end — so that someone who wasn't there could follow what happened and in what order?", "standards": [] }, { "id": "mt_91f1XFvGZq", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Writing opinions", "description": "Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "State an opinion clearly (e.g. 'My favourite animal is a dog because...')", "Give at least one reason for an opinion", "Draw, dictate, or write to express a preference about a book or topic" ], "assessmentPrompt": "Can {{name}} write a sentence or two giving their opinion about something — like their favourite book or food — and explain why they feel that way?", "standards": [] }, { "id": "mt_o8ciHks8t2", "type": "LANGUAGE", "subject": "English", "domain": "Writing Composition", "name": "Writing Process Vocabulary", "description": "Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.1121751025991792, "evidence": [ "Use 'compose', 'revise', and 'edit' correctly when describing the stages of writing", "Explain who the 'audience' is for a piece of writing and how that changes what they write", "Describe the purpose of a piece of writing (to persuade, inform, entertain, or instruct) and match their language to it" ], "assessmentPrompt": "If you asked {{name}} to explain what they're doing when they write a story at school, could they walk you through each step using words like 'plan', 'draft', and 'revise' — showing they understand it's a process, not just one sitting?", "standards": [] }, { "id": "mt__MDiDU9Vck", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Writing to inform", "description": "Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.06566347469220246, "evidence": [ "Write or dictate two or three facts about a familiar topic", "Label diagrams or drawings with informative details", "Name a topic and provide relevant details about it" ], "assessmentPrompt": "Can {{name}} write a few sentences explaining something they know about — like how butterflies grow or how to make a sandwich — naming the topic and sharing some facts?", "standards": [] }, { "id": "mt_hp2qJ-QRBn", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Basic Informational Writing", "description": "Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section", "ageRangeStart": 6, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Write an informative text that introduces a topic clearly and groups related information together", "Use facts, definitions, and concrete details to develop and explain points about the topic", "Provide a concluding statement or section that wraps up the information presented" ], "assessmentPrompt": "Can {{name}} write an explanatory or informative piece — like \"How Volcanoes Work\" — that introduces the topic clearly, develops it with facts and definitions, and ends with a conclusion?", "standards": [ "ccss-ela:W.3.2", "ccss-ela:W.3.2a", "ccss-ela:W.3.2b", "ccss-ela:W.3.2c", "ccss-ela:W.3.2d", "ccss-ela:W.4.2", "ccss-ela:W.4.2a", "ccss-ela:W.4.2b", "ccss-ela:W.4.2c", "ccss-ela:W.4.2d", "ccss-ela:W.4.2e", "ccss-ela:W.5.2", "ccss-ela:W.5.2a", "ccss-ela:W.5.2b", "ccss-ela:W.5.2c", "ccss-ela:W.5.2d", "ccss-ela:W.5.2e" ] }, { "id": "mt_lIs10UMkPG", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Building Writing Stamina", "description": "Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.08344733242134063, "evidence": [ "Write a recount of a school trip using temporal connectives (first, then, after that)", "Write a simple set of instructions with numbered steps", "Sustain writing for an extended period across a full page without stopping" ], "assessmentPrompt": "Can {{name}} write in different styles for different purposes — for example, writing a recount of a school trip, a letter to a friend, or a set of instructions for a game?", "standards": [ "ccss-ela:W.1.1", "uk-nc-2013:Eng/KS1/Y2/WC/1b", "uk-nc-2013:Eng/KS1/Y2/WC/1d" ] }, { "id": "mt_9P9o6d0Qm3", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Planning Ideas Before Writing", "description": "Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing", "ageRangeStart": 6, "ageRangeEnd": 10, "centrality": 0.06155950752393981, "evidence": [ "Verbally rehearse sentences before writing them down", "Jot key words or ideas in a planning format (e.g., story map) before drafting", "Write a simple plan with beginning, middle, and end for a story" ], "assessmentPrompt": "Before {{name}} starts a piece of writing, do they spend a few minutes planning — jotting down ideas, key words, or a rough structure — rather than jumping straight into writing the first sentence?", "standards": [ "ccss-ela:W.1.1", "ccss-ela:W.3.4", "ccss-ela:W.4.10", "uk-nc-2013:Eng.UKS2.Write.Comp.1b", "uk-nc-2013:Eng/KS1/Y2/WC/2a", "uk-nc-2013:Eng/KS1/Y2/WC/2b", "uk-nc-2013:Eng/KS1/Y2/WC/2c", "uk-nc-2013:Eng_LKS2_Write_Comp_1", "uk-nc-2013:Eng_LKS2_Write_Comp_2" ] }, { "id": "mt_I65kFjWwnF", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Revising and editing", "description": "Proof-read own writing to check for errors in spelling, grammar, and punctuation; evaluate and revise writing with teacher/peer support, re-reading to ensure meaning is clear and tense is consistent", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.09439124487004104, "evidence": [ "Re-read own writing and spot a missing full stop or capital letter", "Identify and correct a tense inconsistency in a piece of writing", "Discuss improvements with a partner and make at least one revision to strengthen the writing" ], "assessmentPrompt": "When {{name}} finishes a piece of writing, do they proofread it for spelling mistakes, missing punctuation, and errors in grammar — and make corrections before handing it in?", "standards": [] }, { "id": "mt_WKxX-b86Vr", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Structured Opinion Writing", "description": "Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section", "ageRangeStart": 6, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Write an opinion piece that introduces the topic, states a clear opinion, and provides at least two reasons", "Use linking words (because, and, also, for example) to connect the opinion to supporting reasons", "End an opinion piece with a concluding statement that restates or reinforces the opinion" ], "assessmentPrompt": "Can {{name}} write a persuasive piece — like arguing for a longer lunch break or why dogs are better pets than cats — with a clear viewpoint, organised reasons, and a conclusion?", "standards": [ "ccss-ela:W.3.1", "ccss-ela:W.3.1a", "ccss-ela:W.3.1b", "ccss-ela:W.3.1c", "ccss-ela:W.3.1d", "ccss-ela:W.4.1", "ccss-ela:W.4.1a", "ccss-ela:W.4.1b", "ccss-ela:W.4.1c", "ccss-ela:W.4.1d", "ccss-ela:W.5.1", "ccss-ela:W.5.1a", "ccss-ela:W.5.1b", "ccss-ela:W.5.1c", "ccss-ela:W.5.1d" ] }, { "id": "mt_YNe6siFTFq", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Writing Poetry", "description": "Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03009575923392613, "evidence": [ "Write a simple poem using rhyming couplets or a repeated pattern", "Recite a poem from memory with expression and appropriate intonation", "Identify rhyme and rhythm patterns in poems read aloud" ], "assessmentPrompt": "Has {{name}} tried writing a poem — playing with rhyme, rhythm, or repeating patterns — and can they recite one they've learned or written with expression?", "standards": [ "uk-nc-2013:Eng/KS1/Y2/C/1h", "uk-nc-2013:Eng/KS1/Y2/WC/1c" ] }, { "id": "mt_vauULTecMH", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Narrative Writing", "description": "Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.03283173734610123, "evidence": [ "Write a narrative that includes a described setting, at least one developed character, and a clear plot with a problem and resolution", "Use dialogue to show what characters say and reveal their personality or feelings", "Use descriptive details and temporal words to organise events into a clear sequence with a satisfying ending" ], "assessmentPrompt": "When {{name}} writes a story, do they bring it to life with descriptions of the setting, details about the characters, and some dialogue — rather than just listing what happened?", "standards": [ "ccss-ela:W.2.3", "ccss-ela:W.3.3", "ccss-ela:W.3.3a", "ccss-ela:W.3.3b", "ccss-ela:W.3.3c", "ccss-ela:W.3.3d", "ccss-ela:W.4.3", "ccss-ela:W.4.3a", "ccss-ela:W.4.3b", "ccss-ela:W.4.3c", "ccss-ela:W.4.3d", "ccss-ela:W.4.3e", "ccss-ela:W.5.3", "ccss-ela:W.5.3a", "ccss-ela:W.5.3b", "ccss-ela:W.5.3c", "ccss-ela:W.5.3d", "ccss-ela:W.5.3e", "uk-nc-2013:Eng.UKS2.Write.Comp.2b" ] }, { "id": "mt_AvJMWQbDsr", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Organising Writing into Paragraphs", "description": "Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.06839945280437756, "evidence": [ "Divide a piece of writing into paragraphs, each focused on one main idea or aspect of the topic", "Use headings and sub-headings to organise a non-fiction text (e.g., a report about animals with sections 'Habitat', 'Diet', 'Appearance')", "Identify where a new paragraph should begin in a given text and explain why (e.g., 'A new paragraph starts here because the topic changes from appearance to diet')" ], "assessmentPrompt": "When {{name}} writes a longer piece — like a report or a story — do they organise it into paragraphs, with related ideas grouped together and, where appropriate, headings to help the reader navigate?", "standards": [ "uk-nc-2013:Eng.App2.Y3.Text.1", "uk-nc-2013:Eng.App2.Y3.Text.2", "uk-nc-2013:Eng.App2.Y4.Text.1", "uk-nc-2013:Eng.UKS2.Write.Comp.2d", "uk-nc-2013:Eng.UKS2.Write.Comp.2e", "uk-nc-2013:Eng_LKS2_Write_Comp_4", "uk-nc-2013:Eng_LKS2_Write_Comp_6" ] }, { "id": "mt_FGCFUCqJBB", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Rehearsing and Varying Sentences", "description": "Compose and rehearse sentences orally before writing, progressively building varied and rich vocabulary and an increasing range of sentence structures including dialogue", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02872777017783858, "evidence": [ "Rehearse a sentence containing dialogue aloud before writing it (e.g. 'Let's go!' shouted Tom)", "Orally compose sentences with varied openers (e.g. time adverbials, subordinate clauses) before writing", "Try out two or three different ways to express the same idea orally and choose the most effective version to write" ], "assessmentPrompt": "Does {{name}} try out a sentence aloud before writing it — experimenting with different words and structures to find the version that sounds best?", "standards": [] }, { "id": "mt_pis4novXWQ", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Revising and editing (age 7+)", "description": "Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.08207934336525308, "evidence": [ "Read own or a peer's writing aloud and suggest specific improvements to vocabulary or sentence structure", "Propose changes to grammar and word choice to improve clarity and consistency across a piece of writing", "Proof-read writing at Y3-4 level for spelling, punctuation, and grammatical errors and correct them independently" ], "assessmentPrompt": "When {{name}} revisits a draft piece of writing, can they improve it — changing word choices to be more precise, fixing inconsistent tenses, and correcting spelling and punctuation errors?", "standards": [ "ccss-ela:L.3.2a", "ccss-ela:W.3.5", "ccss-ela:W.4.5", "ccss-ela:W.5.5", "uk-nc-2013:Eng.UKS2.Write.Comp.3a", "uk-nc-2013:Eng.UKS2.Write.Comp.3b", "uk-nc-2013:Eng.UKS2.Write.Comp.3c", "uk-nc-2013:Eng.UKS2.Write.Comp.3d", "uk-nc-2013:Eng.UKS2.Write.Comp.3e" ] }, { "id": "mt_HWYAspz-LK", "type": "META", "subject": "English", "domain": "Writing Composition", "name": "Revising and editing (age 8+)", "description": "Read back your own writing critically and independently — notice where meaning is unclear, where a word could be stronger, or where the reader might be confused; make revisions without needing teacher prompts, using your own judgment about what is and isn't working", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.07113543091655267, "evidence": [ "Reread a paragraph silently and independently identify at least one place where meaning could be clearer or a word choice improved", "Make a revision that goes beyond spelling/punctuation — changing a sentence for clarity or effect", "Explain in their own words why they changed something ('I thought the reader wouldn't understand what I meant')" ], "assessmentPrompt": "Can {{name}} read back something they've written — a story, a report, a letter — and spot a part that isn't quite right or could be better, all by themselves without you or a teacher pointing it out?", "standards": [] }, { "id": "mt_FW9_8F52bw", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Short Research Projects", "description": "Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.07113543091655267, "evidence": [ "Generate three research questions about an assigned topic and identify two sources for each", "Take brief notes from a print source, sorting key facts into provided categories", "Write a short summary paragraph synthesising information gathered from two different sources" ], "assessmentPrompt": "When {{name}} is given a research project at school, can they look up information from books or websites, take organised notes, and then write it up in their own words?", "standards": [ "ccss-ela:W.4.7", "ccss-ela:W.4.8", "ccss-ela:W.5.7" ] }, { "id": "mt_LMX-nZETLM", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Vivid Word Choices", "description": "Choose precise and vivid words and phrases to create specific effects in writing", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.02735978112175103, "evidence": [ "Replace vague words in 'The nice man went to the big house' with more precise alternatives and explain the effect", "Write two versions of the same scene — one with plain language and one with carefully chosen words for suspense or humour", "Select from a word bank the most effective verb and adjective for a given sentence, justifying each choice" ], "assessmentPrompt": "When {{name}} writes descriptive or creative pieces, do they choose interesting and precise words — like \"sprinted\" instead of \"ran\", or \"crimson\" instead of \"red\" — to create a specific effect?", "standards": [ "ccss-ela:L.4.3a", "ccss-ela:L.4.3b", "uk-nc-2013:Eng.UKS2.Write.Comp.2a" ] }, { "id": "mt_82KKv0Fca3", "type": "LANGUAGE", "subject": "English", "domain": "Writing Composition", "name": "Writing Craft Vocabulary", "description": "Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.04651162790697674, "evidence": [ "Explain the difference between 'formal register' and 'informal register' and give an example of when each is appropriate", "Use terms like 'coherence', 'cohesion', and 'paragraph structure' accurately when discussing or improving their own writing", "Identify the 'purpose', 'audience', and 'form' of a piece of writing and explain how these shape the language choices" ], "assessmentPrompt": "If {{name}} is writing a persuasive letter compared to a story, can they explain the difference in 'tone' and 'register' — and why they'd make different word choices for each one?", "standards": [] }, { "id": "mt_v5DyOEpbbr", "type": "META", "subject": "English", "domain": "Writing Composition", "name": "Choosing Form and Tone for Your Audience", "description": "Identify the audience for and purpose of writing before beginning, selecting the appropriate form, tone, and register to match the intended reader and communicative goal", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06976744186046512, "evidence": [ "Determine the audience (e.g., peers, teacher, younger children, a public audience) and purpose (to persuade, inform, entertain, or explain) before drafting and explain how these choices affect language and structure", "Select an appropriate form for the writing task (letter, report, story, instructions, review) based on audience and purpose", "Adjust vocabulary, sentence length, and level of formality to suit the identified audience, e.g. using simpler language for younger readers and more formal language for an official letter" ], "assessmentPrompt": "Before {{name}} starts a piece of writing, do they think about who will read it and why — adjusting their tone, vocabulary, and format accordingly, like writing more formally for a teacher than for a friend?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.Comp.1a" ] }, { "id": "mt_ZxdfRbwkKM", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Evidence-Based Writing", "description": "Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.06839945280437756, "evidence": [ "Write a research-based paragraph or short report that cites specific facts, details, and evidence from informational texts to support key points", "Synthesise information from two informational sources into a written summary that accurately represents both, noting areas of agreement and difference", "Paraphrase information from informational texts accurately and cite sources appropriately, avoiding plagiarism" ], "assessmentPrompt": "When {{name}} writes a non-fiction piece — like a report on climate change — do they draw on specific facts and evidence from things they've read, weaving that information into their own writing?", "standards": [ "ccss-ela:W.4.9b", "ccss-ela:W.5.9b" ] }, { "id": "mt_sdmm_m60qX", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Literary Evidence in Writing", "description": "Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.06703146374829001, "evidence": [ "Write a response to a literary text that includes direct quotations and specific details from the text as evidence to support a claim or observation", "Explain how a character's actions or dialogue reveal their traits or motivations, citing specific passages from the story as evidence", "Compare how two literary texts treat a similar theme, using textual evidence from both to support the comparison" ], "assessmentPrompt": "When {{name}} writes about a book they've read — like an essay about a character or a theme — do they support their ideas with specific quotes or details drawn directly from the text?", "standards": [ "ccss-ela:W.4.9", "ccss-ela:W.4.9a", "ccss-ela:W.5.9", "ccss-ela:W.5.9a" ] }, { "id": "mt_cB7hV8sw7X", "type": "META", "subject": "English", "domain": "Writing Composition", "name": "Writing for an audience", "description": "Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04924760601915185, "evidence": [ "Identify the task, purpose, and audience before writing and make deliberate choices about structure, tone, and vocabulary to suit them", "Organise ideas logically so that the writing flows from introduction through development to conclusion, with each section serving a clear purpose", "Review a draft to check that the organisation, style, and level of formality are consistent and appropriate for the intended reader" ], "assessmentPrompt": "When {{name}} writes for school, does the piece feel well-organised and appropriate for its purpose — whether it's a formal essay, a creative story, or a persuasive argument — with a consistent tone throughout?", "standards": [ "ccss-ela:W.4.4", "ccss-ela:W.5.4" ] }, { "id": "mt_AHAFw-atka", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Layout and Formatting in Informational Writing", "description": "Use layout devices including headings, sub-headings, columns, bullets, and tables to structure text and guide the reader through informational and explanatory writing", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04240766073871409, "evidence": [ "Organise an informational text using headings and sub-headings to separate sections", "Present comparative information using a table with clear row and column headers", "Use columns and bullet points to display information in a scannable format" ], "assessmentPrompt": "When {{name}} writes a non-fiction piece — like a guide or an explanation — do they use layout features like headings, bullet points, and columns to help the reader navigate the information easily?", "standards": [ "uk-nc-2013:Eng.App2.Y6.Text.2" ] }, { "id": "mt_j6ENpc8--_", "type": "META", "subject": "English", "domain": "Writing Composition", "name": "Planning Narratives", "description": "Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06566347469220246, "evidence": [ "Identify specific authorial techniques for character development from a mentor text", "Plan a character using techniques such as showing through action borrowed from a studied author", "Analyse how an author builds setting and apply similar techniques in planning own narrative" ], "assessmentPrompt": "When {{name}} is about to write a story, do they think ahead about what their main character is like and where the story will take place before they start writing?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.Comp.1c" ] }, { "id": "mt_dRLP8g0SAg", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Research & Note-Taking", "description": "Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06019151846785226, "evidence": [ "Take organised notes from multiple sources using own words rather than copying", "Create a bibliography listing sources used in a research project", "Paraphrase key information from a source without changing the meaning" ], "assessmentPrompt": "If {{name}} is researching a topic for a school project, can they find information from books or websites, put it in their own words, and keep track of where they got it from?", "standards": [ "ccss-ela:W.5.8" ] }, { "id": "mt_curkA82CmO", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Writing a Précis", "description": "Precis longer passages by summarising the main ideas and key information concisely while maintaining the essential meaning and removing non-essential detail", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04103967168262654, "evidence": [ "Reduce a three-paragraph text to a single paragraph capturing all main points", "Identify and remove redundant information while preserving essential meaning", "Write a precis that is no more than one-third the length of the original text" ], "assessmentPrompt": "If {{name}} reads a long article about a topic they're studying, can they write a short summary in their own words that captures the key points without copying sentences?", "standards": [ "uk-nc-2013:Eng.UKS2.Write.Comp.2c" ] }, { "id": "mt_tn1rY9GbEZ", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Cohesion and Transitions Across Writing", "description": "Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.06976744186046512, "evidence": [ "Use a range of causal and logical connectives (consequently, nevertheless, as a result) appropriately across a discursive essay", "Signal a shift in time or setting within a narrative using a transitional phrase or paragraph break", "Link paragraphs using a cohesive device such as a topic sentence that refers back to the previous paragraph" ], "assessmentPrompt": "When {{name}} writes several paragraphs, do they use linking phrases like \"however,\" \"as a result,\" or \"on the other hand\" to connect ideas smoothly between sections?", "standards": [ "ccss-ela:W.8.2.c", "ccss-ela:W.8.3.c", "uk-nc-2013:KS3-ENG-W-1c" ] }, { "id": "mt_zCUIJLdK_s", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Developed Informational and Explanatory Writing", "description": "Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.08207934336525308, "evidence": [ "Organise an explanatory essay with a clear introduction, logical body paragraphs, and a conclusion", "Develop a topic using well-chosen facts, definitions, concrete details, and quotations from sources", "Use domain-specific vocabulary and formatting (headings, graphics) to aid the reader's comprehension" ], "assessmentPrompt": "Can {{name}} write a clear explanation of how something works — like how a volcano erupts or how bread is made — so that someone who's never learned about it would understand?", "standards": [ "ccss-ela:W.6.2", "ccss-ela:W.7.2", "ccss-ela:W.8.2", "ccss-ela:W.8.2.a", "ccss-ela:W.8.2.b", "ccss-ela:W.8.2.d", "ccss-ela:W.8.2.f", "uk-nc-2013:KS3-ENG-W-1a", "uk-nc-2013:KS3-ENG-W-1b" ] }, { "id": "mt_Qxyikkkzam", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Persuasive Writing", "description": "Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.2393980848153215, "evidence": [ "Write an argument essay with a clear claim supported by at least three pieces of evidence", "Acknowledge and respond to a counterclaim rather than ignoring opposing views", "Use linking words and phrases (however, furthermore, consequently) to connect claims, reasons, and evidence" ], "assessmentPrompt": "If {{name}} wants to convince you to let them stay up later, can they write down clear reasons and examples to support their case rather than just saying \"because I want to\"?", "standards": [ "ccss-ela:W.6.1", "ccss-ela:W.7.1", "ccss-ela:W.8.1", "ccss-ela:W.8.1.a", "ccss-ela:W.8.1.b", "ccss-ela:W.8.1.c", "ccss-ela:W.8.1.d", "ccss-ela:W.8.1.e", "uk-nc-2013:KS3-ENG-W-1a" ] }, { "id": "mt_av-uRBrhwT", "type": "META", "subject": "English", "domain": "Writing Composition", "name": "Planning, Revising and Editing Writing", "description": "Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1285909712722298, "evidence": [ "Revise a draft to improve paragraph structure, adding or removing material for coherence", "Edit sentence-level issues including word choice, grammar, and punctuation before finalising", "Reflect on whether the writing achieves its intended effect on the target audience and adjust accordingly" ], "assessmentPrompt": "After {{name}} finishes a first draft, do they go back and make real improvements — not just fixing spelling, but changing sentences or reorganising ideas to make it better?", "standards": [ "ccss-ela:W.6.5", "ccss-ela:W.7.5", "ccss-ela:W.8.5", "uk-nc-2013:KS3-ENG-W-2a", "uk-nc-2013:KS3-ENG-W-2b", "uk-nc-2013:KS3-ENG-W-2c" ] }, { "id": "mt_Qcsl1Z1x0l", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Research & Source Evaluation", "description": "Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1354309165526676, "evidence": [ "Take notes from multiple sources on a topic and organise them under logical headings", "Paraphrase information from a source accurately without copying word-for-word", "Assess whether a source is credible and relevant before including it in research writing" ], "assessmentPrompt": "If {{name}} is preparing for a school project, can they gather notes from several sources and organise them into a logical order before they start writing?", "standards": [ "ccss-ela:W.6.7", "ccss-ela:W.6.8", "ccss-ela:W.7.7", "ccss-ela:W.7.8", "ccss-ela:W.8.7", "ccss-ela:W.8.8", "uk-nc-2013:KS3-ENG-W-1b" ] }, { "id": "mt_9lN0SpKlEH", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Writing Across Genres", "description": "Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.08755129958960328, "evidence": [ "Write a formal letter using appropriate layout, salutation, register, and sign-off conventions", "Compose a script with stage directions, character names, and realistic dialogue", "Adapt writing style (vocabulary, sentence structure, tone) to suit different audiences and purposes" ], "assessmentPrompt": "Can {{name}} write in different styles depending on the task — for example, a persuasive letter, a set of instructions, or a diary entry — and make each one sound appropriate?", "standards": [ "ccss-ela:W.6.4", "ccss-ela:W.7.4", "ccss-ela:W.8.4", "uk-nc-2013:KS3-ENG-W-1a" ] }, { "id": "mt_BLzNxSSdWu", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Writing Character & Dialogue", "description": "Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.08755129958960328, "evidence": [ "Open a narrative by establishing setting, point of view, and a hook that engages the reader", "Use dialogue, pacing, and descriptive detail to develop characters and advance the plot", "Craft a conclusion that reflects on the narrated events rather than simply ending the action" ], "assessmentPrompt": "When {{name}} writes a story, do they use techniques like describing feelings, building suspense, or showing dialogue to make it interesting to read?", "standards": [ "ccss-ela:W.6.3", "ccss-ela:W.7.3", "ccss-ela:W.8.3", "ccss-ela:W.8.3.a", "ccss-ela:W.8.3.b", "ccss-ela:W.8.3.d", "ccss-ela:W.8.3.e", "uk-nc-2013:KS3-ENG-W-1a" ] }, { "id": "mt_s6-6FYb5UQ", "type": "PROCEDURAL", "subject": "English", "domain": "Writing Composition", "name": "Writing Techniques for Effect", "description": "Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.2284541723666211, "evidence": [ "Use a rhetorical question or tricolon deliberately in a persuasive piece and explain the intended effect", "Employ varied sentence openings and structures to maintain reader interest across a whole piece", "Draw on a literary device encountered in reading and apply it consciously in own writing" ], "assessmentPrompt": "When {{name}} edits a piece of their writing, do they make choices about word order, sentence structure, or vocabulary to make the writing more powerful or clearer?", "standards": [ "ccss-ela:W.6.4", "ccss-ela:W.7.4", "ccss-ela:W.8.4", "uk-nc-2013:KS3-ENG-W-1c", "uk-nc-2013:KS3-ENG-W-1d" ] }, { "id": "mt_IR8kIjZn_V", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Discovering Tutankhamun's Tomb", "description": "Understand that we know about ancient Egypt because archaeologists have dug up and studied objects buried in the sand for thousands of years — and that one of the most exciting discoveries ever was when Howard Carter found the hidden tomb of Tutankhamun in 1922, filled with golden treasures", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01915184678522572, "evidence": [ "Explain that archaeologists find and study old objects to learn about people who lived long ago", "Retell the story of Howard Carter discovering Tutankhamun's tomb", "Understand that discoveries like this help us learn about how ancient Egyptians lived and what they believed" ], "assessmentPrompt": "If {{name}} watches a documentary about Howard Carter opening a tomb full of gold, can they explain who Carter was and why his discovery was so important?", "standards": [] }, { "id": "mt_bvxkT1nepy", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Gods and the Afterlife", "description": "Understand that the ancient Egyptians believed in many gods and goddesses and believed that life continued after death in a wonderful afterlife — which is why they took great care to prepare bodies and fill tombs with food, jewellery, and precious objects for the dead person to use", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04377564979480164, "evidence": [ "Explain that ancient Egyptians worshipped many different gods and goddesses", "Describe the basic belief that Egyptians thought life continued after death", "Give a reason why tombs were filled with treasures and everyday objects" ], "assessmentPrompt": "If {{name}} learns that Egyptian tombs were filled with food, games, and gold, can they explain why the Egyptians put those things there?", "standards": [] }, { "id": "mt_8UL1opbJEt", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egypt, the Nile, and the Desert", "description": "Locate Egypt on a map of Africa and understand that it is a country in a very hot, dry desert, but the River Nile — the longest river in the world — flows through it, bringing water and rich soil that allowed people to grow food and build one of the earliest great civilisations", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.06429548563611491, "evidence": [ "Point to Egypt on a map and identify the River Nile running through it", "Explain why the Nile was so important to the ancient Egyptians (water, food, transport)", "Describe how the desert and the river created two very different environments side by side" ], "assessmentPrompt": "If {{name}} sees a picture of pyramids in a desert, can they tell you which country they're in and why a river made it possible for people to live there?", "standards": [] }, { "id": "mt_P0HBNfp46z", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Everyday Life in Ancient Egypt", "description": "Describe what everyday life was like for ordinary people in ancient Egypt: farmers grew wheat and barley near the Nile, families lived in mud-brick houses, children played games and had pets, and people ate bread, fish, fruit, and vegetables", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04103967168262654, "evidence": [ "Describe at least two things ordinary Egyptian families did in their daily lives", "Name foods that ancient Egyptians ate or crops they grew", "Identify at least one similarity and one difference between life in ancient Egypt and life today" ], "assessmentPrompt": "If you asked {{name}} what a child their age might have done on a normal day in ancient Egypt, could they describe some activities — like playing games, helping with farming, or eating bread and fish?", "standards": [] }, { "id": "mt_iFkd0CTwlA", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Hieroglyphs and Papyrus", "description": "Know that the ancient Egyptians used a special writing system called hieroglyphs — pictures and symbols that stood for sounds and words — and that they wrote on a paper-like material called papyrus, which was made from a plant that grew along the Nile", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02051983584131327, "evidence": [ "Describe hieroglyphs as a writing system that uses pictures and symbols", "Explain that papyrus was a material like paper made from a river plant", "Understand that only specially trained people called scribes could read and write hieroglyphs" ], "assessmentPrompt": "If {{name}} sees hieroglyphs on a museum artefact, can they tell you what they are and explain that the Egyptians wrote on a special paper called papyrus?", "standards": [] }, { "id": "mt_E7avIa-tcE", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Pharaohs and Tutankhamun", "description": "Know that ancient Egypt was ruled by powerful kings and queens called pharaohs, who lived in grand palaces and made the laws — and that one of the most famous pharaohs is Tutankhamun, a boy who became pharaoh as a child and whose golden tomb was discovered thousands of years later", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05471956224350205, "evidence": [ "Explain that a pharaoh was the ruler of ancient Egypt, like a king or queen", "Name Tutankhamun as a famous pharaoh and describe at least one fact about him", "Understand that pharaohs were very powerful and made important decisions for everyone in Egypt" ], "assessmentPrompt": "If {{name}} sees a picture of a golden Egyptian mask, can they tell you it belonged to a pharaoh called Tutankhamun and explain what a pharaoh was?", "standards": [] }, { "id": "mt_mmudyxf7bT", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Pyramids and the Great Sphinx", "description": "Know that the ancient Egyptians built enormous stone pyramids as tombs for the pharaohs, that the Great Pyramid at Giza was one of the Seven Wonders of the Ancient World and is still standing today, and that the Great Sphinx — a statue with a lion's body and a human head — guards the pyramids", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04787961696306429, "evidence": [ "Explain that pyramids were built as tombs to protect the pharaoh's body for the afterlife", "Describe the Great Pyramid as very large, very old, and still standing at Giza", "Describe the Sphinx as a stone statue with a lion's body and a human head" ], "assessmentPrompt": "If {{name}} sees a photo of the pyramids, can they tell you why they were built and describe the Sphinx that sits near them?", "standards": [] }, { "id": "mt_szw1Ln490b", "type": "LANGUAGE", "subject": "History", "domain": "Ancient Egypt", "name": "Vocabulary: ancient egypt", "description": "Know and use the key vocabulary of ancient Egypt — pharaoh, pyramid, tomb, mummy/mummification, hieroglyphs, papyrus, sarcophagus, canopic jar, natron, archaeologist, artefact, Nile, delta, irrigation, shaduf, scribe, vizier, obelisk, sphinx, cartouche — and apply these terms accurately when describing Egyptian society, religion, and material culture", "ageRangeStart": 5, "ageRangeEnd": 9, "centrality": 0.05745554035567715, "evidence": [ "Use 'pharaoh', 'pyramid', and 'hieroglyphs' correctly and naturally in a spoken or written account of ancient Egypt", "Explain what mummification is and why the Egyptians did it, using 'sarcophagus', 'canopic jar', and 'natron'", "Use 'archaeologist' and 'artefact' correctly when discussing how we know about ancient Egypt" ], "assessmentPrompt": "If {{name}} visited an ancient Egypt exhibition at a museum, could they read the labels and explain to you what a pharaoh was, why there were pyramids, and what hieroglyphs are?", "standards": [] }, { "id": "mt_pTz6u49fQt", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Ancient Egypt on the Timeline", "description": "Place ancient Egypt on a timeline spanning over 3,000 years — from around 3100 BCE (unification under the first pharaoh) to 30 BCE (Roman conquest) — understanding that this civilisation lasted longer than the time between the Romans and today, and was divided into major periods: the Old Kingdom (pyramid age), Middle Kingdom, and New Kingdom (empire age)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.08207934336525308, "evidence": [ "Place ancient Egypt on a timeline showing it lasted over 3,000 years", "Name the three main periods (Old, Middle, New Kingdom) and associate one fact with each", "Compare the length of ancient Egyptian civilisation with another time period the child knows" ], "assessmentPrompt": "If you asked {{name}} when the ancient Egyptians lived and for how long, could they explain that it was thousands of years ago and lasted longer than most other civilisations?", "standards": [] }, { "id": "mt_kgTN6yk4oE", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Building the Pyramids", "description": "Understand how the pyramids were built: thousands of workers moved enormous stone blocks using ramps, rollers, and sledges, the work was organised by the pharaoh's officials, and the design evolved from flat-topped mastabas to step pyramids (like Djoser's) to the smooth-sided Great Pyramid — and know that later pharaohs were buried in hidden rock-cut tombs in the Valley of the Kings", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.08344733242134063, "evidence": [ "Describe at least two methods used to move and raise heavy stone blocks", "Explain that pyramid design changed over time from simple tombs to the Great Pyramid", "Explain why later pharaohs chose hidden tombs in the Valley of the Kings instead of pyramids" ], "assessmentPrompt": "If {{name}} wonders how the Egyptians built the pyramids without modern machines, can they describe some of the methods used and explain how tomb design changed over time?", "standards": [] }, { "id": "mt_B1ATUEVNPz", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Gods and Goddesses", "description": "Name and describe key Egyptian gods and goddesses: Ra the sun god who sailed across the sky each day, Osiris the ruler of the afterlife, Isis the goddess of magic and motherhood, Anubis the jackal-headed god of mummification, Horus the falcon-headed sky god, Thoth the ibis-headed god of writing, and Bastet the cat goddess of protection", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02325581395348837, "evidence": [ "Name at least four Egyptian gods/goddesses and describe their roles", "Explain why many gods were shown with animal heads and what the animals represented", "Understand that Egyptians built temples as homes for the gods and performed daily rituals there" ], "assessmentPrompt": "If {{name}} sees an Egyptian statue with a jackal head, can they tell you it represents Anubis and explain what he was the god of?", "standards": [] }, { "id": "mt_bEvMBUv4eG", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Social Hierarchy", "description": "Describe the social structure of ancient Egypt as a pyramid-shaped hierarchy: the pharaoh at the top, then priests and nobles, followed by scribes and soldiers, then craftworkers and merchants, and farmers and labourers at the base — understanding that a person's position was usually inherited and determined their whole way of life", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Draw or describe the social pyramid with at least four levels correctly ordered", "Explain that most people were farmers and had very different lives from the pharaoh", "Give an example of how social position affected someone's daily life (e.g., only scribes could read)" ], "assessmentPrompt": "If {{name}} is asked who was more important in ancient Egypt — a scribe or a farmer — can they explain the social pyramid and where each person fitted?", "standards": [] }, { "id": "mt_yNGrY9xJ8Y", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Tomb Paintings and Artefacts", "description": "Use tomb paintings, artefacts, and objects from ancient Egypt as evidence to find out about daily life: Nebamun's tomb paintings show hunting and feasting, jewellery and furniture reveal craftsmanship, and everyday objects like pots and tools tell us what ordinary people used — understanding that these sources are how we piece together information about a civilisation that ended thousands of years ago", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02735978112175103, "evidence": [ "Describe what can be learned about Egyptian life by studying a tomb painting or artefact", "Explain that objects found in tombs and ruins are evidence that helps archaeologists understand the past", "Give an example of something specific a painting or object reveals (e.g., what food they ate, what games they played)" ], "assessmentPrompt": "If {{name}} looks at an ancient Egyptian painting showing people fishing and feasting, can they explain what it tells us about how Egyptians lived?", "standards": [] }, { "id": "mt_cJ8CeyRKKs", "type": "PROCEDURAL", "subject": "History", "domain": "Ancient Egypt", "name": "Mummification Step by Step", "description": "Describe the step-by-step process of mummification: the body was washed, internal organs were removed and placed in canopic jars, the body was dried with natron salt for 40 days, then wrapped in linen bandages with amulets tucked between the layers, and finally placed in a decorated coffin (sarcophagus)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "List the main steps of mummification in the correct order", "Explain the purpose of canopic jars and what was stored in them", "Describe why mummification was performed (to preserve the body for the afterlife)" ], "assessmentPrompt": "If {{name}} is asked how the ancient Egyptians made a mummy, can they describe the main steps — like removing organs, drying the body, and wrapping it in bandages?", "standards": [] }, { "id": "mt_V_kAitNbLN", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Scribes and the Rosetta Stone", "description": "Know that scribes were specially trained people who could read and write hieroglyphs, that the Rosetta Stone — a slab with the same text in three scripts — was the key to cracking the hieroglyphic code, and that Jean-François Champollion used it to decipher hieroglyphs in 1822 after centuries of mystery", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02325581395348837, "evidence": [ "Explain the importance of scribes as the only people who could read and write", "Describe the Rosetta Stone as having the same message in three different scripts", "Name Champollion as the person who decoded hieroglyphs using the Rosetta Stone" ], "assessmentPrompt": "If {{name}} sees the Rosetta Stone in a museum (or a picture of it), can they explain why it was so important and how it helped us read hieroglyphs?", "standards": [] }, { "id": "mt_lSFwVU7V9g", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Upper and Lower Egypt", "description": "Understand that ancient Egypt was divided into Upper Egypt (the narrow river valley in the south) and Lower Egypt (the wide delta in the north), that the two lands were united under one pharaoh, and that Egyptians managed the Nile's water through irrigation canals and shadufs to grow crops year-round", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03693570451436388, "evidence": [ "Identify Upper and Lower Egypt on a map and explain why they had different landscapes", "Describe how irrigation tools like shadufs and canals helped farmers water their fields", "Explain that uniting the two lands was an important achievement of the early pharaohs" ], "assessmentPrompt": "If {{name}} sees a map showing the Nile splitting into branches near the sea, can they explain the difference between Upper and Lower Egypt and how farmers used the river's water?", "standards": [] }, { "id": "mt_JdAnBKIDnw", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Ancient Egypt's Lasting Legacy", "description": "Evaluate ancient Egypt's lasting legacy: the Egyptians developed early forms of medicine, mathematics (used to build pyramids and survey land after floods), astronomy (calendar based on star observations), and engineering that influenced later civilisations including Greece and Rome — and compare ancient Egypt with other early civilisations (Mesopotamia, Indus Valley, Shang Dynasty) to identify shared features like writing, agriculture, cities, and organised religion", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1422708618331053, "evidence": [ "Name at least two Egyptian achievements that influenced later civilisations", "Identify at least two features that ancient Egypt shared with other early civilisations", "Explain why studying ancient Egypt helps us understand how human civilisation developed" ], "assessmentPrompt": "If {{name}} is asked what the ancient Egyptians gave to the world, can they name some lasting achievements and explain how Egypt compared to other ancient civilisations?", "standards": [] }, { "id": "mt_HZyUwycFvf", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Cleopatra and the End of Egypt", "description": "Know that ancient Egypt eventually came to an end: the last pharaoh was Cleopatra VII, who allied with Rome but was defeated by Octavian (later Augustus) in 31 BCE, after which Egypt became a province of the Roman Empire — ending over 3,000 years of pharaonic rule and beginning a new chapter in Egypt's history", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1285909712722298, "evidence": [ "Name Cleopatra VII as the last pharaoh of ancient Egypt", "Explain that Egypt was conquered by Rome and became part of the Roman Empire", "Understand that the end of pharaonic rule did not mean the end of Egyptian culture" ], "assessmentPrompt": "If {{name}} is asked what happened to ancient Egypt in the end, can they tell you about Cleopatra and how Egypt became part of the Roman Empire?", "standards": [] }, { "id": "mt__qlBYNP62H", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Art and Architecture", "description": "Analyse Egyptian art and architecture: understand that Egyptian paintings followed strict conventions (people shown from the side with eyes from the front, size indicating importance), that tomb and temple design evolved from mastabas to step pyramids to smooth pyramids to rock-cut temples like Abu Simbel, and that obelisks, colossal statues, and temples like Karnak demonstrated the pharaoh's power and devotion to the gods", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.09439124487004104, "evidence": [ "Identify at least two conventions used in Egyptian painting and explain their purpose", "Describe how monument design changed over the course of Egyptian history", "Explain why pharaohs built such enormous structures (power, religion, afterlife)" ], "assessmentPrompt": "If {{name}} notices that Egyptian paintings always show people in a strange sideways pose, can they explain that this was a deliberate artistic rule and describe why the Egyptians drew this way?", "standards": [] }, { "id": "mt_C3eNLQJlgt", "type": "REPRESENTATIONAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Timelines and Maps", "description": "Read and construct historical timelines — place Ancient Egyptian periods, pharaohs, and key events on a timeline relative to each other and to the present day; interpret maps showing the Nile delta, trade routes, and the location of key sites", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07660738714090287, "evidence": [ "Place the Old, Middle, and New Kingdoms on a timeline and calculate the number of years between them", "Read a map of ancient Egypt and identify the Nile, Memphis, Thebes, and the Valley of the Kings", "Compare the age of Ancient Egypt on a timeline against other civilisations studied (e.g. Ancient Greece, Roman Britain)" ], "assessmentPrompt": "If {{name}} is shown a timeline of ancient history, can they place the Ancient Egyptian kingdoms in the right order and say roughly how long ago they happened — and read a map to find where key places like Thebes were?", "standards": [] }, { "id": "mt_5OxKnrGEMP", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Trade and Economy", "description": "Understand that ancient Egypt had a thriving economy based on farming surplus, trade, and specialised labour: the Nile's fertile soil produced enough food to support craftworkers, priests, and officials, and Egypt traded along the Nile and across the Mediterranean — exchanging gold, papyrus, and grain for cedarwood from Lebanon, lapis lazuli from Afghanistan, and incense from Punt", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04514363885088919, "evidence": [ "Explain how agricultural surplus along the Nile allowed people to specialise in non-farming jobs", "Name at least two goods Egypt exported and two it imported, and where they came from", "Describe how the barter system worked and why trade routes were important to Egypt's wealth" ], "assessmentPrompt": "If {{name}} reads that the Egyptians traded gold for cedarwood from Lebanon, can they explain why Egypt needed to trade with other countries and how having surplus food made this possible?", "standards": [] }, { "id": "mt_8qQ2IosZZw", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Judgement of the Dead", "description": "Describe the Egyptian belief in the judgement of the dead: after death, the heart was weighed against the feather of Ma'at in the Hall of Judgement, with Anubis overseeing the scales and Thoth recording the result — a pure heart meant entry to the Field of Reeds (paradise), while a heavy heart was devoured by the monster Ammit, and know that the Book of the Dead contained spells to help the deceased pass this test", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Describe the weighing of the heart ceremony and name the gods involved", "Explain the role of the Book of the Dead as a guide through the underworld", "Connect the concept of the ka (life force) and ba (personality) to why Egyptians preserved the body" ], "assessmentPrompt": "If {{name}} sees a painting of a heart being weighed on scales, can they explain what the Egyptians believed happened after death and why they thought it was so important to live a good life?", "standards": [] }, { "id": "mt_PCX1jZZnf9", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "The Pharaoh as Living God", "description": "Understand that the pharaoh was not just a ruler but was believed to be a living god — the intermediary between the gods and the people — and that the concept of Ma'at (truth, justice, and cosmic order) guided Egyptian law and government, with viziers and officials administering the kingdom on the pharaoh's behalf", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Explain the pharaoh's dual role as both political ruler and divine figure", "Describe Ma'at as the principle of truth, justice, and order that governed Egyptian society", "Identify the role of viziers and officials in running the government day to day" ], "assessmentPrompt": "If {{name}} is asked why the pharaoh was so powerful, can they explain that Egyptians believed the pharaoh was a god on Earth and that a concept called Ma'at kept everything in balance?", "standards": [] }, { "id": "mt_B1LdSGMP66", "type": "META", "subject": "History", "domain": "Ancient Egypt", "name": "Modern Archaeology and Egyptian Ethics", "description": "Understand that modern Egyptologists use advanced technologies — CT scanning of mummies, satellite imagery to find buried structures, DNA analysis — alongside traditional excavation, and think critically about the ethics of archaeology: whether mummies should be displayed in museums, who owns ancient artefacts, and how colonial-era collecting affects how we study and present ancient Egypt today", "ageRangeStart": 10, "ageRangeEnd": 12, "centrality": 0.4733242134062928, "evidence": [ "Name at least two modern technologies used in Egyptology and explain what they reveal", "Discuss at least one ethical question about how ancient Egyptian artefacts are treated today", "Understand that how we study ancient Egypt reflects our own values and biases, not just facts about the past" ], "assessmentPrompt": "If {{name}} visits a museum with Egyptian mummies on display, can they think about whether that's the right thing to do and explain different viewpoints on the question?", "standards": [] }, { "id": "mt_PPNDO7BUrY", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egyptian Maths and Engineering", "description": "Describe the Egyptian achievement in mathematics and engineering: the Rhind Mathematical Papyrus shows calculations of area, volume, and fractions; the precision of pyramid alignment (within 0.05° of true north) required sophisticated surveying; and Egyptian medical papyri describe detailed anatomical knowledge and pharmacological remedies — placing Egypt as a major contributor to the early history of science and technology", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.07934336525307797, "evidence": [ "Describes the Rhind Mathematical Papyrus as containing worked examples of arithmetic, geometry, and unit fractions", "Explains one specific engineering achievement: pyramid alignment, ramp logistics, or the accuracy of the Great Pyramid's dimensions", "Names at least one medical papyrus (e.g. Ebers Papyrus) and describes the type of medical knowledge it contains" ], "assessmentPrompt": "If {{name}} was told that the ancient Egyptians were solving problems involving fractions and calculating areas of fields over 3,500 years ago, could they describe what the Rhind Papyrus is and explain what it tells us about Egyptian mathematics?", "standards": [] }, { "id": "mt_bhEuF-CCuY", "type": "META", "subject": "History", "domain": "Ancient Egypt", "name": "Historical Sources on Ancient Egypt", "description": "Explain how knowledge of ancient Egypt is built from multiple source types — inscriptions, papyri, artefacts, and physical remains — and critically evaluate each: what biases, gaps, and distortions exist? Explore how Champollion’s decipherment of hieroglyphs transformed the field, and why the same artefact can be interpreted differently by different scholars", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1231190150478796, "evidence": [ "Identifies at least four types of historical source (inscriptions, papyri, tomb art, physical artefacts) and explains what each type can and cannot tell us", "Explains that hieroglyphic sources were created by the literate elite and therefore tend to record official versions of events, not ordinary people's experiences", "Describes at least one example where the same artefact or text has been interpreted in significantly different ways by scholars, and explains why this happens" ], "assessmentPrompt": "If {{name}} was shown two history books with contradictory claims about ancient Egypt, could they explain why historians sometimes disagree, and describe what kinds of evidence they use to try to work out what really happened?", "standards": [] }, { "id": "mt_NnlnxCx1DO", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Egypt and Its Neighbours", "description": "Examine Egypt's relationships with neighbouring civilisations: trade networks reaching Nubia, the Levant, and Punt; the Hyksos invasion and the introduction of the chariot; and the New Kingdom empire and its conflict with the Hittites, culminating in the Battle of Kadesh and the world's earliest surviving peace treaty — understanding Egypt not as isolated but as part of a connected ancient world", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.03830369357045144, "evidence": [ "Describes the trade relationship with Nubia and Punt, naming at least two goods exchanged in each direction", "Explains how the Hyksos invasion introduced new military technologies to Egypt, including the horse-drawn war chariot", "Describes the Battle of Kadesh (Ramesses II vs. the Hittites) and the resulting Egypto-Hittite peace treaty as a landmark in diplomatic history" ], "assessmentPrompt": "If {{name}} was asked whether ancient Egyptians ever went to war with other civilisations or traded with distant countries, could they describe at least one example of each and explain how these interactions changed Egypt?", "standards": [] }, { "id": "mt_xAG0aMeAIN", "type": "META", "subject": "History", "domain": "Ancient Egypt", "name": "Who Really Built the Pyramids", "description": "Analyse who built the pyramids and why, evaluating the evidence against the alien-builder myth and the slave-labour myth: archaeological evidence from worker villages at Giza shows a paid, skilled, well-fed workforce; discuss the social functions of monument building as a form of state organisation, religious duty, and employment; and assess the current controversy over newly discovered construction ramps and logistics", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.3160054719562244, "evidence": [ "Cites at least three pieces of archaeological evidence from Giza that point to an organised, skilled, fed workforce rather than slaves or aliens (e.g. worker villages, bakery remains, graffiti tags, medical care)", "Explains why the alien hypothesis fails to meet the standards of historical evidence and what the burden of proof in history requires", "Evaluates at least two proposed explanations for ramp logistics and describes which is currently supported by the most evidence" ], "assessmentPrompt": "If {{name}} saw a documentary claiming aliens built the pyramids, could they explain why archaeologists reject this idea and describe the actual evidence for who built them — and what their working conditions were like?", "standards": [] }, { "id": "mt_5qNMVZi3dQ", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Egypt", "name": "Fall of Ancient Egyptian Civilisation", "description": "Trace the end of ancient Egyptian civilisation through its successive conquests — Assyrian, Persian, Macedonian (Alexander the Great), and finally Roman — and explain how each conqueror was simultaneously shaped by Egyptian culture; examine Cleopatra VII as the last pharaoh and as a multilingual political strategist; and consider what survives of ancient Egypt in modern culture, religion, and language", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.04514363885088919, "evidence": [ "Names the main conquerors of Egypt in chronological order (Assyrians, Persians, Macedonians under Alexander, Romans) and gives approximate dates", "Describes Cleopatra VII accurately: not as a romantic icon but as a politically sophisticated ruler who spoke multiple languages and tried to preserve Egyptian independence", "Identifies at least two enduring legacies of ancient Egypt in the modern world (e.g. the Coptic language as a descendant of ancient Egyptian, obelisks in Rome and Paris, Egyptian motifs in Western art and architecture)" ], "assessmentPrompt": "If {{name}} was asked when ancient Egypt ended and why, could they describe the final centuries — including who conquered Egypt, who Cleopatra really was, and name something from ancient Egypt that is still part of the world today?", "standards": [] }, { "id": "mt_mMMXD4v9Sh", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Ancient Greece and Rome on the Map", "description": "Locate Greece and Italy on a map and know they are countries around the Mediterranean Sea where two great ancient civilisations — Ancient Greece and Ancient Rome — grew up thousands of years ago, long after the ancient Egyptians but long before our time", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04924760601915185, "evidence": [ "Point to Greece and Italy on a world map or globe", "Say that Ancient Greece and Ancient Rome were around the Mediterranean Sea", "Place Greece and Rome on a simple timeline after Ancient Egypt and before today" ], "assessmentPrompt": "If you showed {{name}} a map, could they point to where Ancient Greece and Ancient Rome were and tell you those places are near the Mediterranean Sea?", "standards": [] }, { "id": "mt_19qy2uuaKp", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Ancient life vs today", "description": "Compare how children in ancient Greece or Rome lived with how children live today — including differences in school (writing on wax tablets, learning to fight in Sparta), food (olives, bread, grapes), games, and clothing (tunics and sandals) — and understand these civilisations existed thousands of years ago", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02872777017783858, "evidence": [ "Name two ways a child's life in ancient Greece or Rome was different from today", "Describe what ancient Greek or Roman children might have eaten or worn", "Say that these civilisations existed thousands of years ago — long before grandparents were born" ], "assessmentPrompt": "Could {{name}} tell you what it might have been like to be a child in ancient Greece or Rome — what they wore, ate, or did at school — and how it was different from today?", "standards": [] }, { "id": "mt_H1pAi4F_Oh", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Greek gods & Mount Olympus", "description": "Know that the ancient Greeks believed in many gods and goddesses who lived on Mount Olympus — including Zeus (king of the gods, thunder), Athena (wisdom), Poseidon (the sea), Hermes (messages), and Aphrodite (love) — and that each god had special powers and a role in the world", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03146374829001368, "evidence": [ "Name at least three Greek gods and say what each one was god of", "Say that the Greek gods were believed to live on Mount Olympus", "Explain that the ancient Greeks prayed to different gods for different things" ], "assessmentPrompt": "If {{name}} saw a picture of Zeus with a thunderbolt or Poseidon with a trident, could they tell you who they are and what they were the god of?", "standards": [] }, { "id": "mt_PhIZNl2230", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Greek Myths and Heroes", "description": "Retell at least one Greek myth involving a hero and a monster — such as Theseus and the Minotaur in the labyrinth, Heracles (Hercules) and the lion, or Perseus and Medusa — and understand that these were stories ancient Greeks told to explain the world and teach lessons", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01231190150478796, "evidence": [ "Retell a Greek myth naming the hero, the monster, and what happened", "Explain that myths were stories the ancient Greeks told to make sense of the world", "Describe what made a Greek hero brave or clever in the story" ], "assessmentPrompt": "Could {{name}} tell you the story of a Greek hero like Theseus fighting the Minotaur or Heracles fighting the lion, and explain why the Greeks told these stories?", "standards": [] }, { "id": "mt_VjxyJLtIbT", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Roman soldiers & builders", "description": "Know that Roman soldiers marched across a huge empire building straight roads and strong walls, and that some Roman roads, walls, and buildings can still be seen today — showing that the Romans were powerful builders whose work has lasted thousands of years", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03283173734610123, "evidence": [ "Describe Roman soldiers as part of a powerful army that marched across an empire", "Name something the Romans built that we can still see today such as roads or walls", "Explain that Roman buildings and roads lasted because the Romans were skilled builders" ], "assessmentPrompt": "If your family drove along a very straight old road or visited Roman ruins, could {{name}} tell you that the Romans built things so well they've lasted thousands of years?", "standards": [] }, { "id": "mt_zh_RyesCgZ", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Romulus & Remus", "description": "Know the Roman founding myth of Romulus and Remus — twin brothers abandoned as babies, raised by a she-wolf, who grew up to found the city of Rome — and understand that this is a legend the Romans told about how their city began", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03283173734610123, "evidence": [ "Retell the story of Romulus and Remus being raised by a wolf", "Say that Romulus founded the city of Rome", "Explain that this is a legend — a story people told, not necessarily true" ], "assessmentPrompt": "If {{name}} saw a statue of a wolf feeding two babies, could they tell you it's the story of Romulus and Remus and how the Romans believed their city began?", "standards": [] }, { "id": "mt_bKV2JYNwf7", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "The first Olympics", "description": "Know that the Olympic Games began in ancient Greece at a place called Olympia as athletic competitions held in honour of Zeus, and that the modern Olympic Games we watch today were inspired by those ancient games", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01094391244870041, "evidence": [ "Say that the Olympic Games started in ancient Greece at Olympia", "Name at least one sport or event from the ancient Olympics such as running or wrestling", "Explain that today's Olympic Games got the idea from the ancient Greek ones" ], "assessmentPrompt": "When {{name}} watches the Olympics on TV, can they tell you that the Games originally started thousands of years ago in ancient Greece?", "standards": [] }, { "id": "mt_8ad4U6msea", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Athenian Democracy", "description": "Understand that Athens invented democracy — a system where free male citizens gathered in an Assembly to debate and vote on important decisions for the city — but that women, enslaved people, and foreigners were not allowed to vote", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Explain what democracy meant in Athens: citizens voted on decisions together", "Identify who could vote in Athenian democracy (free men born in Athens) and who could not", "Say that the idea of people voting on decisions started in Athens and still influences us today" ], "assessmentPrompt": "Could {{name}} explain that democracy — people voting on decisions — was invented in ancient Athens, but that not everyone was allowed to take part?", "standards": [] }, { "id": "mt_CSGqz245rV", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Athens Versus Sparta", "description": "Compare Athens and Sparta as two very different Greek city-states: Athens focused on learning, arts, debate, and democracy, while Sparta focused on military training, discipline, and obedience — and understand that a city-state was a city that ruled itself like a small country", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02872777017783858, "evidence": [ "Name at least two differences between life in Athens and life in Sparta", "Explain what a city-state was and why Greek city-states were independent from each other", "Describe what was valued most in Athens (learning, arts) versus Sparta (military strength)" ], "assessmentPrompt": "If you asked {{name}} about Athens and Sparta, could they tell you that Athens was famous for thinking and democracy while Sparta was famous for its fierce warriors?", "standards": [] }, { "id": "mt_e1Yr6rhRNW", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Boudicca's Revolt Against Rome", "description": "Tell the story of Boudicca, queen of the Iceni tribe, who led a fierce revolt against Roman rule in Britain — burning Colchester, London, and St Albans — before her army was defeated, and understand her significance as a symbol of resistance against a powerful empire", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.006839945280437756, "evidence": [ "Retell the story of Boudicca: who she was, why she revolted, what happened", "Name at least one town Boudicca's army destroyed during the revolt", "Explain why Boudicca is remembered as a symbol of resistance against the Romans" ], "assessmentPrompt": "Could {{name}} tell you who Boudicca was and what happened when she led a revolt against the Romans in Britain?", "standards": [] }, { "id": "mt_6nqVnVdexe", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Daily Life in a Roman Town", "description": "Describe daily life in a Roman town — the forum (marketplace and meeting place), public baths, amphitheatre, and villas — and explain that the Romans were brilliant engineers who built straight roads, aqueducts to carry water, underfloor heating (hypocaust), and Hadrian's Wall to mark the empire's northern frontier in Britain", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Describe at least three features of a Roman town such as forum, baths, or amphitheatre", "Explain what an aqueduct was and why the Romans built them", "Describe Hadrian's Wall and say why it was built" ], "assessmentPrompt": "If your family visited Roman ruins like a bathhouse or Hadrian's Wall, could {{name}} explain what they were used for and how the Romans built them?", "standards": [] }, { "id": "mt_VP9yZJ1xeP", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Gladiators & Pompeii", "description": "Know that Romans watched gladiators fight in huge arenas like the Colosseum in Rome, that gladiators were usually enslaved people or prisoners trained to fight, and that the city of Pompeii was buried by the eruption of Mount Vesuvius in AD 79, preserving an extraordinary snapshot of Roman daily life", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01504787961696306, "evidence": [ "Describe what gladiators were and where they fought", "Explain that the Colosseum in Rome was a giant arena for public entertainment", "Retell what happened to Pompeii and why it is important for understanding Roman life" ], "assessmentPrompt": "Could {{name}} tell you what gladiators were, describe the Colosseum, and explain what happened to the city of Pompeii?", "standards": [] }, { "id": "mt_W_CNRTBgYR", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Gods & the Parthenon", "description": "Name the major Greek gods and their roles — Zeus (king, thunder), Hera (queen, marriage), Athena (wisdom, warfare), Poseidon (sea), Apollo (sun, music), Artemis (hunting, moon), Ares (war), Aphrodite (love), Hermes (messengers), Hephaestus (fire, crafts), Hades (underworld) — and know that the Parthenon in Athens was a grand temple built to honour Athena", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02872777017783858, "evidence": [ "Name at least five Greek gods and say what each was responsible for", "Describe the Parthenon as a temple to Athena built on the acropolis in Athens", "Explain that Greeks built temples to honour their gods and held festivals and sacrifices" ], "assessmentPrompt": "If {{name}} saw a picture of the Parthenon, could they tell you it was a temple to Athena in Athens and name several other Greek gods and what they were god of?", "standards": [] }, { "id": "mt_FDKd7I79JZ", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Greek Gods with Roman Names", "description": "Understand that the Romans adopted the Greek gods but gave them new names — Zeus became Jupiter, Hera became Juno, Ares became Mars, Athena became Minerva, Poseidon became Neptune, Aphrodite became Venus — and that this shows how deeply Rome was influenced by Greek culture", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Match at least four Greek gods to their Roman names", "Explain that the Romans took Greek gods and gave them Latin names", "Say that this borrowing shows Rome was strongly influenced by Greek culture" ], "assessmentPrompt": "Could {{name}} tell you that the Romans had the same gods as the Greeks but with different names — like Zeus becoming Jupiter and Athena becoming Minerva?", "standards": [] }, { "id": "mt_f4O__f3OU4", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Greek theatre", "description": "Know that the ancient Greeks invented theatre, performing tragedies and comedies in large open-air amphitheatres with actors wearing masks — and that plays were performed as part of religious festivals honouring the god Dionysus, with audiences of thousands", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Explain that the Greeks invented theatre with two types of plays: tragedies and comedies", "Describe how Greek actors wore masks and performed in open-air amphitheatres", "Say that plays were part of festivals honouring the god Dionysus" ], "assessmentPrompt": "If {{name}} visited an ancient amphitheatre or saw a picture of Greek masks, could they tell you that the Greeks invented theatre and explain why actors wore masks?", "standards": [] }, { "id": "mt_14F_x1Xwwp", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Marathon and Thermopylae", "description": "Describe the battles of Marathon and Thermopylae as moments when Greek city-states united against the invading Persian Empire — the runner Pheidippides bringing news of victory at Marathon (origin of the marathon race), and the heroic stand of 300 Spartans at Thermopylae — and understand these wars were fought to defend Greek independence", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Retell the story of the Battle of Marathon and the runner Pheidippides", "Describe the Spartan stand at Thermopylae against a much larger Persian army", "Explain that the Persian Wars were about Greek city-states defending their freedom" ], "assessmentPrompt": "Could {{name}} tell you about the famous battles of Marathon and Thermopylae, and explain that the Greeks were fighting to defend their freedom against the Persian Empire?", "standards": [] }, { "id": "mt_MlD0gwLSw9", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Roman Army and Conquest of Britain", "description": "Describe how the Roman army was organised into legions of highly trained soldiers, how Julius Caesar first raided Britain in 55 BC and Emperor Claudius later conquered it in AD 43, and explain why the Romans wanted to expand their empire — for land, resources, taxes, and glory", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03283173734610123, "evidence": [ "Describe a Roman legion as a large unit of highly trained, disciplined soldiers", "Explain that Julius Caesar raided Britain first and Claudius conquered it later", "Give at least one reason why the Romans invaded Britain" ], "assessmentPrompt": "Could {{name}} tell you how the Roman army was organised and explain why the Romans invaded Britain — who came first and who finally conquered it?", "standards": [] }, { "id": "mt_XMz_ohNjYO", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Alexander the Great's Empire", "description": "Describe how Alexander the Great of Macedon conquered a vast empire stretching from Greece to Egypt to India, spreading Greek language, culture, and ideas across the ancient world — creating a period known as the Hellenistic Age where Greek and Eastern cultures blended", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Describe the extent of Alexander's empire on a map (Greece to Egypt to India)", "Explain that Alexander spread Greek culture and language across the lands he conquered", "Say what the Hellenistic Age was — a blending of Greek and Eastern cultures" ], "assessmentPrompt": "Could {{name}} tell you who Alexander the Great was, how far his empire stretched, and what happened to Greek culture because of his conquests?", "standards": [] }, { "id": "mt_N1744276Zu", "type": "META", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Evidence for Greek and Roman Life", "description": "Understand that historians and archaeologists piece together ancient Greek and Roman life from evidence — pottery paintings, coins, inscriptions, ruins like Pompeii, and written texts by authors such as Homer and Pliny — and that the same evidence can be interpreted in different ways by different historians", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1039671682626539, "evidence": [ "Name at least three types of evidence historians use to learn about ancient Greece and Rome", "Explain why Pompeii is especially valuable as a source of evidence about Roman life", "Give an example of how the same piece of evidence could be interpreted in more than one way" ], "assessmentPrompt": "If {{name}} saw an ancient Greek pot or a Roman coin in a museum, could they explain what historians can learn from objects like these and why different experts might interpret them differently?", "standards": [] }, { "id": "mt_H4bLNkDrGJ", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Fall of the Western Roman Empire", "description": "Describe how the Western Roman Empire gradually declined due to a combination of factors — military pressure from invading peoples, political instability, economic problems, and an overstretched empire — and finally fell in AD 476, while the Eastern Roman (Byzantine) Empire continued for nearly a thousand more years", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Name at least two reasons why the Western Roman Empire declined and fell", "State the date AD 476 as when the last Western Roman emperor was removed", "Explain that the Eastern (Byzantine) Empire survived for nearly 1,000 years after the West fell" ], "assessmentPrompt": "Could {{name}} explain why the Roman Empire fell apart and tell you that while the western half collapsed, the eastern half kept going for centuries?", "standards": [] }, { "id": "mt_lzCcQzPJZi", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Greek and Roman Architecture", "description": "Identify Greek column styles — Doric (plain and sturdy), Ionic (scroll-shaped capitals), and Corinthian (ornate leafy capitals) — and Roman architectural innovations — the arch, the dome, and concrete — and spot their influence in modern public buildings such as courthouses, museums, government buildings, and monuments", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02462380300957592, "evidence": [ "Identify the three Greek column orders (Doric, Ionic, Corinthian) from pictures", "Name Roman architectural innovations: the arch, the dome, and concrete", "Point out Greek or Roman architectural features in a modern public building" ], "assessmentPrompt": "If you walked past a courthouse or museum with big columns, could {{name}} tell you whether they're Doric, Ionic, or Corinthian and explain that the design comes from ancient Greece or Rome?", "standards": [] }, { "id": "mt_Nj32xtOhno", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Greek and Roman Legacy Today", "description": "Evaluate the lasting contributions of Greek and Roman civilisations to modern life — democracy, law, language (Latin roots), architecture (columns, arches, domes), sport (Olympics), philosophy, literature, and theatre — and understand that Greek ideas reached us through Rome, and then through later European civilisations, in a chain of cultural transmission", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1532147742818057, "evidence": [ "List at least five ways ancient Greece and Rome still influence modern life", "Explain how Greek culture spread to Rome and then from Rome across Europe", "Give a specific modern example of a Greek or Roman legacy such as democratic voting or architectural columns" ], "assessmentPrompt": "Could {{name}} list several things we still have today because of the ancient Greeks and Romans — like democracy, the Olympics, Latin words, and building styles — and explain how those ideas reached us?", "standards": [] }, { "id": "mt_cUMUYkDqZp", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Greek Philosophers and Medicine", "description": "Know that Greek thinkers called philosophers developed ways of understanding the world that still influence us today — Socrates asked challenging questions to test ideas (the Socratic method), Plato imagined the ideal society, Aristotle observed and classified the natural world — and that Hippocrates is called the father of medicine for insisting on natural causes of illness rather than blaming the gods", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Describe what Socrates, Plato, and Aristotle each contributed to thinking and learning", "Explain the Socratic method as learning by asking questions rather than just being told answers", "Say why Hippocrates is called the father of medicine" ], "assessmentPrompt": "Could {{name}} tell you about Socrates, Plato, and Aristotle — what each one was famous for — and explain why Greek thinkers still matter today?", "standards": [] }, { "id": "mt_uzk7qs4KxE", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Roman Law, Latin, and Christianity", "description": "Understand that Roman law became the basis for legal systems across Europe and beyond, that Latin is the root of French, Spanish, Italian, Portuguese, and Romanian and gave English hundreds of words (e.g. exit, video, annual, education), and that Christianity spread throughout the Roman Empire, eventually becoming its official religion under Emperor Constantine", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03009575923392613, "evidence": [ "Give examples of English words that come from Latin", "Explain that Roman law influenced modern legal systems in Europe and beyond", "Describe how Christianity spread through the Roman Empire and became its official religion" ], "assessmentPrompt": "Could {{name}} give you examples of English words that come from Latin and explain how Roman law and Christianity spread across Europe through the Roman Empire?", "standards": [] }, { "id": "mt_vFYFvgrPgD", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Roman Republic and Empire", "description": "Explain how Rome was first governed as a republic — with elected consuls, a powerful Senate, and a distinction between patricians and plebeians — before becoming an empire ruled by emperors like Augustus (who brought peace, the Pax Romana) and Nero, and compare republican government with Athenian direct democracy", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Describe the Roman Republic's structure: consuls, Senate, patricians, and plebeians", "Explain how Rome changed from a republic to an empire under Augustus", "Compare Athenian direct democracy (citizens vote on decisions) with Roman republican government (citizens elect representatives)" ], "assessmentPrompt": "Could {{name}} explain the difference between the Roman Republic and the Roman Empire, and compare how Rome and Athens each let people have a say in government?", "standards": [] }, { "id": "mt_c-F__Qe23X", "type": "META", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Hidden Voices of Greece and Rome", "description": "Examine the lives of people usually left out of the Greek and Roman story — enslaved people who made up roughly 30% of Athens and powered Rome's economy, women whose lives varied dramatically between Athens (largely confined to the home) and Sparta (physical training, property ownership), and conquered peoples across both empires — and evaluate whose voices are missing from the historical record and why", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1094391244870041, "evidence": [ "Describe the daily life of an enslaved person in Athens or Rome using available evidence", "Compare the lives of women in Athens and Sparta, explaining key differences", "Explain why the historical record favours elite men and what this means for our understanding" ], "assessmentPrompt": "Could {{name}} tell you about the lives of enslaved people or women in ancient Greece and Rome, and explain why we know less about them than about famous leaders?", "standards": [] }, { "id": "mt_EHiM4_qg1R", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Inclusion and Exclusion in Athens", "description": "Analyse who was included and excluded from Athenian democracy — only free adult male citizens (roughly 30% of adults) could participate, while women, enslaved people (who may have made up a third of the population), and foreign residents (metics) were excluded — and evaluate whether Athens truly deserves the title 'birthplace of democracy' by comparing it with modern representative democracies", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01504787961696306, "evidence": [ "Calculate approximately what fraction of the Athenian population could participate in democracy", "List the groups excluded from Athenian democracy and explain why each was excluded", "Construct an argument for or against calling Athens a true democracy, using evidence" ], "assessmentPrompt": "Could {{name}} explain who was left out of Athenian democracy and make a reasoned argument about whether it really deserves to be called the birthplace of democracy?", "standards": [] }, { "id": "mt_aXNlkbAeIk", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Troy: Myth or History?", "description": "Explore how Heinrich Schliemann's excavation at Hisarlik in modern Turkey raised questions about whether the Trojan War described in Homer's Iliad was historical, partly historical, or entirely mythical — understanding that archaeology and literary sources can support or contradict each other, and that the line between myth and history in the ancient world is often blurred", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1025991792065663, "evidence": [ "Describe Schliemann's excavation at Hisarlik and what he claimed to have found", "Explain how archaeological evidence at Troy both supports and complicates Homer's story", "Discuss why the boundary between myth and history is difficult to draw for the ancient world" ], "assessmentPrompt": "Could {{name}} discuss whether the Trojan War really happened, explaining what archaeology has found at Troy and why the answer isn't simple?", "standards": [] }, { "id": "mt__o3TCmfomv", "type": "CONCEPTUAL", "subject": "History", "domain": "Ancient Greece & Rome", "name": "Fall of the Roman Republic", "description": "Trace how Roman political violence — the murder of the Gracchi brothers, civil wars between Marius and Sulla, Caesar's crossing of the Rubicon and assassination on the Ides of March, and the final war between Octavian and Antony — destroyed the Republic and led to one-man rule under Augustus, and debate whether the fall of the Republic was inevitable or a series of choices", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1080711354309166, "evidence": [ "Describe at least three key events in the collapse of the Roman Republic in chronological order", "Explain what 'crossing the Rubicon' meant and why it was a point of no return", "Construct an argument about whether the Republic's fall was inevitable or could have been prevented" ], "assessmentPrompt": "Could {{name}} explain the chain of events that destroyed the Roman Republic — from the Gracchi to Caesar's assassination to Augustus — and discuss whether it could have been avoided?", "standards": [] }, { "id": "mt_2GDBmKCJxs", "type": "META", "subject": "History", "domain": "Historical Thinking", "name": "Different Accounts of the Same Event", "description": "Recognise that different people can give different accounts of the same event — and that both can be genuine while still disagreeing", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.03967168262653899, "evidence": [ "Wineburg corroboration heuristic", "Initiating Historical Thinking in Elementary Schools" ], "assessmentPrompt": "If {{name}} heard two different versions of the same historical event, would they understand that both people might be telling the truth from their own point of view — and want to know why the versions differ?", "standards": [] }, { "id": "mt_9REmUc8r4D", "type": "META", "subject": "History", "domain": "Historical Thinking", "name": "Evidence from the Past", "description": "Understand that everything we know about the past comes from evidence — objects, buildings, pictures, documents, and stories that have survived", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.04924760601915185, "evidence": [ "Wineburg historical thinking framework", "Historical Thinking in the Elementary Years (ERIC)" ], "assessmentPrompt": "When {{name}} learns about something that happened long ago, do they ask how we know about it — and understand that someone had to find or leave behind that evidence?", "standards": [] }, { "id": "mt_VXcua6-txq", "type": "LANGUAGE", "subject": "History", "domain": "Historical Thinking", "name": "Vocabulary: historical thinking", "description": "Know and use the vocabulary of historical thinking — source, evidence, primary source, secondary source, artefact, chronology, chronological order, BC/BCE, AD/CE, century, decade, era, period, timeline, excavation, archaeologist, interpretation, corroborate, bias, perspective — and apply these terms when discussing how we know about the past and how reliable our knowledge is", "ageRangeStart": 6, "ageRangeEnd": 10, "centrality": 0.04651162790697674, "evidence": [ "Correctly use BC/BCE and AD/CE to place events in time and explain what the letters stand for", "Distinguish between a primary source and a secondary source with an example of each", "Use 'evidence', 'interpretation', and 'bias' correctly in a sentence about a historical source" ], "assessmentPrompt": "If you asked {{name}} whether something they read in a history book was definitely true, could they explain why it might not be — using words like 'source', 'evidence', or 'bias'?", "standards": [] }, { "id": "mt_wWlZoLQBR6", "type": "META", "subject": "History", "domain": "Historical Thinking", "name": "Checking Sources Against Each Other", "description": "Corroborate: check whether multiple sources agree on the same facts — and investigate why they might not", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.1094391244870041, "evidence": [ "Wineburg corroboration heuristic", "Historical Thinking in the Elementary Years (ERIC)" ], "assessmentPrompt": "If {{name}} was trying to find out what really happened in a historical event, would they know to look at more than one source and compare what they say?", "standards": [] }, { "id": "mt_TTzJTF-OkG", "type": "META", "subject": "History", "domain": "Historical Thinking", "name": "Questioning Historical Sources", "description": "Before trusting a historical source, ask: who made this, when, and why? — the answers shape how much weight the source should carry", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.09028727770177838, "evidence": [ "Wineburg sourcing heuristic", "Teaching Historical Thinking Using Primary Sources (Library of Congress)" ], "assessmentPrompt": "When {{name}} looks at a historical document, photograph, or account, do they ask who created it and what that person's reasons or point of view might have been?", "standards": [] }, { "id": "mt_IlyE-Sm8k5", "type": "META", "subject": "History", "domain": "Historical Thinking", "name": "Understanding People in Their Own Time", "description": "Understand that people in the past saw the world very differently from us — judge their actions by the context they lived in, not only by today's values", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.03283173734610123, "evidence": [ "Historical Empathy: A Cognitive-Affective Theory (ERIC)", "Year 4-6 historical empathy research" ], "assessmentPrompt": "If {{name}} learns that people in the past did something that seems wrong today, can they think about why those people might have believed it was normal or right at the time?", "standards": [] }, { "id": "mt_Lu4H4mbsqO", "type": "META", "subject": "History", "domain": "Historical Thinking", "name": "Evidence Versus Interpretation", "description": "Distinguish between historical evidence and historical interpretation — evidence is what survived, interpretation is the argument a historian builds from it, and the same evidence can support different arguments", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1162790697674419, "evidence": [ "Development of historical understanding among 9-14 year olds", "Ways of Seeing: Evidence and Learning in the History Classroom (RRCHNM)" ], "assessmentPrompt": "Does {{name}} understand that two historians can look at the same evidence and reach different conclusions — and that history involves argument and judgment, not just facts?", "standards": [] }, { "id": "mt_2DBPJ38iWl", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Kings & Queens", "description": "What medieval kings and queens did: ruling the land, making laws, collecting taxes; the crown and throne as symbols of power; the Tower of London", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02462380300957592, "evidence": [ "Explain what a medieval king or queen did (ruled, made laws, led armies, collected taxes)", "Describe at least one symbol of royal power (crown, throne, sceptre)", "Name one famous medieval monarch or describe the Tower of London's role" ], "assessmentPrompt": "Could {{name}} explain what a king or queen actually did in medieval times, beyond just wearing a crown?", "standards": [] }, { "id": "mt_M_xcaRcvSo", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Knights & Armour", "description": "What knights were: trained warriors who served a lord; armour, shields, swords, and lances; the code of chivalry as rules for how knights should behave", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02462380300957592, "evidence": [ "Describe what a knight wore and carried (armour, helmet, shield, sword, lance)", "Explain that knights trained from a young age and served a lord", "Name one rule of the code of chivalry (be brave, be honest, protect the weak)" ], "assessmentPrompt": "Could {{name}} describe what a knight looked like, what they did, and at least one rule they were supposed to follow?", "standards": [] }, { "id": "mt_R1xLS1c2Pg", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Medieval Clothing", "description": "What people wore in medieval times: peasant clothes (wool, linen) vs noble clothes (silk, fur, bright colours); no zippers or buttons; how clothes showed your place in society", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.002735978112175103, "evidence": [ "Describe what a medieval peasant would typically wear", "Explain how noble clothing was different from peasant clothing", "Give one way that what you wore showed your place in society" ], "assessmentPrompt": "If {{name}} saw pictures of different medieval people, could they tell you which ones were rich and which were poor just by looking at their clothes?", "standards": [] }, { "id": "mt_2NKzPeLzIm", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Medieval Food & Feasts", "description": "What people ate in medieval times: bread and pottage for ordinary people, grand feasts for the rich; no forks, eating with hands; the great hall as the centre of castle life", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.002735978112175103, "evidence": [ "Describe what ordinary people ate most days (bread, pottage, vegetables, ale)", "Explain how a feast in a great hall was different from everyday meals", "Name one surprising table manner from medieval times (no forks, shared cups, food thrown on the floor)" ], "assessmentPrompt": "If {{name}} went to a medieval banquet, could they describe what food would be served and which table manners would surprise them?", "standards": [] }, { "id": "mt_0FYFiLTqx4", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Robin Hood & King Arthur", "description": "The legends of Robin Hood (Sherwood Forest, stealing from the rich, Merry Men) and King Arthur (Round Table, Excalibur, Camelot); that these are stories, not proven history, but reflect medieval values", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.004103967168262654, "evidence": [ "Retell the basic story of Robin Hood or King Arthur", "Name at least two characters from one of these legends", "Explain that these are legends (stories) rather than proven facts" ], "assessmentPrompt": "Could {{name}} tell you the story of Robin Hood or King Arthur and explain that these are legends rather than definitely true history?", "standards": [] }, { "id": "mt_X5fdB4haHf", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "The Vikings", "description": "Who the Vikings were: seafaring warriors and traders from Scandinavia; longships; Viking raids on Britain; that Vikings also settled and farmed", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02325581395348837, "evidence": [ "Describe who the Vikings were and where they came from", "Explain what made longships special (fast, could sail in shallow water, dragon prows)", "State that Vikings were not just raiders but also farmers, traders, and settlers" ], "assessmentPrompt": "Could {{name}} tell you who the Vikings were, where they came from, and that they did more than just raid and fight?", "standards": [] }, { "id": "mt_PThM5P7Umd", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Village Life", "description": "Daily life for ordinary people in a medieval village: thatched houses, farming, baking bread, fetching water; how different life was from today", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02735978112175103, "evidence": [ "Describe what a typical medieval village looked like (thatched cottages, fields, church)", "Name at least three daily tasks a medieval villager would do", "Give two differences between life in a medieval village and life today" ], "assessmentPrompt": "Could {{name}} describe what a normal day would be like for a child living in a medieval village, and how it would differ from their own life?", "standards": [] }, { "id": "mt_oN7fI4d_kU", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "What Is a Castle?", "description": "What a castle is: a fortified building used as both a home and a defence; key parts including towers, moat, drawbridge, and thick walls; why castles were built", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03146374829001368, "evidence": [ "Name at least four parts of a castle (tower, moat, drawbridge, walls, gatehouse)", "Explain that castles were both homes and defences", "Describe why someone in medieval times would need a castle" ], "assessmentPrompt": "If {{name}} visited a ruined castle, could they point out the main parts and explain why it was built that way?", "standards": [] }, { "id": "mt_26OJ9MetR9", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Anglo-Saxon Britain", "description": "Who the Anglo-Saxons were: Germanic peoples who settled in Britain after the Romans left; their kingdoms, villages, place names, art, and eventual conversion to Christianity", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Explain who the Anglo-Saxons were and when they came to Britain (after the Romans left)", "Name at least two Anglo-Saxon kingdoms (e.g. Wessex, Mercia, Northumbria)", "Give an example of Anglo-Saxon influence still visible today (place names ending in -ton, -ham, -bury)" ], "assessmentPrompt": "Could {{name}} explain who the Anglo-Saxons were and point out that many English place names come from Anglo-Saxon words?", "standards": [] }, { "id": "mt_OiDHqtLoln", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Battle of Hastings and 1066", "description": "The events of 1066: the death of Edward the Confessor, three claimants to the throne, the Battle of Hastings, William the Conqueror, and the Bayeux Tapestry as a historical source", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04240766073871409, "evidence": [ "Explain why there was a crisis when Edward the Confessor died in 1066", "Describe the Battle of Hastings and its outcome", "Explain what the Bayeux Tapestry is and why it is important as a historical source" ], "assessmentPrompt": "Could {{name}} tell you what happened in 1066, why it mattered, and what the Bayeux Tapestry shows us about those events?", "standards": [] }, { "id": "mt_doVAdMqfJg", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Castle Design Through the Ages", "description": "How castles were built and evolved: from wooden motte-and-bailey to stone keeps to concentric castles; rooms and their uses; how castle design responded to new attack methods", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Describe the difference between an early motte-and-bailey castle and a later stone castle", "Name at least three rooms or areas in a medieval castle and their purpose", "Explain one way castle design changed to resist new attack methods" ], "assessmentPrompt": "Could {{name}} explain how castles changed over time and describe what different rooms inside a castle were used for?", "standards": [] }, { "id": "mt_bjlY5TE1y-", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Medieval Pyramid of Power", "description": "How medieval society was organised: king at the top, then lords, then knights, then peasants/serfs; who owed what to whom; the pyramid of power and mutual obligations", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03967168262653899, "evidence": [ "Draw or describe the feudal pyramid showing king, lords, knights, and peasants", "Explain what each level owed to the level above (loyalty, military service, labour)", "Describe what a serf's life was like and why they couldn't easily leave" ], "assessmentPrompt": "Could {{name}} explain the medieval class system — who was at the top, who was at the bottom, and what each group had to do for the others?", "standards": [] }, { "id": "mt_CqzsM0BDFP", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Siege Warfare", "description": "How castles were attacked and defended: siege weapons (trebuchets, battering rams, siege towers), boiling liquids, arrow slits, murder holes; the drama of a medieval siege", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Name at least three siege weapons or attack methods", "Describe at least two ways a castle was designed to resist attack", "Explain what a siege was and why it could last weeks or months" ], "assessmentPrompt": "If {{name}} was reading about a medieval siege, could they explain the weapons used to attack a castle and the clever ways defenders fought back?", "standards": [] }, { "id": "mt_8oAzr0WxRb", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "The Black Death", "description": "The Black Death of 1348-49: what the plague was, how it spread, its devastating death toll; how it changed society by giving surviving workers more power and higher wages", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Describe what the Black Death was and at least two symptoms", "Explain how the plague spread (fleas on rats, person to person)", "Describe one major way the Black Death changed society (fewer workers led to higher wages, peasants gained power)" ], "assessmentPrompt": "Could {{name}} tell you what the Black Death was, how it spread, and why it actually ended up changing society in unexpected ways?", "standards": [] }, { "id": "mt_Zy-CKUkq34", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "The Crusades", "description": "A simplified account of the Crusades: why Europeans travelled to the Holy Land, what they found there, the cultural exchange between Christian Europe and the Islamic world", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03283173734610123, "evidence": [ "Explain in simple terms why European armies travelled to the Holy Land", "Describe at least one thing Europeans learned from the Islamic world during the Crusades", "Acknowledge that the Crusades involved violence and suffering on both sides" ], "assessmentPrompt": "Could {{name}} explain what the Crusades were and describe something that Europeans learned about the wider world through these journeys?", "standards": [] }, { "id": "mt_LuwHnQItF_", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "The Medieval Church", "description": "The enormous power of the medieval Church: monasteries and the daily life of monks and nuns; building great cathedrals; pilgrimage as a religious journey; the Church's influence over everyday life", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03693570451436388, "evidence": [ "Explain why the Church was so powerful in medieval times (owned land, controlled education, people feared God's punishment)", "Describe what daily life was like for a monk or nun", "Explain what a pilgrimage was and give one reason people went on them" ], "assessmentPrompt": "Could {{name}} explain why the Church was such a big part of everyone's life in medieval times and what monks and nuns actually did all day?", "standards": [] }, { "id": "mt_6XnezHOcM3", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Vikings vs Anglo-Saxons", "description": "The conflict between Vikings and Anglo-Saxons for control of England: Viking raids, Alfred the Great's resistance, the Danelaw, Athelstan as first king of all England, Edward the Confessor", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Describe the Viking raids on Anglo-Saxon England and their impact", "Explain who Alfred the Great was and why he was important", "Describe what the Danelaw was (the area of England under Viking control)" ], "assessmentPrompt": "Could {{name}} tell you about the struggle between the Vikings and Anglo-Saxons for control of England, and who Alfred the Great was?", "standards": [] }, { "id": "mt_pitjUcaAdy", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Art & Architecture", "description": "Medieval cultural achievements: illuminated manuscripts, Gothic cathedrals (flying buttresses, stained glass), Gregorian chant, the Bayeux Tapestry; art and architecture as expressions of faith and power", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0506155950752394, "evidence": [ "Describe what an illuminated manuscript is and who made them", "Name at least two features of Gothic cathedral architecture (pointed arches, flying buttresses, stained glass)", "Explain how medieval art and buildings were connected to the Church and religious belief" ], "assessmentPrompt": "If {{name}} visited a Gothic cathedral, could they point out features like stained glass windows and flying buttresses and explain why medieval people built such impressive buildings?", "standards": [] }, { "id": "mt_3tQXH9GwIa", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Crime & Punishment", "description": "How justice worked in medieval times: trial by ordeal, trial by combat, the role of the sheriff; punishments including stocks, pillory, and dungeons; how different it was from modern justice", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Describe at least two medieval methods of deciding guilt (trial by ordeal, trial by combat)", "Name at least two medieval punishments and explain what they involved", "Compare one aspect of medieval justice to how justice works today" ], "assessmentPrompt": "Could {{name}} describe how criminals were caught and punished in medieval times and explain what seems unfair by today's standards?", "standards": [] }, { "id": "mt_8ShghTx0jd", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Magna Carta and Limiting Royal Power", "description": "King John, the barons' revolt, and the sealing of the Magna Carta in 1215; what the Magna Carta said about limiting the king's power; its lasting importance for democracy and rights", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03556771545827633, "evidence": [ "Explain why the barons rebelled against King John", "Describe what the Magna Carta said (the king must follow the law too, fair trial rights)", "Explain why the Magna Carta still matters today (foundation of democracy and human rights)" ], "assessmentPrompt": "Could {{name}} tell you what the Magna Carta is and why a document from 1215 is still considered important today?", "standards": [] }, { "id": "mt_Ik-WC2ARPf", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Medieval Legacy in Modern Life", "description": "What the Middle Ages gave us: Parliament, universities, common law, Gothic architecture, the English language (Anglo-Saxon + Norman French), place names, surnames; why we are still fascinated by the medieval world", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1846785225718194, "evidence": [ "Name at least three things from the Middle Ages that still affect our lives today", "Explain how the English language was shaped by Anglo-Saxon and Norman French", "Give a reason why people today are still fascinated by the medieval period (castles, knights, fantasy literature, games)" ], "assessmentPrompt": "Could {{name}} name several things we still have today — from Parliament to English words to university degrees — that actually began in the Middle Ages?", "standards": [] }, { "id": "mt_eosO26KE-Z", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Medieval Worlds Beyond Europe", "description": "The medieval world beyond Europe: the Islamic Golden Age (maths, medicine, architecture), the Mali Empire and Mansa Musa, Song Dynasty China; how the medieval world was connected through trade routes like the Silk Road", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1792065663474692, "evidence": [ "Name at least two achievements of the Islamic Golden Age (algebra, hospitals, architecture)", "Describe who Mansa Musa was and why he is remembered", "Explain how the Silk Road connected distant parts of the medieval world through trade" ], "assessmentPrompt": "Could {{name}} tell you about important civilisations outside Europe during the Middle Ages and explain how the Silk Road connected different parts of the world?", "standards": [] }, { "id": "mt_rf23aL6KwH", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Printing Press & Renaissance", "description": "The invention of the printing press by Gutenberg and its arrival in England with William Caxton; how printed books changed everything; the transition from the Middle Ages to the Renaissance", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0533515731874145, "evidence": [ "Explain what the printing press was and why it was revolutionary", "Describe William Caxton's role in bringing printing to England", "Give at least one way printed books changed society (more people could read, ideas spread faster)" ], "assessmentPrompt": "Could {{name}} explain why the invention of the printing press was one of the most important moments in history and how it changed the world?", "standards": [] }, { "id": "mt_UMOjbmLcbM", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Towns & Trade", "description": "The growth of medieval towns: markets, guilds, the merchant class; how towns won charters of self-governance; the shift from purely rural to partly urban life", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03283173734610123, "evidence": [ "Describe how medieval towns were different from villages (markets, walls, guilds, more people)", "Explain what a guild was and why it mattered for tradespeople", "Describe one way towns changed medieval society (new merchant class, more freedom for townspeople)" ], "assessmentPrompt": "Could {{name}} explain why medieval towns grew and how the rise of markets and guilds changed the way people lived and worked?", "standards": [] }, { "id": "mt_uuB3owTqNY", "type": "CONCEPTUAL", "subject": "History", "domain": "Medieval Times", "name": "Women in the Middle Ages", "description": "The lives of medieval women: noblewomen managing estates, peasant women's hard daily work, nuns and abbesses, notable figures like Eleanor of Aquitaine and Joan of Arc", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Describe the different lives of noblewomen, peasant women, and nuns", "Name at least one notable medieval woman and explain what she did", "Explain one way women's lives in medieval times were more restricted than today" ], "assessmentPrompt": "Could {{name}} tell you about what life was like for women in medieval times and name a famous medieval woman who made her mark on history?", "standards": [] }, { "id": "mt_mvXufozy2s", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Asking for Help", "description": "Ask for help when you've had a go yourself and are still stuck — knowing when to ask is a skill in itself", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.3119015047879617, "evidence": [ "Hattie visible learning", "self-regulated learning research" ], "assessmentPrompt": "If {{name}} has tried something and is still stuck, do they come and ask for help rather than sitting frustrated or giving up?", "standards": [] }, { "id": "mt_8dstvf-KKb", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Checking Your Own Work", "description": "After finishing a task, look back at what you did and ask yourself: does this seem right?", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.146374829001368, "evidence": [ "After finishing a piece of work, re-read or review it without being asked to", "Spot and correct at least one error in their own work by checking back through it", "Describe what they checked for — e.g. 'I re-read each line to make sure my answers matched the question'" ], "assessmentPrompt": "After {{name}} finishes a piece of work or activity, do they look it over themselves to check it seems right before saying they're done?", "standards": [] }, { "id": "mt_S4G6GLKr1-", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Persisting When It's Hard", "description": "Keep trying when something feels hard — making mistakes and trying again is how learning happens", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.2503419972640219, "evidence": [ "Keep working on a difficult task for a sustained period without giving up or asking someone else to do it", "After making a mistake, try again with a different approach rather than saying 'I can't do it'", "Talk about difficulty positively — e.g. 'This is hard but I'm getting better' rather than 'I'm no good at this'" ], "assessmentPrompt": "If {{name}} finds a puzzle or activity really tricky, do they keep trying different ways rather than giving up straight away?", "standards": [] }, { "id": "mt_klyw-tdlhP", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Feeling of not understanding", "description": "Notice the feeling of not understanding — recognise when something is confusing rather than reading or listening past it", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.3119015047879617, "evidence": [ "comprehension monitoring research", "Flavell metacognitive monitoring" ], "assessmentPrompt": "If {{name}} is reading or listening and something doesn't make sense, do they notice and say so — rather than carrying on as if they understood?", "standards": [] }, { "id": "mt_QR3vxbN1o4", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Planning a Task", "description": "Make a simple plan before starting a task: what do I need to do, and what should I do first?", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1094391244870041, "evidence": [ "Before starting a task, describe what they need to do and what order to do it in", "Break a larger task into smaller steps without being prompted — e.g. 'First I'll read the question, then I'll draw a diagram'", "Gather the materials or information they need before beginning, rather than starting and then stopping to find things" ], "assessmentPrompt": "Before {{name}} starts a bigger task — like writing a story or making something — do they take a moment to think about what they'll do first?", "standards": [] }, { "id": "mt_LE7nFEwS12", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Thinking Before Starting", "description": "Before starting something new, stop and think: what do I already know about this topic?", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.2024623803009576, "evidence": [ "prior knowledge activation research", "Ausubel meaningful learning" ], "assessmentPrompt": "When {{name}} is about to learn something new — say a new topic in science or a new type of word problem — do they first think about what they already know?", "standards": [] }, { "id": "mt_32B7xjUPwF", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Connecting New & Old Ideas", "description": "Look for connections between new ideas and things you already know — how does this fit with what I've learned before?", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1299589603283174, "evidence": [ "elaborative encoding", "schema theory (Bartlett, Rumelhart)" ], "assessmentPrompt": "When {{name}} learns something new, do they ever say things like 'oh, that's like...' and connect it to something they already knew?", "standards": [] }, { "id": "mt_wvcFlwOrDl", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Spotting Patterns", "description": "Spot patterns and recurring structures — in numbers, words, nature, sounds, or events — and use them to make sense of new information", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.08755129958960328, "evidence": [ "Spot a pattern in a set of numbers, shapes, or facts without being told to look for one", "Use a pattern they noticed to make a prediction — e.g. 'The next one should be 16 because it's doubling each time'", "Explain the pattern they found and why they think it works" ], "assessmentPrompt": "When {{name}} notices a pattern — like a number pattern, a word ending, or something that keeps recurring — do they use it to figure out what comes next or predict something new?", "standards": [] }, { "id": "mt_6eTZUwKQZr", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Teaching It Back", "description": "After learning something new, explain it in your own words — to yourself, a family member, or even a toy", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1614227086183311, "evidence": [ "Explain a concept they've learned to someone else in their own words, not just repeating what the teacher said", "After teaching something to a friend or sibling, identify a gap in their own understanding that they only noticed through explaining", "Summarise a lesson by pretending to teach it back, using examples they made up themselves" ], "assessmentPrompt": "After {{name}} learns something at school, can they explain it back to you in their own words — not just repeat what they were told?", "standards": [] }, { "id": "mt_95zxYqpP7m", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Trying a New Approach", "description": "When your first approach isn't working, try a different one — being flexible about strategies is part of being a good learner", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.09986320109439124, "evidence": [ "When stuck on a problem, try a completely different approach rather than repeating the same method — e.g. drawing a picture instead of writing equations", "Describe a time they changed strategy mid-task and explain why the new approach worked better", "Accept that their first idea might not work and show willingness to start over with a fresh plan" ], "assessmentPrompt": "If {{name}} tries one way to solve a problem and it isn't working, do they try a different approach rather than just repeating the same thing?", "standards": [] }, { "id": "mt_hbe_kdE_7C", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Describing Rules & Patterns", "description": "When you notice a pattern repeating, describe it as a rule that works every time — then test whether the rule holds in new cases", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02872777017783858, "evidence": [ "Describe a pattern or rule they've noticed in their own words — e.g. 'Every time you add 0 to a number, it stays the same'", "Test whether a rule they've described holds for new examples they haven't seen before", "Explain the difference between noticing a pattern and proving it always works" ], "assessmentPrompt": "If {{name}} spots a pattern — like a grammar rule or a number pattern — can they describe it as a general rule and then check whether it works in new examples?", "standards": [] }, { "id": "mt_TDUpy57QVM", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Learning from Mistakes", "description": "When you get something wrong, investigate why — what did you misunderstand or overlook? Analysing errors is one of the most powerful ways to learn", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.09849521203830369, "evidence": [ "error analysis research", "Hattie feedback effect size" ], "assessmentPrompt": "When {{name}} gets something wrong on a test or activity, do they look at the mistake to understand what went wrong — rather than just moving on?", "standards": [] }, { "id": "mt_99G6Msdzw-", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Transferring Skills", "description": "Recognise when a skill or strategy learned in one subject or situation can be applied in a completely different one", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.009575923392612859, "evidence": [ "transfer of learning research", "Perkins & Salomon transfer taxonomy" ], "assessmentPrompt": "Has {{name}} ever spotted that something they learned in one subject — like a way of organising information — could help them in a completely different one?", "standards": [] }, { "id": "mt_Y6P9y1Rz-u", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Understanding Why", "description": "Go beyond knowing *that* something is true — ask *why* it is true and *how* it works", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1244870041039672, "evidence": [ "Ask 'why?' or 'how does that work?' about something they've been told, rather than just accepting it", "Explain the reason behind a rule or method — e.g. 'We carry the ten because 13 ones is the same as 1 ten and 3 ones'", "Show deeper understanding by connecting a new idea to something they already know — e.g. 'Oh, that's like when we...'" ], "assessmentPrompt": "Does {{name}} often ask 'but why?' when they learn a fact — wanting to understand the reason behind it rather than just accepting it?", "standards": [] }, { "id": "mt_q7zxOloj_L", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Choosing a Strategy", "description": "Before starting a study task, choose a deliberate strategy; after finishing, evaluate honestly whether that strategy actually helped", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1039671682626539, "evidence": [ "Before starting a task, name the strategy they plan to use and explain why — e.g. 'I'll make a mind map first because there's a lot to organise'", "After finishing, honestly evaluate whether their chosen strategy helped or whether a different one would have been better", "Describe at least three different learning strategies and explain when each works best" ], "assessmentPrompt": "Does {{name}} ever talk about *how* they're going to study or practise something — and afterwards think about whether that approach worked?", "standards": [] }, { "id": "mt_v5yDTWEiyQ", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Reflecting After Learning", "description": "After completing a piece of learning, reflect on the process: what helped most, what was confusing, and what would you do differently next time?", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06429548563611491, "evidence": [ "Kolb reflective learning cycle", "Hattie & Timperley feedback model" ], "assessmentPrompt": "After {{name}} finishes a project or topic at school, do they reflect on how the learning went — not just whether the result was good, but what worked and what didn't?", "standards": [] }, { "id": "mt_2uHYdoxD0H", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Finding Knowledge Gaps", "description": "Survey your own understanding of a whole topic — identify where your knowledge is solid, where it is shaky, and what still needs work", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08481532147742818, "evidence": [ "metacognitive monitoring research", "Flavell metacognition framework" ], "assessmentPrompt": "If you ask {{name}} how well they understand a whole topic, can they tell you honestly which parts they feel confident on and which parts need more work?", "standards": [] }, { "id": "mt_jIszRCO2ij", "type": "META", "subject": "Learning to Learn", "domain": "Learning to Learn", "name": "Setting Learning Goals", "description": "Set a specific learning goal, work towards it with a deliberate plan, then honestly assess whether you achieved it and what you would change", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08344733242134063, "evidence": [ "Set a specific, achievable learning goal for themselves — e.g. 'By Friday I want to know all my 7-times tables' rather than just 'get better at maths'", "Make a simple plan for how to reach their goal and follow through on it over several days", "After the deadline, honestly assess whether they achieved the goal and describe what they would do differently next time" ], "assessmentPrompt": "Does {{name}} ever set themselves a specific learning goal — like 'I want to get better at times tables by the end of the week' — and then honestly judge whether they met it?", "standards": [] }, { "id": "mt_SbEaQnMQoD", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Buyers & Sellers", "description": "When someone makes or has something, they can sell it; when someone wants something, they can buy it; introduction to the concept of exchange and transactions", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02325581395348837, "evidence": [ "Explain what a buyer does and what a seller does", "Act out a simple buying and selling transaction with a partner", "Describe a time they or a family member bought something from a person (market stall, car boot sale, bake sale)" ], "assessmentPrompt": "If {{name}} set up a stall at a school fair, could they explain who the buyers and sellers are and what each person does?", "standards": [] }, { "id": "mt_RgQxPddV8v", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Goods & Services", "description": "Some people make things (goods) and some people do things for others (services); recognising both in everyday life and understanding that both have value", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02188782489740082, "evidence": [ "Sort a set of pictures into goods (things you can touch) and services (things people do for you)", "Give three examples of goods and three examples of services from their everyday life", "Explain that both making things and helping people are valuable kinds of work" ], "assessmentPrompt": "Could {{name}} tell you the difference between a product you buy in a shop and a service like getting a haircut, and give examples of each?", "standards": [] }, { "id": "mt_CrGnpVjnk8", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Making Something to Sell", "description": "The experience of creating a product to sell — a craft, a drawing, baked goods; what makes something worth buying; pride in making something others want", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02462380300957592, "evidence": [ "Create a simple product (craft, drawing, baked item) that could be sold", "Explain what makes their product good enough for someone to want to buy it", "Suggest a fair price for their product and give a reason" ], "assessmentPrompt": "If {{name}} made something at home — like friendship bracelets or decorated biscuits — could they explain why someone might want to buy them?", "standards": [] }, { "id": "mt_vpMDMbx4pc", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Who Is a Customer?", "description": "Understanding that a customer is someone who buys what you make or do; thinking about what customers want and need; the idea that businesses serve people", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02462380300957592, "evidence": [ "Define what a customer is in their own words", "Suggest what a customer might look for when deciding whether to buy something (quality, price, looks nice)", "Explain why it matters to think about what the customer wants, not just what you want to make" ], "assessmentPrompt": "If {{name}} was planning to sell lemonade at a school event, could they think about what would make people want to buy their lemonade rather than someone else's?", "standards": [] }, { "id": "mt_cq711F7ruL", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Being a Good Seller", "description": "Customer service, fairness, and honesty in business; keeping promises to customers; why being trustworthy matters for repeat business and reputation", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Explain why being honest about what you're selling matters", "Describe what good customer service looks like (being polite, helpful, keeping promises)", "Give an example of how being unfair or dishonest could hurt a business" ], "assessmentPrompt": "If {{name}} sold something to a friend and it broke the next day, would they understand why it's important to make it right rather than ignore it?", "standards": [] }, { "id": "mt_9gpUHWVKMR", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Costs & Revenue", "description": "It costs money to make things (costs/expenses); you earn money by selling them (revenue); if revenue is more than costs, that's profit; if costs are more, that's a loss", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03693570451436388, "evidence": [ "Explain what costs, revenue, and profit mean using a simple example", "Calculate profit from a given scenario (e.g. spent £3 on ingredients, sold cakes for £8, profit = £5)", "Explain what happens if costs are higher than revenue (you make a loss)" ], "assessmentPrompt": "If {{name}} spent £4 on supplies for a lemonade stand and earned £10 selling lemonade, could they tell you how much profit they made?", "standards": [] }, { "id": "mt_RTwmvr9R7V", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Having a Business Idea", "description": "Where business ideas come from; spotting everyday problems and thinking of solutions; the difference between inventing something new and improving something that exists", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02325581395348837, "evidence": [ "Identify a simple everyday problem and suggest a product or service that could solve it", "Explain the difference between an invention (something new) and an innovation (making something better)", "Describe where one real entrepreneur got their business idea from" ], "assessmentPrompt": "If you asked {{name}} to think of a problem at school or home that they could solve by making or selling something, could they come up with an idea?", "standards": [] }, { "id": "mt_dknMcCqvoY", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Learning from Failure", "description": "Not every business idea works; entrepreneurs try, fail, learn, and try again; iteration and resilience as core entrepreneurial skills; famous failure-to-success stories", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Give an example of a famous entrepreneur who failed before succeeding", "Explain what they would do differently if a business idea didn't work the first time", "Describe why failing and trying again is better than giving up" ], "assessmentPrompt": "If {{name}}'s first attempt at a project or business idea didn't work out, would they see it as a chance to improve rather than a reason to give up?", "standards": [] }, { "id": "mt_phpn6KhCAv", "type": "PROCEDURAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Making a Simple Plan", "description": "Before starting a business, making a simple plan: what will I make or do, who will buy it, what do I need, how much will it cost, and what price will I charge?", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03419972640218878, "evidence": [ "Write or draw a simple business plan covering: product, customer, materials needed, and price", "Identify at least three things they would need before they could start selling", "Explain why planning ahead is better than just starting without thinking" ], "assessmentPrompt": "If {{name}} wanted to run a small business at a school fair, could they write a simple plan covering what they'd sell, what they'd need, and what they'd charge?", "standards": [] }, { "id": "mt_M2Gou3O6qT", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Marketing Basics", "description": "How people find out about what you're selling; signs, posters, social media, word of mouth; being persuasive; the basics of advertising and promotion", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Design a simple poster or advert for a product or service", "Name at least three ways to let people know about something you're selling", "Explain why a catchy name or eye-catching design helps sell more" ], "assessmentPrompt": "If {{name}} wanted to advertise a car wash or bake sale, could they design a poster that would make people want to come?", "standards": [] }, { "id": "mt_pOstrrS763", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Teamwork in Business", "description": "Most businesses need more than one person; working together, dividing tasks, and using different people's strengths; the value of teamwork in business", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Describe how they would divide tasks in a team business project (one person makes, one sells, one designs)", "Explain why using people's different strengths makes a business better", "Give an example of a problem that could happen if a team doesn't work well together" ], "assessmentPrompt": "If {{name}} was working with friends to run a stall at a fair, could they suggest how to divide up the jobs so everyone plays to their strengths?", "standards": [] }, { "id": "mt_b0sXYFblDL", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Ethics in Business", "description": "Being honest, being fair, treating workers well, not harming the environment; what makes a 'good' business; whether businesses should care about more than profit", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04514363885088919, "evidence": [ "Name at least two things that make a business ethical (fair wages, honest advertising, environmentally responsible)", "Explain why a business that only cares about profit might cause problems", "Describe a situation where a business owner faces an ethical choice and suggest what they should do" ], "assessmentPrompt": "If {{name}} heard about a company paying its workers very little to make bigger profits, could they explain why that's unfair and suggest a better approach?", "standards": [] }, { "id": "mt_bAYy0ytbfC", "type": "PROCEDURAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Pitching an Idea", "description": "Presenting a business idea to others convincingly; explaining what makes it good and why people should support it; building confidence in public speaking about ideas", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Deliver a 1-2 minute pitch for a business idea covering: what it is, who it helps, and why it's good", "Answer at least two questions about their idea from an audience", "Explain why being able to explain your idea clearly matters for getting support" ], "assessmentPrompt": "If {{name}} had to stand up in front of the class and explain a business idea in two minutes, could they do it confidently and persuasively?", "standards": [] }, { "id": "mt_rxJ2O_9Lkr", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Real Entrepreneurs", "description": "Stories of real entrepreneurs who started young: Mikaila Ulmer (Me & the Bees), Moziah Bridges (Mo's Bows), Cory Nieves (Mr. Cory's Cookies); what makes someone an entrepreneur", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Retell the story of at least one real entrepreneur who started as a child", "Identify three qualities that helped that entrepreneur succeed (creativity, persistence, passion)", "Explain what the word 'entrepreneur' means in their own words" ], "assessmentPrompt": "Could {{name}} tell you about a real person who started a business as a kid and explain what qualities helped them succeed?", "standards": [] }, { "id": "mt_7SsduPB2tP", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Scaling Up", "description": "What happens when a small business grows; making more products, hiring people, reaching more customers; the challenges and opportunities of scaling", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03967168262653899, "evidence": [ "Describe what 'scaling up' means for a business", "Identify at least two challenges of growing a business (need more money, more people, more materials)", "Explain how a lemonade stand could grow into a bigger business step by step" ], "assessmentPrompt": "Could {{name}} explain what would need to change if their small school-fair business became so popular that lots more people wanted to buy from them?", "standards": [] }, { "id": "mt_QepALf3bin", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Social Enterprise", "description": "Using business skills to help others or solve social and environmental problems; making money AND making a difference; examples of social enterprises", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Explain what a social enterprise is in their own words (a business that helps people or the planet)", "Give an example of a real social enterprise or charity shop", "Suggest a social enterprise idea that could help their school or community" ], "assessmentPrompt": "Could {{name}} come up with an idea for a business that both makes money and helps people or the environment?", "standards": [] }, { "id": "mt_tqgZH11cP5", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Entrepreneurship", "name": "Supply Chains", "description": "Where products come from before they reach the customer; raw materials, making, transporting, and selling; the journey of a product from start to finish", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04240766073871409, "evidence": [ "Trace the journey of a familiar product (e.g. chocolate bar) from raw material to shop shelf", "Identify at least three stages in a supply chain", "Explain why a long supply chain can make a product more expensive" ], "assessmentPrompt": "If you asked {{name}} how a chocolate bar gets from a cocoa farm to a shop shelf, could they describe the main steps in the journey?", "standards": [] }, { "id": "mt_RNRymbz5SO", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Buying Things", "description": "How buying and selling works: prices, paying for items, receiving change; the basic transaction process in shops and markets", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03967168262653899, "evidence": [ "Explain what happens when you buy something in a shop (choose, pay, get change)", "Read a price label and say whether they have enough money to buy the item", "Act out a simple buying scenario using real or play coins" ], "assessmentPrompt": "If {{name}} had a £2 coin and wanted to buy a snack for 80p, could they work out roughly how much change they'd get back?", "standards": [] }, { "id": "mt_FIkqA0qhnj", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Coins & Notes", "description": "Recognising common coins and notes, knowing their values, and understanding that different combinations can make the same amount", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04240766073871409, "evidence": [ "Sort a handful of mixed coins into groups by value", "State the value of common coins and notes when shown them", "Find two different ways to make the same amount using different coins" ], "assessmentPrompt": "If you tipped out a jar of coins, could {{name}} sort them and tell you how much each type is worth?", "standards": [] }, { "id": "mt_asRwlPZXC3", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Jobs People Do", "description": "Different kinds of work people do; that people earn money by working; how jobs help the community; linking personal interests to possible jobs", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01231190150478796, "evidence": [ "Name at least five different jobs and describe what each person does", "Explain that people get paid money for the work they do", "Connect a personal interest to a job (e.g. 'I like animals so I could be a vet')" ], "assessmentPrompt": "Could {{name}} tell you about different jobs people do in your community and explain that people get paid for their work?", "standards": [] }, { "id": "mt_FNSeo9_T2Z", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Looking After Money", "description": "Keeping money safe; not losing coins or notes; understanding that money has real value and should be treated carefully; basic money responsibility", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02051983584131327, "evidence": [ "Describe at least two ways to keep money safe (purse, wallet, money box, giving to a grown-up)", "Explain why it matters if you lose money", "Show that they treat real coins and notes carefully rather than leaving them lying around" ], "assessmentPrompt": "If you gave {{name}} some coins to look after at a shop, would they keep them safe and know where they put them?", "standards": [] }, { "id": "mt__ab4knIaSL", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Needs & Wants", "description": "The difference between things we need (food, shelter, clothing) and things we want (toys, treats); that we sometimes have to choose because money is limited", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03556771545827633, "evidence": [ "Sort a set of pictures into 'need' and 'want' categories and explain their choices", "Give an example of something everyone needs and something that is a want", "Explain why a family might choose to buy a need before a want" ], "assessmentPrompt": "If you showed {{name}} pictures of a winter coat, a toy robot, and a loaf of bread, could they tell you which ones are needs and which is a want?", "standards": [] }, { "id": "mt_zrCyqhngYm", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Saving Money", "description": "Why people save money; piggy banks and saving jars; setting a savings goal; the idea that not spending now means having more later", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02051983584131327, "evidence": [ "Explain why someone might save money instead of spending it straight away", "Describe a savings goal they could set and how they would work towards it", "Tell you what delayed gratification means in their own words (waiting to get something better)" ], "assessmentPrompt": "If {{name}} received some birthday money, could they explain why it might be smart to save some of it rather than spending it all at once?", "standards": [] }, { "id": "mt_SsS7GptD_o", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "What Money Is", "description": "What money is and why we use it; that money is exchanged for goods and services; brief history from barter to coins to digital payments", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05198358413132695, "evidence": [ "Explain that people use money to pay for things they need or want", "Give an example of how buying worked before money existed (swapping or bartering)", "Name at least two forms money can take (coins, notes, card, phone payment)" ], "assessmentPrompt": "If you asked {{name}} why people use money instead of just swapping things, could they give you a sensible answer?", "standards": [] }, { "id": "mt_My0OL6fhGL", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Advertising & Spending", "description": "How advertising tries to influence what we buy; being a critical consumer; understanding 'value for money'; the difference between emotional and rational spending", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Spot at least two persuasion techniques in a real advert (bright colours, celebrity, special offer)", "Explain what 'value for money' means and compare two similar products at different prices", "Describe a time when advertising made them want something they didn't really need" ], "assessmentPrompt": "When {{name}} sees an advert for a toy or game, can they recognise that the advert is trying to make them want to buy it?", "standards": [] }, { "id": "mt_uSUqTjOl8m", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Banks & Saving", "description": "What banks do and why people use them; bank accounts as safe places for money; that savings in a bank can earn interest; children's savings accounts", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "Explain what a bank does in simple terms (keeps money safe, lets you save)", "Describe what interest means (the bank pays you a little extra for keeping money there)", "Name one reason a bank account is safer than keeping all your money at home" ], "assessmentPrompt": "Could {{name}} explain what a bank does and why people put their money there instead of keeping it all at home?", "standards": [] }, { "id": "mt_Qzbh-_v0Gq", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Budgeting Pocket Money", "description": "What a budget is; planning how to spend a fixed amount of pocket money or allowance; making trade-offs between different things you want to buy", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Create a simple spending plan for £10 showing what they would buy and how much is left", "Explain what a budget is and why it helps to plan spending", "Identify a trade-off (choosing one thing means not having enough for another)" ], "assessmentPrompt": "If {{name}} had £10 to spend at a school fair, could they plan in advance what to spend it on so the money lasts?", "standards": [] }, { "id": "mt_uP9faJlnRq", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Earning Money", "description": "Ways that children and adults earn money; the connection between work, skills and pay; that harder or more skilled work often pays more", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.004103967168262654, "evidence": [ "Name at least three different ways people can earn money", "Explain why a doctor might earn more than a shop assistant (training, skills, responsibility)", "Describe a way a child could earn money (chores, car wash, selling crafts)" ], "assessmentPrompt": "Could {{name}} explain why some jobs pay more than others and describe a way they might earn some money themselves?", "standards": [] }, { "id": "mt_HPf-dVtA3p", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Fair Trade & Ethics", "description": "Where products come from and who makes them; that people around the world produce what we buy; fair pay for workers; making ethical choices as consumers", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01778385772913817, "evidence": [ "Explain that the things we buy are made by real people, sometimes in other countries", "Describe what 'fair trade' means in simple terms (workers get paid fairly)", "Give an example of a kind choice a shopper could make (buying fair trade chocolate, choosing less packaging)" ], "assessmentPrompt": "If {{name}} saw a Fairtrade logo on a chocolate bar, could they explain what it means and why it matters?", "standards": [] }, { "id": "mt_aWOK1npO5s", "type": "PROCEDURAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Making Change", "description": "Calculating change from a purchase; working confidently with pounds and pence together; solving practical money problems involving addition and subtraction", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02462380300957592, "evidence": [ "Calculate the change from £5 when buying items costing pounds and pence", "Add two or three prices together to find a total cost", "Check whether they have been given the correct change in a role-play scenario" ], "assessmentPrompt": "If {{name}} bought a comic for £2.75 and paid with a £5 note, could they work out they should get £2.25 back?", "standards": [] }, { "id": "mt_K8_RYIvrTV", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Ways to Pay", "description": "Different ways to pay: cash, debit cards, contactless, online payments, mobile payments; that digital payments still use real money; keeping payment details safe", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Name at least four different ways people can pay for things", "Explain that tapping a card or phone still spends real money from a bank account", "Give one reason why you should keep card numbers and passwords private" ], "assessmentPrompt": "Does {{name}} understand that when you tap a card or use a phone to pay, real money leaves your bank account even though you can't see coins changing hands?", "standards": [] }, { "id": "mt_bAy4dmP1-A", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Borrowing & Debt", "description": "What borrowing money means; that loans must be repaid with interest; what credit is; why too much debt can be risky; responsible borrowing", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Explain what a loan is and that borrowed money must be paid back with extra (interest)", "Give an example of when borrowing might be sensible (buying a house) versus risky (buying luxuries you can't afford)", "Describe what happens if someone borrows too much money and can't repay it" ], "assessmentPrompt": "Could {{name}} explain why borrowing money costs more than the amount you borrow, and why that matters?", "standards": [] }, { "id": "mt_r1hw-KenpK", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Financial Planning", "description": "Setting longer-term financial goals; planning and prioritising spending; how saving regularly adds up over time; the value of thinking ahead with money", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02051983584131327, "evidence": [ "Set a realistic savings goal and calculate how long it would take saving a fixed amount each week", "Create a simple financial plan for a specific purpose (birthday party, school trip, gift)", "Explain why planning ahead with money is better than spending everything as it comes in" ], "assessmentPrompt": "If {{name}} wanted to save up for something costing £30, could they work out a realistic plan for how long it would take?", "standards": [] }, { "id": "mt_0Rx1ISxXFE", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Global Trade", "description": "Why countries trade with each other; imports and exports; how goods travel around the world; that different countries use different currencies", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Explain why countries buy goods from other countries (they can't make everything themselves)", "Give examples of imported and exported products from their own country", "Explain that different countries use different currencies and you need to exchange money when travelling" ], "assessmentPrompt": "If {{name}} looked at the labels on items in your kitchen, could they explain why so many things come from different countries?", "standards": [] }, { "id": "mt_udgPy5oAvR", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "How the Economy Works", "description": "What an economy is; producers and consumers; supply and demand; why prices change; the basics of how markets work", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Explain what 'supply and demand' means using a simple example (ice cream on a hot day)", "Describe the difference between a producer and a consumer", "Give a reason why the price of something might go up or down" ], "assessmentPrompt": "Could {{name}} explain why ice cream might cost more at the beach in summer than at a supermarket in winter?", "standards": [] }, { "id": "mt_W5euSyU2sO", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Scams & Online Safety", "description": "Recognising financial scams and tricks; phishing emails and fake websites; protecting personal and financial information online; 'if it seems too good to be true, it probably is'", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03009575923392613, "evidence": [ "Identify at least two warning signs of a scam (asking for personal details, too-good-to-be-true offers, urgency)", "Explain why you should never share passwords or bank details online", "Describe what to do if they receive a suspicious message or email (don't click, tell an adult)" ], "assessmentPrompt": "If {{name}} received a message saying they'd won a prize and just needed to enter their details, would they know it's probably a scam?", "standards": [] }, { "id": "mt_cSz7XTxVAx", "type": "CONCEPTUAL", "subject": "Life Skills", "domain": "Money & Finance", "name": "Taxes & Public Services", "description": "What taxes are and why people pay them; how taxes fund schools, hospitals, roads, and emergency services; that governments decide how to spend tax money", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Explain what tax is and that most working adults pay it", "Name at least three things that taxes pay for (schools, hospitals, roads, police, fire service)", "Describe why taxes are needed (everyone chips in so everyone benefits)" ], "assessmentPrompt": "Could {{name}} explain where the money comes from to pay for things like schools and hospitals that everyone uses?", "standards": [] }, { "id": "mt_yJmvUCCym7", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition and subtraction word problems", "description": "Solve addition and subtraction word problems within 10 using objects or drawings", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.08618331053351573, "evidence": [ "Solve 'There are 6 apples, 2 are eaten, how many left?' using counters", "Solve 'add to' and 'take from' result-unknown problems", "Solve 'put together/take apart' problems with total unknown" ], "assessmentPrompt": "If you say 'There are 7 birds on a fence and 3 fly away — how many are left?', can {{name}} work it out using their fingers, counters, or a quick drawing?", "standards": [ "ccss-math:K.OA.2", "uk-nc-2013:Maths/Y1/AS/4" ] }, { "id": "mt_OvyoRo47K-", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition as combining or putting together two", "description": "Understand addition as combining or putting together two groups to find the total", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.5444596443228454, "evidence": [ "Model 'putting together' with physical objects and say the total", "Act out an 'add to' situation (e.g. 3 children arrive, then 2 more join)", "Explain that addition means finding how many altogether" ], "assessmentPrompt": "If {{name}} has 4 toy cars and a friend brings 3 more, do they understand that adding means combining both groups — and can they tell you there are now 7 cars altogether?", "standards": [ "ccss-math:K.OA.1", "uk-nc-2013:Maths/Y1/AS/1" ] }, { "id": "mt_e8CZ7E5qW7", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Number bonds to 9", "description": "Find the number that makes 10 when added to a given number from 1 to 9 (number bonds to 10)", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2612859097127223, "evidence": [ "Given 7, respond '3' to make 10", "Use a ten-frame to find the complement to 10", "Record pairs that make 10 as equations (e.g. 6 + 4 = 10)" ], "assessmentPrompt": "If {{name}} has 6 strawberries and needs 10 for a recipe, can they quickly tell you they need 4 more — without counting all the way up from 1?", "standards": [ "ccss-math:K.OA.4", "uk-nc-2013:Maths/Y1/AS/2" ] }, { "id": "mt_7XcCG43ZZW", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Numbers up to 10 into pairs", "description": "Decompose numbers up to 10 into pairs in more than one way (part-part-whole)", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2612859097127223, "evidence": [ "Show that 5 = 1 + 4, 5 = 2 + 3, 5 = 0 + 5 etc.", "Use objects or drawings to find all pairs that make a given number", "Record decompositions as equations" ], "assessmentPrompt": "If {{name}} has 8 grapes, can they split them into two groups in different ways — like 3 and 5, or 4 and 4 — and explain that both groups together still make 8?", "standards": [ "ccss-math:K.OA.3", "uk-nc-2013:Maths/Y1/AS/2" ] }, { "id": "mt_PgsHGYJMH-", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Representing Addition and Subtraction", "description": "Represent addition and subtraction using objects, drawings, and mental images", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.08618331053351573, "evidence": [ "Use cubes or counters to show 3 + 2", "Draw a picture to represent a subtraction situation", "Use fingers to model an addition problem" ], "assessmentPrompt": "If {{name}} has 3 apples and you give them 2 more, can they show you how many there are altogether — using their fingers, some small objects, or a drawing?", "standards": [ "ccss-math:K.OA.1", "uk-nc-2013:Maths/Y1/AS/4" ] }, { "id": "mt_zuKAX6lcYR", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Subtraction as taking away or separating", "description": "Understand subtraction as taking away or separating from a group to find how many remain", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.6511627906976745, "evidence": [ "Model 'taking away' with physical objects and say how many remain", "Act out a 'take from' situation (e.g. 5 biscuits, eat 2, how many left?)", "Explain that subtraction means finding how many are left" ], "assessmentPrompt": "If {{name}} has 9 biscuits and eats 3, do they understand that subtracting means taking some away — and can they tell you 6 biscuits are left?", "standards": [ "ccss-math:K.OA.1", "uk-nc-2013:Maths/Y1/AS/1" ] }, { "id": "mt_mr_Vk7FGzK", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding and subtracting", "description": "Add and subtract one-digit and two-digit numbers to 20, including zero", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.07660738714090287, "evidence": [ "Calculate 14 + 5 = 19", "Calculate 17 – 3 = 14", "Add or subtract 0 and explain the result stays the same" ], "assessmentPrompt": "Can {{name}} work out sums like '14 + 5' or '18 − 6' in their head or on paper, and do they know that adding or taking away zero leaves the number unchanged?", "standards": [ "uk-nc-2013:Maths/Y1/AS/3" ] }, { "id": "mt_VAWV_l7J0D", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Early Word Problems", "description": "Solve one-step word problems involving addition and subtraction to 20, including missing-number problems", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.07660738714090287, "evidence": [ "Solve 'I have 12 sweets and eat 4, how many left?'", "Solve missing number: 7 = [ ] – 9", "Solve problems using concrete objects and pictorial representations" ], "assessmentPrompt": "If you say 'I had some sweets, ate 5, and now have 9 left — how many did I start with?', can {{name}} figure out the missing number?", "standards": [ "ccss-math:1.OA.1", "uk-nc-2013:Maths/Y1/AS/4" ] }, { "id": "mt_ghF3Vv6taM", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Fluent adding and subtracting within 5", "description": "Fluently add and subtract within 5", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1751025991792066, "evidence": [ "Answer 2 + 3 quickly without counting on fingers", "Answer 5 – 2 from recall or with minimal counting", "Complete a set of within-5 addition/subtraction facts accurately and quickly" ], "assessmentPrompt": "Can {{name}} give you the answer to sums like '2 + 3' or '5 − 2' straight away, without needing to count on their fingers every time?", "standards": [ "ccss-math:K.OA.5" ] }, { "id": "mt_s2mfRBoTal", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Number bonds", "description": "Recall number bonds (addition and related subtraction facts) within 20", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.07797537619699042, "evidence": [ "Quickly recall that 8 + 5 = 13", "Given 13 – 5, respond 8 using knowledge of related addition fact", "Know all pairs of single-digit numbers that sum to numbers up to 20" ], "assessmentPrompt": "Can {{name}} quickly recall facts like '8 + 7 = 15' and immediately know that '15 − 7 = 8' — without having to work out the subtraction from scratch?", "standards": [ "uk-nc-2013:Maths/Y1/AS/2" ] }, { "id": "mt_8RmpkDxT9L", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Reading +, −, and = symbols", "description": "Read, write, and interpret the symbols +, −, and = in number sentences", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.3775649794801642, "evidence": [ "Read 3 + 2 = 5 aloud as 'three plus two equals five'", "Write a number sentence to match a concrete addition situation", "Interpret the = sign as 'is the same as' rather than just 'the answer is'" ], "assessmentPrompt": "If you write '4 + 3 = 7' on paper, can {{name}} tell you what the plus sign, minus sign, and equals sign each mean?", "standards": [ "ccss-math:K.OA.1", "uk-nc-2013:Maths/Y1/AS/1" ] }, { "id": "mt_I5j1ZWo2cn", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding and subtracting tens mentally", "description": "Add and subtract a two-digit number and tens mentally and using concrete/pictorial representations", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.01641586867305062, "evidence": [ "Calculate 45 + 30 = 75 mentally", "Calculate 82 − 40 = 42 mentally", "Explain that only the tens digit changes when adding/subtracting tens" ], "assessmentPrompt": "Can {{name}} quickly work out '54 + 30' or '78 − 20' in their head — knowing that only the tens digit changes?", "standards": [ "uk-nc-2013:Maths/Y2/AS/5" ] }, { "id": "mt_Zx1xZM-RbX", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding Three Small Numbers", "description": "Add three one-digit numbers using strategies including looking for pairs that make 10", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.01094391244870041, "evidence": [ "Calculate 5 + 7 + 3 by first adding 7 + 3 = 10, then 5 + 10 = 15", "Add any three single-digit numbers correctly", "Identify useful pairs within three addends to make the calculation easier" ], "assessmentPrompt": "If {{name}} needs to add 4 + 6 + 8, can they spot that 4 and 6 make 10 first, then add 8 to get 18 — rather than just adding in order from left to right?", "standards": [ "ccss-math:1.OA.2", "uk-nc-2013:Maths/Y2/AS/7" ] }, { "id": "mt_UQnAFPs83F", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding two two-digit numbers", "description": "Add and subtract two two-digit numbers using concrete objects, pictorial representations, and mental methods", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02735978112175103, "evidence": [ "Calculate 34 + 27 using base-ten blocks or column addition", "Calculate 63 − 28 using a number line or partitioning", "Explain a strategy for adding or subtracting two two-digit numbers" ], "assessmentPrompt": "Can {{name}} add or subtract two two-digit numbers — like '43 + 28' — using counters, a drawing, or working it out in their head?", "standards": [ "uk-nc-2013:Maths/Y2/AS/6" ] }, { "id": "mt_glPPG-kTQY", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding within 100", "description": "Add within 100 using strategies based on place value, including adding a two-digit and one-digit number, and a two-digit and a multiple of 10", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1627906976744186, "evidence": [ "Calculate 46 + 7 using place value (46 + 4 + 3 = 53)", "Calculate 38 + 40 = 78 using tens understanding", "Relate the strategy to a written method and explain the reasoning" ], "assessmentPrompt": "Can {{name}} work out sums like '47 + 8' or '35 + 50' by thinking about the tens and ones separately rather than counting up one at a time?", "standards": [ "ccss-math:1.NBT.4" ] }, { "id": "mt_PpWSHA-0kv", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition and subtraction strategies", "description": "Use counting on and counting back as strategies for addition and subtraction", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.006839945280437756, "evidence": [ "Add 8 + 3 by starting at 8 and counting on 3 (9, 10, 11)", "Subtract 12 − 3 by counting back 3 from 12 (11, 10, 9)", "Explain that counting on is a way to add" ], "assessmentPrompt": "If {{name}} needs to work out '8 + 5', can they start from 8 and count up five more — rather than starting from 1 every time?", "standards": [ "ccss-math:1.OA.5" ] }, { "id": "mt_m1W6nTQJ2b", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition and subtraction within 20", "description": "Add and subtract within 20 using strategies such as making ten, decomposing a number leading to ten, and using known facts", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1682626538987688, "evidence": [ "Solve 8 + 6 using making ten: 8 + 2 + 4 = 14", "Solve 13 − 4 by decomposing: 13 − 3 − 1 = 9", "Use a known fact (8 + 4 = 12) to derive 12 − 8 = 4" ], "assessmentPrompt": "If {{name}} needs to work out '8 + 6', can they split the 6 into 2 + 4, use the 2 to fill up to 10, then add the remaining 4 to get 14?", "standards": [ "ccss-math:1.OA.6" ] }, { "id": "mt_QCgbiVrwnp", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition in any order", "description": "Understand and apply the commutative property of addition: addends can be added in any order", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1559507523939808, "evidence": [ "Explain that 3 + 8 gives the same answer as 8 + 3", "Use commutativity to choose the larger number to count on from", "Demonstrate that subtraction is not commutative (5 − 3 ≠ 3 − 5)" ], "assessmentPrompt": "Does {{name}} know that 6 + 4 gives the same answer as 4 + 6, so they can always choose whichever order makes the adding easier?", "standards": [ "ccss-math:1.OA.3", "uk-nc-2013:Maths/Y2/AS/8" ] }, { "id": "mt_ezc2m_0dzN", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Finding a missing number in addition", "description": "Understand subtraction as finding an unknown addend (e.g. 10 − 8 = ? is the same as 8 + ? = 10)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.08755129958960328, "evidence": [ "Solve 10 − 8 by thinking 'what do I add to 8 to make 10?'", "Explain that subtraction can be thought of as a missing-addend problem", "Use known addition facts to solve related subtraction problems" ], "assessmentPrompt": "Can {{name}} see that '10 − 8 = ?' is the same as asking 'what do I add to 8 to reach 10?' — so they can use their adding knowledge to help with subtraction?", "standards": [ "ccss-math:1.OA.4" ] }, { "id": "mt__we2TDqnJx", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Fluent adding and subtracting within 10", "description": "Fluently add and subtract within 10", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1682626538987688, "evidence": [ "Answer any addition fact within 10 quickly from memory", "Answer any subtraction fact within 10 quickly from memory", "Complete a timed set of within-10 facts with high accuracy" ], "assessmentPrompt": "Can {{name}} answer sums like '7 + 3' or '9 − 4' almost instantly — without stopping to count on their fingers?", "standards": [ "ccss-math:1.OA.6" ] }, { "id": "mt_3e_PQxwC12", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Fluent addition and subtraction", "description": "Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02051983584131327, "evidence": [ "Rapidly recall 7 + 8 = 15 and 15 − 8 = 7", "Use 6 + 4 = 10 to derive 60 + 40 = 100", "Derive 35 + 5 = 40 from knowledge that 5 + 5 = 10" ], "assessmentPrompt": "Can {{name}} quickly recall facts like '9 + 7 = 16' and '16 − 7 = 9', and use those to help work out bigger sums like '90 + 70'?", "standards": [ "uk-nc-2013:Maths/Y2/AS/3" ] }, { "id": "mt_T76hKqXf0z", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Grouping numbers to add", "description": "Understand and apply the associative property of addition: when adding three numbers, any two can be added first", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.008207934336525308, "evidence": [ "Solve 2 + 6 + 4 by first adding 6 + 4 = 10, then 2 + 10 = 12", "Explain that grouping addends differently gives the same total", "Choose which two numbers to add first to make the calculation easier" ], "assessmentPrompt": "If {{name}} needs to add 3 + 7 + 6, can they spot that adding 3 and 7 first (to make 10) is easier — rather than always working left to right?", "standards": [ "ccss-math:1.OA.3" ] }, { "id": "mt_ehGS_uVSJv", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Inverse: addition undoes subtraction", "description": "Recognise and use the inverse relationship between addition and subtraction to check calculations and solve missing-number problems", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.08755129958960328, "evidence": [ "Check 15 + 7 = 22 by calculating 22 − 7 = 15", "Use the inverse to solve: □ + 9 = 14, so □ = 14 − 9 = 5", "Explain that addition and subtraction 'undo' each other" ], "assessmentPrompt": "If {{name}} works out 13 + 5 = 18, can they immediately use that to say '18 − 5 = 13' — without having to work the subtraction out all over again?", "standards": [ "ccss-math:1.OA.4", "uk-nc-2013:Maths/Y2/AS/9" ] }, { "id": "mt_AKAtWEwpcj", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Mental addition and subtraction (age 6+)", "description": "Add and subtract a two-digit number and ones mentally and using concrete/pictorial representations", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02325581395348837, "evidence": [ "Calculate 36 + 7 = 43 using objects or mentally", "Calculate 52 − 4 = 48 using a number line or mentally", "Explain bridging through 10 when adding ones to a two-digit number" ], "assessmentPrompt": "Can {{name}} work out '36 + 7' or '42 − 5' in their head — keeping the tens in place and only adjusting the ones?", "standards": [ "uk-nc-2013:Maths/Y2/AS/4" ] }, { "id": "mt_wzAZ8qFDc4", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Mental and written addition and subtraction", "description": "Solve addition and subtraction problems using mental and written methods, including problems involving numbers, quantities, and measures", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03146374829001368, "evidence": [ "Solve a two-step problem: 'I had 35p, spent 12p, then found 5p. How much now?'", "Choose an appropriate method (mental or written) for a given problem", "Solve problems involving measures, e.g. 'a ribbon is 45cm, I cut off 18cm'" ], "assessmentPrompt": "If {{name}} is given a problem involving lengths, weights, or prices, can they decide whether to add or subtract and carry out the calculation correctly?", "standards": [ "uk-nc-2013:Maths/Y2/AS/1", "uk-nc-2013:Maths/Y2/AS/2" ] }, { "id": "mt_HJTuIGHvcR", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Subtracting multiples of 10", "description": "Subtract multiples of 10 (10–90) from multiples of 10 using place value strategies", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.01504787961696306, "evidence": [ "Calculate 70 − 30 = 40", "Use base-ten blocks to show 80 − 50 = 30", "Explain that subtracting tens is like subtracting the tens digits" ], "assessmentPrompt": "Can {{name}} quickly work out '80 − 50' or '70 − 40' in their head by thinking about how many tens are left?", "standards": [ "ccss-math:1.NBT.6" ] }, { "id": "mt_3JgrHY221M", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Unknown in Addition & Subtraction", "description": "Determine the unknown whole number in an addition or subtraction equation relating three whole numbers", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02188782489740082, "evidence": [ "Solve 8 + ? = 11 and write 3", "Solve 5 = □ − 3 and write 8", "Solve 6 + 6 = □ and write 12" ], "assessmentPrompt": "If {{name}} sees '? + 6 = 14' or '9 − ? = 4' written on paper, can they figure out what number goes in the gap?", "standards": [ "ccss-math:1.OA.8" ] }, { "id": "mt_oIzycTBeE4", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "What the equals sign means", "description": "Understand the meaning of the equal sign as 'is the same as' and determine if equations are true or false", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1668946648426813, "evidence": [ "Explain that 6 = 6 is true because both sides are the same", "Determine that 4 + 1 = 5 + 2 is false", "Understand that = does not mean 'the answer comes next' — it means balance" ], "assessmentPrompt": "Does {{name}} understand that '=' means 'the same as', so they can tell you whether '4 + 3 = 8 − 1' is true or false?", "standards": [ "ccss-math:1.OA.7" ] }, { "id": "mt_SrrsLiJkr3", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding and subtracting (age 7+)", "description": "Add and subtract numbers with up to three digits using formal written methods of columnar addition and subtraction", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1258549931600547, "evidence": [ "Set out a columnar addition correctly with digits aligned by place value", "Carry out columnar subtraction with exchange (borrowing) when needed", "Check the answer using the inverse operation or estimation" ], "assessmentPrompt": "Can {{name}} set out a sum like '347 + 265' or '512 − 278' in columns and work through it step by step, carrying or borrowing where needed?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/AS/2" ] }, { "id": "mt_TiQbi027PE", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding numbers", "description": "Add up to four two-digit numbers using strategies based on place value and properties of operations", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02872777017783858, "evidence": [ "Add three or four two-digit numbers by grouping tens and ones", "Look for pairs that make multiples of 10 to simplify addition", "Explain the strategy used to combine multiple addends" ], "assessmentPrompt": "Can {{name}} add up four two-digit numbers — like '14 + 23 + 32 + 19' — by grouping them cleverly, rather than just plodding through from left to right?", "standards": [ "ccss-math:2.NBT.6" ] }, { "id": "mt_zxST3MarI9", "type": "META", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition and subtraction strategies (age 7+)", "description": "Explain why addition and subtraction strategies work, using place value and the properties of operations", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.0533515731874145, "evidence": [ "Explain why adding tens and ones separately gives the correct total", "Describe why a compensation strategy works (e.g. 'I added 1 too many, so I subtract 1')", "Use place-value language to justify a written method step by step" ], "assessmentPrompt": "If {{name}} works out '67 + 24' by splitting it into '60 + 20' and '7 + 4', can they explain to you in words *why* that approach gives the right answer?", "standards": [ "ccss-math:2.NBT.9" ] }, { "id": "mt_ewmuMMPAzP", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition and subtraction within 1000", "description": "Add and subtract within 1000 using concrete models, drawings, and strategies based on place value; understand composing and decomposing tens and hundreds", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1422708618331053, "evidence": [ "Add two three-digit numbers using base-ten blocks or drawings, composing a ten or hundred when necessary", "Subtract three-digit numbers, decomposing a ten or hundred when necessary", "Relate the concrete/drawn strategy to a written method and explain why it works" ], "assessmentPrompt": "Can {{name}} add or subtract numbers in the hundreds — like '347 + 256' — by thinking about hundreds, tens, and ones separately, or drawing a diagram to help?", "standards": [ "ccss-math:2.NBT.7" ] }, { "id": "mt_QaYfeVL-0C", "type": "META", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Estimating by rounding", "description": "Estimate the answer to a calculation and use inverse operations to check answers; apply to increasingly large numbers using rounding and inverse reasoning", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.09575923392612859, "evidence": [ "Round numbers to the nearest 10 or 100 to estimate a sum or difference before calculating", "Use addition to check a subtraction answer, or vice versa", "Identify when a calculated answer is unreasonable based on the estimate", "Round numbers to estimate a sum or difference before calculating", "Use addition to check a subtraction answer and vice versa", "Identify an unreasonable answer by comparing to the estimate" ], "assessmentPrompt": "Before {{name}} works out a calculation, can they make a sensible rough guess — and then check their answer using the opposite operation?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/AS/3", "uk-nc-2013:Ma/KS2/Y4/AS/2" ] }, { "id": "mt_cChv2j_-Da", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Fluent adding and subtracting within 100", "description": "Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1627906976744186, "evidence": [ "Add two-digit numbers within 100 efficiently (e.g. 46 + 37 using place-value partitioning)", "Subtract two-digit numbers within 100 fluently (e.g. 83 − 25)", "Choose between strategies (decomposing, compensating, using known facts) based on the numbers involved" ], "assessmentPrompt": "Can {{name}} reliably add or subtract two-digit numbers like '68 + 27' or '91 − 45', choosing the best strategy for each problem?", "standards": [ "ccss-math:2.NBT.5" ] }, { "id": "mt__t4afSyZRm", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Fluent adding and subtracting within 20", "description": "Fluently add and subtract within 20 using mental strategies; know from memory all sums of two one-digit numbers", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1532147742818057, "evidence": [ "Answer any single-digit addition fact within 3 seconds", "Recall subtraction facts within 20 from memory (e.g. 15 − 8 = 7)", "Use known addition facts to derive related subtraction facts rapidly" ], "assessmentPrompt": "Can {{name}} instantly recall all the single-digit addition facts — like '7 + 8 = 15' — without needing to count or think for more than a second?", "standards": [ "ccss-math:2.OA.2" ] }, { "id": "mt_oDU_8zMZjp", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Mental addition and subtraction (age 7+)", "description": "Mentally add and subtract a three-digit number and ones", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03283173734610123, "evidence": [ "Calculate 345 + 7 mentally", "Calculate 462 − 5 mentally", "Explain that only the ones digit changes (unless bridging through a ten)" ], "assessmentPrompt": "Can {{name}} work out '436 + 7' or '521 − 8' in their head — keeping the hundreds and tens unchanged while adjusting just the ones?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/AS/1a" ] }, { "id": "mt_xPqczp7zPX", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Mentally adding hundreds to 3-digit numbers", "description": "Mentally add and subtract a three-digit number and hundreds", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01778385772913817, "evidence": [ "Calculate 345 + 200 mentally", "Calculate 762 − 400 mentally", "Explain that only the hundreds digit changes" ], "assessmentPrompt": "Can {{name}} quickly work out '342 + 200' or '756 − 300' in their head — knowing that only the hundreds digit changes?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/AS/1c" ] }, { "id": "mt_aHQ9kNt3is", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Mentally adding tens to 3-digit numbers", "description": "Mentally add and subtract a three-digit number and tens", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01778385772913817, "evidence": [ "Calculate 345 + 40 mentally", "Calculate 462 − 30 mentally", "Explain that only the tens digit changes (unless bridging through a hundred)" ], "assessmentPrompt": "Can {{name}} quickly work out '354 + 40' or '628 − 30' in their head — knowing that only the tens digit changes?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/AS/1b" ] }, { "id": "mt_XuHmIn2xje", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Missing number problems (age 7+)", "description": "Solve addition and subtraction problems including missing-number problems, using number facts, place value, and more complex methods", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.09028727770177838, "evidence": [ "Solve a missing-number problem such as 245 + ? = 380", "Choose an appropriate method (mental, written, or combination) based on the numbers", "Solve multi-step problems combining addition and subtraction of three-digit numbers" ], "assessmentPrompt": "Can {{name}} work out sums with a hidden number — like '? − 38 = 24' or '53 + ? = 91' — by thinking carefully about what the equation is asking?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/AS/4" ] }, { "id": "mt_19j_5AuuQI", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Numbers on a number line", "description": "Represent whole numbers as lengths on a number line and represent sums and differences within 100 on a number line diagram", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03556771545827633, "evidence": [ "Place whole numbers on a number line with equally spaced points", "Show an addition as a jump forward on the number line (e.g. 38 + 27 shown as jumps)", "Show a subtraction as a jump backward on the number line" ], "assessmentPrompt": "Can {{name}} mark numbers on a number line and show what happens when they add or subtract — for example, jumping forward 35 places from 48?", "standards": [ "ccss-math:2.MD.6" ] }, { "id": "mt_yTWxkzzoOZ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Two-Step Word Problems", "description": "Solve one- and two-step word problems within 100 using addition and subtraction, with unknowns in all positions", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.08618331053351573, "evidence": [ "Solve a two-step word problem involving adding to and taking from", "Represent a word problem with an equation using a symbol for the unknown", "Solve comparison problems (how many more/fewer) within 100" ], "assessmentPrompt": "If a word problem says 'Sam had 78 stickers, gave some away, and now has 45 — how many did he give away?', can {{name}} work out which operation to use and find the answer?", "standards": [ "ccss-math:2.OA.1" ] }, { "id": "mt_mpS-JK_p_m", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding and subtracting (age 8+)", "description": "Add and subtract numbers with up to four digits using formal written methods of columnar addition and subtraction", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04514363885088919, "evidence": [ "Set out and solve a columnar addition with up to four-digit numbers", "Set out and solve a columnar subtraction with exchange across multiple columns", "Check the answer using estimation or inverse operations" ], "assessmentPrompt": "Can {{name}} line up a sum like '3,842 + 1,765' or '4,301 − 2,658' in columns and work through it correctly — carrying and borrowing across multiple columns?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/AS/1" ] }, { "id": "mt_HFRYjTb-Z5", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Fluent adding and subtracting within 1000", "description": "Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03146374829001368, "evidence": [ "Add two three-digit numbers fluently using an efficient method", "Subtract three-digit numbers fluently, including with regrouping", "Choose the most efficient strategy based on the numbers involved" ], "assessmentPrompt": "Can {{name}} add or subtract three-digit numbers like '672 − 348' reliably, choosing whichever method works best for them?", "standards": [ "ccss-math:3.NBT.2" ] }, { "id": "mt_CDa5AVakLE", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Two-step addition and subtraction problems", "description": "Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04514363885088919, "evidence": [ "Identify the two steps needed to solve a contextual problem", "Choose between mental and written methods for each step based on the numbers", "Explain why the chosen operations and methods are appropriate" ], "assessmentPrompt": "If {{name}} reads a word problem with two steps — like working out change from a shopping trip with two items — can they plan which calculations to do and in what order?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/AS/3" ] }, { "id": "mt_anAe11HAEH", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Two-Step Equations", "description": "Solve two-step word problems using the four operations; represent problems using equations with a letter standing for the unknown quantity", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.0533515731874145, "evidence": [ "Solve a two-step problem that combines addition/subtraction with multiplication/division", "Write an equation using a letter for the unknown (e.g. 3 × n + 5 = 26)", "Assess the reasonableness of the answer using estimation and mental computation" ], "assessmentPrompt": "Can {{name}} write an equation like 'n + 25 = 60' to represent a word problem, and then solve it to find what n equals?", "standards": [ "ccss-math:3.OA.8" ] }, { "id": "mt_-F_Lv_apzH", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding and subtracting (age 9+)", "description": "Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.0506155950752394, "evidence": [ "A school collects 12,450 bottles in Week 1 and 8,372 in Week 2; their target is 25,000 — how many more do they need?", "Choose between mental and written methods for each step and explain why", "Solve a three-step problem involving addition and subtraction of five-digit numbers" ], "assessmentPrompt": "If {{name}} is given a multi-step problem — like planning a budget where money is added and spent in several steps — can they decide which operations to use at each stage and explain their thinking?", "standards": [] }, { "id": "mt_G3sVFQNCme", "type": "META", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Checking Answers by Rounding", "description": "Use rounding to check answers to calculations and determine appropriate levels of accuracy in context", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04787961696306429, "evidence": [ "Check 47,832 + 23,156 ≈ 48,000 + 23,000 = 71,000 to verify the exact answer 70,988", "Decide whether to round to the nearest 100 or 1,000 for a given estimation context", "Identify that a calculated answer of 3,421 cannot be correct because the estimate gives approximately 50,000" ], "assessmentPrompt": "If {{name}} gets an answer of 4,213 for an addition, can they round the numbers to double-check — like '4,000 + 1,000 ≈ 5,000' — and spot if the answer seems way off?", "standards": [] }, { "id": "mt_Yw1_4Nfsql", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Fluent addition and subtraction (age 9+)", "description": "Fluently add and subtract whole numbers with more than four digits using the standard columnar algorithm", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04377564979480164, "evidence": [ "Calculate 34,567 + 28,945 using columnar addition", "Calculate 500,000 − 234,178 using columnar subtraction with multiple exchanges", "Add three five-digit numbers in a single column layout" ], "assessmentPrompt": "Can {{name}} accurately add or subtract large numbers — like '23,846 + 14,579' — using the column method, carrying and borrowing correctly however many columns it takes?", "standards": [] }, { "id": "mt_MWXPiaTnEu", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Mental addition and subtraction (age 9+)", "description": "Add and subtract numbers mentally with increasingly large numbers, using place-value knowledge and derived facts", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03556771545827633, "evidence": [ "Mentally calculate 45,000 + 8,000", "Mentally subtract 3,200 from 10,000 by counting up", "Use near-doubles: 2,500 + 2,600 = 5,100" ], "assessmentPrompt": "Can {{name}} work out something like '4,700 − 1,300' in their head using what they know about place value — without needing to write it all out?", "standards": [] }, { "id": "mt_M1tnXqmYbn", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Adding and subtracting (age 10+)", "description": "Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why, with numbers up to 10,000,000 and decimals", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1080711354309166, "evidence": [ "Solve a two-step word problem involving addition and subtraction of numbers beyond 1,000,000", "Choose between mental, written, and calculator methods for a multi-step problem and justify the choice", "Interpret a real-life context to identify which addition/subtraction operations are needed across multiple steps" ], "assessmentPrompt": "If {{name}} is given a complicated word problem involving large numbers or decimals — like calculating the total cost of several items — can they plan and carry out all the steps correctly?", "standards": [] }, { "id": "mt_JH_6RpNWjr", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Addition and subtraction strategies (age 10+)", "description": "Add and subtract decimals to hundredths using strategies based on place value, properties of operations, and the relationship between addition and subtraction; relate strategies to written methods and explain reasoning", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08481532147742818, "evidence": [ "Correctly compute 3.45 + 2.78 and explain regrouping across decimal places", "Use a number line or base-ten blocks to model 5.03 − 2.67", "Explain why the standard algorithm works for decimal addition by connecting to place-value understanding" ], "assessmentPrompt": "Can {{name}} add or subtract decimal amounts like '4.73 + 2.68' or '10.00 − 3.47', lining up the decimal points and working through the columns correctly?", "standards": [] }, { "id": "mt_9QzSnn8m80", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Addition & Subtraction", "name": "Positive and Negative Numbers", "description": "Understand positive and negative numbers as describing quantities with opposite directions or values; use them in context such as temperature, floors in a building, and bank balances", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.0506155950752394, "evidence": [ "Represent positive and negative numbers on a number line and explain what zero means in context", "Add a positive or negative number to any integer using number line reasoning", "Subtract a positive or negative number from any integer, understanding that subtracting a negative is equivalent to adding" ], "assessmentPrompt": "If {{name}} sees temperatures like −3°C and +5°C on a weather forecast, can they figure out how much warmer one day is than the other — even when the answer crosses zero?", "standards": [ "ccss-math:6.NS.5", "ccss-math:6.NS.6", "ccss-math:6.NS.6a", "ccss-math:7.NS.1", "ccss-math:7.NS.1a", "ccss-math:7.NS.1b", "ccss-math:7.NS.1c", "ccss-math:7.NS.1d", "uk-nc-2013:KS3.Maths.Num.2" ] }, { "id": "mt_YFS7JFk64p", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Equations with Two Unknowns", "description": "Find pairs of numbers that satisfy an equation with two unknowns (e.g. find pairs (a, b) where a + b = 10 or 2a + b = 15)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08344733242134063, "evidence": [ "List all whole-number pairs (a, b) where a + b = 12 with a, b > 0", "Find three pairs that satisfy 2x + y = 20", "Explain systematically how to generate all integer solutions to a two-variable equation within a given range" ], "assessmentPrompt": "Can {{name}} find different pairs of numbers that both satisfy a rule — for example, all the pairs of whole numbers that add up to 10?", "standards": [] }, { "id": "mt_hBZwbst0ow", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Linear number sequences", "description": "Generate and describe linear number sequences, including those with negative and decimal steps; identify the term-to-term rule", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04924760601915185, "evidence": [ "Continue the sequence 2.5, 4.0, 5.5, ... and state the rule as 'add 1.5'", "Generate terms of a sequence that crosses zero (e.g. 3, 1, −1, −3, ...)", "Describe the term-to-term rule for a given linear sequence and predict the 10th term" ], "assessmentPrompt": "If {{name}} sees a number sequence like 3, 7, 11, 15… can they describe the rule, continue it, and predict what the 10th number will be?", "standards": [] }, { "id": "mt_fxPtngwUfz", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Number Pattern Relationships", "description": "Generate two numerical patterns using two given rules; identify relationships between corresponding terms; form ordered pairs and graph them on a coordinate plane", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.09028727770177838, "evidence": [ "Generate sequences starting at 0 with rules 'add 3' and 'add 6'; observe terms in one are twice the other", "Form ordered pairs from corresponding terms and plot them on a coordinate grid", "Explain informally why the relationship between the two sequences holds" ], "assessmentPrompt": "Can {{name}} follow two number patterns at once — for example, \"add 2\" and \"add 4\" — pair up the matching terms, and plot those pairs as points on a graph?", "standards": [] }, { "id": "mt_gu0NPDvlhY", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Systematic Listing", "description": "Enumerate possibilities of combinations of two variables systematically (e.g. all ways to choose from a set of options)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.05882352941176471, "evidence": [ "List all possible meal combinations from 3 starters and 4 mains", "Organise combinations into a systematic table to ensure none are missed", "Explain why the total number of combinations equals the product of the options in each category" ], "assessmentPrompt": "If {{name}} can choose any combination of 3 T-shirt colours and 2 trouser colours, can they list every possible outfit without missing any or repeating?", "standards": [] }, { "id": "mt_Jvg8X0N5u0", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Using Simple Formulae", "description": "Use simple formulae expressed in words or symbols to calculate values (e.g. perimeter = 2 × (length + width))", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1258549931600547, "evidence": [ "Substitute values into P = 2(l + w) to find the perimeter of a rectangle", "Use the formula for area of a triangle (A = 1/2 × b × h) given base and height values", "Interpret a formula expressed in words and use it to compute an output" ], "assessmentPrompt": "If {{name}} is told that the perimeter of a rectangle uses the formula perimeter = 2 × (length + width), can they plug in the measurements and work out the answer?", "standards": [] }, { "id": "mt_i9rJbuFO3p", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Algebra", "name": "Writing Algebraic Equations", "description": "Express missing number problems algebraically using letters for unknowns; translate word problems into equations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1244870041039672, "evidence": [ "Write 'I think of a number, double it, and add 5 to get 17' as 2n + 5 = 17", "Solve a one-step equation such as 3x = 24 and explain the reasoning", "Express a word problem as an algebraic equation and find the unknown value" ], "assessmentPrompt": "If {{name}} reads \"I think of a number, double it, and add 5 to get 17,\" can they write that as an equation using a letter for the unknown and solve it?", "standards": [] }, { "id": "mt_KwdjWEmMNo", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Algebra", "name": "Algebraic Notation", "description": "Use and interpret algebraic notation including: ab for a × b, 3y for y + y + y, a² for a × a, a/b for a ÷ b, coefficients as fractions, and brackets for grouping; read and write algebraic expressions fluently", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1231190150478796, "evidence": [ "Read and interpret expressions using standard algebraic conventions for multiplication, division, and powers", "Write algebraic expressions from word descriptions using correct notation", "Understand that juxtaposition means multiplication and that a/b means a divided by b" ], "assessmentPrompt": "When {{name}} sees something written as \"3y\" or \"a²\" in a maths problem, do they know what those shorthand notations mean and can they work with them?", "standards": [ "ccss-math:6.EE.2", "ccss-math:6.EE.2a", "ccss-math:6.EE.2b", "uk-nc-2013:KS3.Maths.Alg.1a", "uk-nc-2013:KS3.Maths.Alg.1b", "uk-nc-2013:KS3.Maths.Alg.1c", "uk-nc-2013:KS3.Maths.Alg.1d", "uk-nc-2013:KS3.Maths.Alg.1e", "uk-nc-2013:KS3.Maths.Alg.1f" ] }, { "id": "mt_z5iwdZyeDr", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Algebra", "name": "Algebraic Transformations", "description": "Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs; move between word problems, algebraic representations, tables, and graphical representations", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1149110807113543, "evidence": [ "Translate a word problem or real-world situation into an algebraic expression or formula", "Construct a table of values from an algebraic rule", "Plot the corresponding graph and interpret it in the context of the problem" ], "assessmentPrompt": "Can {{name}} take a real-world situation — like a taxi that charges £2 plus £1.50 per mile — and write an algebraic formula for the total cost, then sketch what the graph looks like?", "standards": [ "ccss-math:6.EE.9", "uk-nc-2013:KS3.Maths.Alg.6" ] }, { "id": "mt_nNNVrLqPW3", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Collecting Like Terms", "description": "Simplify algebraic expressions by collecting like terms — combine terms with the same variable and power (e.g., 3a + 2b + 5a = 8a + 2b) while maintaining equivalence", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.119015047879617, "evidence": [ "Identify like terms in an algebraic expression", "Combine like terms involving positive and negative coefficients", "Simplify expressions involving multiple variables and constant terms" ], "assessmentPrompt": "If {{name}} sees an expression like \"5a + 3b + 2a,\" can they simplify it by collecting the like terms to get \"7a + 3b\"?", "standards": [ "ccss-math:6.EE.3", "ccss-math:6.EE.4", "uk-nc-2013:KS3.Maths.Alg.4a" ] }, { "id": "mt_hVpGOEz2kG", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Coordinates (age 11+)", "description": "Plot and read coordinates in all four quadrants of the Cartesian plane, using positive and negative x- and y-values to describe positions precisely", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.13406292749658, "evidence": [ "Plot points with negative coordinates accurately in all four quadrants", "Identify the quadrant a point belongs to from its coordinate signs", "Read coordinates from a graph including fractional and negative values" ], "assessmentPrompt": "Can {{name}} plot a point like (−3, 4) correctly on a coordinate grid and read the coordinates of points in all four quadrants, including negative numbers?", "standards": [ "ccss-math:6.NS.6c", "uk-nc-2013:KS3.Maths.Alg.8" ] }, { "id": "mt_FX4a2Q8XXN", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Expanding Single Brackets", "description": "Expand (multiply out) a single term over a bracket using the distributive property, e.g., 3(2x + 5) = 6x + 15; expand expressions involving negative multipliers", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.119015047879617, "evidence": [ "Multiply a single positive term over a bracket to expand the expression", "Multiply a negative term over a bracket, correctly handling signs", "Combine expanding brackets with collecting like terms to simplify fully" ], "assessmentPrompt": "Can {{name}} expand a bracket like 3(2x + 5) by multiplying everything inside, to get 6x + 15?", "standards": [ "ccss-math:6.EE.3", "ccss-math:7.EE.1", "uk-nc-2013:KS3.Maths.Alg.4b" ] }, { "id": "mt_g_fkAqmz72", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Algebra", "name": "Expressions & Equations Vocabulary", "description": "Understand and use the concepts and vocabulary of expressions, equations, inequalities, terms, and factors; distinguish between an expression (no equals sign), an equation (equals sign), and an inequality (inequality sign)", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.119015047879617, "evidence": [ "Define and distinguish between expression, equation, and inequality", "Identify terms, coefficients, and factors in algebraic expressions", "Use the vocabulary of algebra precisely in mathematical discussions" ], "assessmentPrompt": "Can {{name}} explain the difference between an expression like \"3x + 2,\" an equation like \"3x + 2 = 11,\" and an inequality like \"3x + 2 > 11\"?", "standards": [ "ccss-math:6.EE.2b", "ccss-math:6.EE.6", "uk-nc-2013:KS3.Maths.Alg.3" ] }, { "id": "mt_yXO7lQ9Yn7", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Generating Sequences", "description": "Generate terms of a sequence from a term-to-term rule (e.g., 'add 3 each time') or a position-to-term rule (e.g., '2n + 1'), and identify whether a sequence is arithmetic, geometric, or neither", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.09849521203830369, "evidence": [ "Continue a sequence given a term-to-term rule involving addition, subtraction, or multiplication", "Generate the first five terms from a position-to-term formula such as 3n − 2", "Classify sequences as arithmetic (constant difference), geometric (constant ratio), or other" ], "assessmentPrompt": "Can {{name}} work out the next few terms of a sequence like 5, 8, 11, 14… and explain whether the rule is \"add a fixed number each time\" or something else?", "standards": [ "ccss-math:8.F.1", "uk-nc-2013:KS3.Maths.Alg.14", "uk-nc-2013:KS3.Maths.Alg.16" ] }, { "id": "mt_i2F1nWxJjv", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Algebra", "name": "Numbers on a number line", "description": "Understand inequalities as statements comparing expressions, represent solutions on a number line, and solve simple linear inequalities using the same inverse-operation methods as equations", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1559507523939808, "evidence": [ "Write an inequality from a worded constraint (e.g., 'must be at least 12' → x ≥ 12)", "Represent the solution set of an inequality on a number line with open or closed circles", "Solve a one-step or two-step inequality such as 3x + 1 < 10" ], "assessmentPrompt": "Can {{name}} solve an inequality like 2x + 1 < 9, show the answer on a number line, and explain what all the solutions have in common?", "standards": [ "ccss-math:6.EE.8", "ccss-math:7.EE.4b", "uk-nc-2013:KS3.Maths.Alg.7" ] }, { "id": "mt_QhFEDyIwSO", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Solving Linear Equations", "description": "Use algebraic methods to solve linear equations in one variable, including equations that require rearrangement, expanding brackets, and collecting terms on both sides; solve equations with rational number coefficients", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1217510259917921, "evidence": [ "Solve one-step and two-step linear equations in one variable", "Solve equations requiring expansion of brackets and collection of like terms", "Solve equations with the unknown on both sides and with fractional or negative coefficients" ], "assessmentPrompt": "If {{name}} is given an equation like 3x + 7 = 22, can they work through the steps to find the value of x?", "standards": [ "ccss-math:6.EE.5", "ccss-math:6.EE.7", "ccss-math:7.EE.4", "ccss-math:7.EE.4a", "ccss-math:8.EE.7a", "ccss-math:8.EE.7b", "uk-nc-2013:KS3.Maths.Alg.7" ] }, { "id": "mt_vHzVa3SURC", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Substituting into Formulae", "description": "Substitute numerical values into formulae and expressions including scientific formulae; evaluate expressions by replacing variables with given values and computing the result using correct order of operations", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1149110807113543, "evidence": [ "Substitute positive and negative values into algebraic expressions and evaluate", "Substitute values into formulae involving multiple operations and powers", "Use correct order of operations when evaluating expressions after substitution" ], "assessmentPrompt": "If a formula says that the area of a triangle is ½ × base × height, can {{name}} substitute in the measurements and calculate the answer correctly?", "standards": [ "ccss-math:6.EE.2c", "uk-nc-2013:KS3.Maths.Alg.2" ] }, { "id": "mt_uESbzWCZIq", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Factorising Expressions", "description": "Factorise algebraic expressions by taking out common factors — identify the highest common factor of all terms and write the expression as a product, e.g., 6x + 9 = 3(2x + 3)", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.08891928864569083, "evidence": [ "Identify the highest common factor of all terms in an expression", "Write the factorised form as a product of the HCF and a bracket", "Check factorisation by expanding the brackets back out" ], "assessmentPrompt": "Can {{name}} look at an expression like \"6x + 9\" and rewrite it with the common factor taken out — as \"3(2x + 3)\"?", "standards": [ "ccss-math:7.EE.1", "uk-nc-2013:KS3.Maths.Alg.4c" ] }, { "id": "mt_WBdHkc2HTf", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Algebra", "name": "Linear Function Graphs", "description": "Recognise that a linear function produces a straight-line graph, understand the relationship between an equation of the form y = mx + c and its graphical representation, and interpret gradient and y-intercept in context", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2065663474692203, "evidence": [ "Explain that changing m in y = mx + c alters the steepness and direction of the line", "Identify the y-intercept of a line from its equation and from its graph", "Determine whether a given equation will produce a straight line or a curve" ], "assessmentPrompt": "If {{name}} sees the equation y = 2x + 3, can they explain what the graph will look like — including how steep it is and where it crosses the y-axis?", "standards": [ "ccss-math:8.EE.5", "ccss-math:8.EE.6", "ccss-math:8.F.3", "uk-nc-2013:KS3.Maths.Alg.11", "uk-nc-2013:KS3.Maths.Alg.9" ] }, { "id": "mt_HRKzwEQJgO", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Nth-Term Rules", "description": "Find the nth-term expression for an arithmetic sequence by identifying the common difference and the zero-term, and use it to determine any term in the sequence or test whether a given number belongs to the sequence", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1080711354309166, "evidence": [ "Derive the nth-term rule for an arithmetic sequence such as 3, 7, 11, 15, … as 4n − 1", "Use an nth-term formula to find the 50th or 100th term without listing all preceding terms", "Determine whether a given number (e.g., 99) is a term in a specified arithmetic sequence" ], "assessmentPrompt": "If {{name}} is given the sequence 4, 7, 10, 13…, can they find a formula for the nth term — and use it to check whether, say, 100 is in the sequence?", "standards": [ "ccss-math:8.F.4", "uk-nc-2013:KS3.Maths.Alg.15" ] }, { "id": "mt_-3udyo6VyB", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Algebra", "name": "Plotting Linear Graphs", "description": "Plot linear graphs by generating a table of values, reduce a two-variable linear equation to the form y = mx + c, and calculate gradients from two points on a line", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1956224350205198, "evidence": [ "Generate a table of (x, y) values for a linear equation and plot the points accurately", "Rearrange an equation such as 2x + 3y = 12 into the form y = mx + c", "Calculate the gradient between two coordinate points using rise over run" ], "assessmentPrompt": "Can {{name}} draw the graph of a straight line by making a table of values and plotting the points — and work out the gradient from two points on the line?", "standards": [ "ccss-math:8.F.1", "ccss-math:8.F.4", "uk-nc-2013:KS3.Maths.Alg.10", "uk-nc-2013:KS3.Maths.Alg.11", "uk-nc-2013:KS3.Maths.Alg.9" ] }, { "id": "mt_3qrCtdoVAU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Simple formulae", "description": "Understand and use standard mathematical formulae; rearrange formulae to change the subject, performing inverse operations to isolate a different variable", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1108071135430917, "evidence": [ "Identify the subject of a given formula", "Use inverse operations to rearrange a formula to make a different variable the subject", "Rearrange formulae involving multiple steps including fractions and powers" ], "assessmentPrompt": "If a formula gives speed as distance ÷ time, can {{name}} rearrange it to find distance or time when they're the unknowns instead?", "standards": [ "uk-nc-2013:KS3.Maths.Alg.5" ] }, { "id": "mt_Yw27nweoTj", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Estimating answers (age 13+)", "description": "Use graphs of linear and quadratic functions to estimate output values for given inputs, find approximate solutions to equations, and interpret graphical information in real-world contexts", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1942544459644323, "evidence": [ "Read off an approximate y-value for a given x from a plotted curve", "Find approximate solutions to an equation by identifying where a graph crosses the x-axis or another line", "Interpret a real-world graph (e.g., distance–time) to answer contextual questions" ], "assessmentPrompt": "Can {{name}} use a graph — whether a straight line or a curve — to read off an answer to an equation approximately, rather than solving it algebraically?", "standards": [ "ccss-math:8.F.5", "uk-nc-2013:KS3.Maths.Alg.12", "uk-nc-2013:KS3.Maths.Alg.13" ] }, { "id": "mt_KhS7K1Mgrw", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Algebra", "name": "Expanding Double Brackets", "description": "Expand products of two or more binomials, e.g., (x + 3)(x - 2) = x² + x - 6, using the grid method or FOIL; simplify the result by collecting like terms", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.08891928864569083, "evidence": [ "Expand the product of two binomials using a systematic method (grid or FOIL)", "Collect like terms after expansion to simplify the result", "Expand products involving negative terms correctly" ], "assessmentPrompt": "Can {{name}} multiply out two brackets like (x + 3)(x − 2) and collect the terms to get x² + x − 6?", "standards": [ "uk-nc-2013:KS3.Maths.Alg.4d" ] }, { "id": "mt_GZuoYaDdWd", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Algebra", "name": "Quadratic Graphs", "description": "Recognise that quadratic functions produce curved (parabolic) graphs, distinguish them from linear graphs, and use plotted quadratic graphs to estimate values and find approximate solutions", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1942544459644323, "evidence": [ "Explain why x² produces a U-shaped curve rather than a straight line", "Plot a simple quadratic such as y = x² − 4 from a table of values", "Read approximate solutions from a quadratic graph (e.g., where y = 0)" ], "assessmentPrompt": "Can {{name}} recognise that an equation like y = x² produces a curved graph rather than a straight line, and use a plotted curve to estimate values?", "standards": [ "ccss-math:8.F.3", "ccss-math:8.F.5", "uk-nc-2013:KS3.Maths.Alg.12", "uk-nc-2013:KS3.Maths.Alg.9" ] }, { "id": "mt_mqgu72aCMz", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Algebra", "name": "Simultaneous Equations", "description": "Understand that two linear equations can be solved simultaneously by finding the point where their graphs intersect, and interpret this graphically and algebraically as the pair of values satisfying both equations", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1942544459644323, "evidence": [ "Explain that the intersection of two lines represents values satisfying both equations", "Find the approximate solution to a pair of simultaneous equations by reading a graph", "Verify a proposed solution by substituting into both equations" ], "assessmentPrompt": "Can {{name}} explain that solving two equations simultaneously means finding the one pair of values that satisfies both at once — and show what that looks like on a graph?", "standards": [ "ccss-math:8.EE.8a", "ccss-math:8.EE.8b", "uk-nc-2013:KS3.Maths.Alg.10" ] }, { "id": "mt__h7hvT4tEb", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Comparing groups: more or fewer", "description": "Compare two groups of objects to determine which has more, fewer, or whether they are equal, using matching and counting strategies", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2872777017783858, "evidence": [ "Use one-to-one matching to compare two groups", "State which group has more/fewer after counting both", "Use the language 'equal to', 'more than', 'less than', 'fewer', 'most', 'least'" ], "assessmentPrompt": "If you put 6 raisins in one hand and 4 in the other and ask {{name}} which hand has more, can they work it out — either by counting or just by looking?", "standards": [ "ccss-math:K.CC.6", "uk-nc-2013:Maths/Y1/NPV/4" ] }, { "id": "mt_dmNvjroCPT", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "How Many in Total?", "description": "Cardinality principle: the last number said when counting a set tells how many objects are in the set, regardless of arrangement or order counted", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.9699042407660738, "evidence": [ "After counting a set, answer 'how many?' with the last number stated", "Understand that rearranging objects does not change the count", "Understand that counting in a different order gives the same total" ], "assessmentPrompt": "If {{name}} counts out 7 toy cars and you ask \"so how many cars are there?\", do they say \"7\" straight away — or do they count them all again from the start?", "standards": [ "ccss-math:K.CC.4", "ccss-math:K.CC.4.b" ] }, { "id": "mt_sYpKWbq5ra", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "One More Each Time", "description": "Each successive counting number represents a quantity that is one larger than the previous number", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.02599179206566347, "evidence": [ "Given a set of 5, know that adding one object makes 6", "Explain that 8 is one more than 7", "Given a number, identify one more and one less" ], "assessmentPrompt": "If {{name}} has 5 stickers and you give them one more, do they know immediately there are now 6 — without needing to count all of them again from one?", "standards": [ "ccss-math:K.CC.4.c", "uk-nc-2013:Maths/Y1/NPV/3" ] }, { "id": "mt_WcfaSfVT33", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "One-to-one counting", "description": "One-to-one correspondence when counting objects: each object is paired with exactly one number name", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 1, "evidence": [ "Point to or touch each object exactly once while saying number names", "Do not skip objects or double-count when counting a set", "Recognise an error when someone counts an object twice" ], "assessmentPrompt": "If {{name}} is counting a pile of grapes, do they touch or point to each one exactly once as they say each number — without skipping any or counting the same one twice?", "standards": [ "ccss-math:K.CC.4", "ccss-math:K.CC.4.a" ] }, { "id": "mt_pAcaehday5", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Representing numbers with objects", "description": "Represent numbers using objects, pictorial representations, and the number line", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.04787961696306429, "evidence": [ "Show a given number using counters, cubes, or fingers", "Draw a pictorial representation of a quantity (e.g. tally marks, dots)", "Locate a number on a number line" ], "assessmentPrompt": "If you ask {{name}} to show you what the number 5 looks like, can they do it in more than one way — such as drawing five dots, holding up five fingers, or pointing to 5 on a number line?", "standards": [ "uk-nc-2013:Maths/Y1/NPV/4" ] }, { "id": "mt_nvdpxAJTBG", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Counting in 2s", "description": "Count in multiples of 2, 5, and 10 (skip counting)", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.3844049247606019, "evidence": [ "Count 2, 4, 6, 8 … up to at least 20", "Count 5, 10, 15, 20 … up to at least 50", "Count 10, 20, 30 … up to 100" ], "assessmentPrompt": "If {{name}} is counting socks being paired up, can they skip-count in twos — 2, 4, 6, 8 — all the way to 20? Can they also count up in fives when counting coins, or in tens on a number line?", "standards": [ "ccss-math:K.CC.1", "uk-nc-2013:Maths/Y1/NPV/2", "uk-nc-2013:Maths/Y2/NPV/1" ] }, { "id": "mt_yqAL6O5i_v", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Counting objects to 20", "description": "Count a set of objects to answer 'how many?' for sets up to 20 (arranged in lines, arrays, circles, or scattered)", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.2954856361149111, "evidence": [ "Accurately count up to 20 objects in a line", "Count up to 10 scattered objects without losing track", "Given a number 1–20, count out that many objects from a larger set" ], "assessmentPrompt": "If you spread out 15 buttons on the table in a random arrangement and ask {{name}} how many there are, can they count them all carefully and give you the right answer?", "standards": [ "ccss-math:K.CC.5" ] }, { "id": "mt_M5PPDJStGm", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Rote counting to 100", "description": "Rote count forwards and backwards from 0 to 100, beginning from 0, 1, or any given number, by ones", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.4623803009575924, "evidence": [ "Recite the number sequence 1–100 without skipping or repeating", "Count backward from 20 to 0", "Count forward starting from a number other than 1 (e.g. 'start at 23')" ], "assessmentPrompt": "Can {{name}} count out loud all the way from 0 to 100 — and if you say \"start from 47\", can they carry on from there without going back to the beginning?", "standards": [ "ccss-math:K.CC.1", "ccss-math:K.CC.2", "uk-nc-2013:Maths/Y1/NPV/1" ] }, { "id": "mt__YRJ23GuIK", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Two written numerals between 1 and 10", "description": "Compare two written numerals between 1 and 10 to determine which is greater or less", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1326949384404925, "evidence": [ "Given two written numerals (e.g. 4 and 7), identify which is greater", "Correctly use > and < or 'greater than' / 'less than' to compare single-digit numerals" ], "assessmentPrompt": "If you write \"3\" and \"8\" on two pieces of paper and ask {{name}} which number is bigger, can they get it right — and could they tell you why?", "standards": [ "ccss-math:K.CC.7" ] }, { "id": "mt_aHAM29nidj", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Counting forwards and backwards", "description": "Count forwards and backwards in steps of 3 from 0", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.004103967168262654, "evidence": [ "Count 3, 6, 9, 12, 15 … up to at least 30", "Count backwards in 3s from 30", "Identify the next number in a sequence of multiples of 3" ], "assessmentPrompt": "Can {{name}} count in threes — 3, 6, 9, 12, 15 — far enough to reach 30 without losing track or needing to start over?", "standards": [ "uk-nc-2013:Maths/Y2/NPV/1" ] }, { "id": "mt_OkSJfrmFb_", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Counting forwards and backwards (age 6+)", "description": "Count forwards and backwards in tens from any number (not just multiples of 10)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.01367989056087551, "evidence": [ "Count 7, 17, 27, 37 … from a non-multiple starting point", "Count backwards in tens from 83", "Explain the pattern of adding/subtracting 10" ], "assessmentPrompt": "If {{name}} starts at 37 and you ask them to count up in tens, can they say 37, 47, 57, 67 — crossing over into the next hundred without getting stuck?", "standards": [ "uk-nc-2013:Maths/Y2/NPV/1" ] }, { "id": "mt_M2v1A9OEuM", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Counting Within 1,000", "description": "Count within 1000, including skip-counting by 5s, 10s, and 100s", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06019151846785226, "evidence": [ "Count forwards and backwards within 1000 from any starting number", "Skip-count by 5s from any multiple of 5 to 1000", "Skip-count by 100s from any number (e.g. 150, 250, 350 …)" ], "assessmentPrompt": "Can {{name}} count confidently up to 1000 — and if you ask them to count by hundreds from 200, or by tens from 650, can they do it without losing their place?", "standards": [ "ccss-math:2.NBT.2" ] }, { "id": "mt_IzQvs7k_sE", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Skip Counting (4s, 8s, 50s, 100s)", "description": "Count from 0 in multiples of 4, 8, 50, and 100", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1901504787961696, "evidence": [ "Recite the multiples of 4 from 0 to at least 48", "Recite the multiples of 8 from 0 to at least 96", "Count in steps of 50 and 100 from 0 to 1000" ], "assessmentPrompt": "Can {{name}} count in fours all the way to 48, count in eights, or count up in hundreds from any starting point — for example 350, 450, 550?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/NPV/1" ] }, { "id": "mt_7rJM8eWUfw", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Counting & Cardinality", "name": "Counting in 6s", "description": "Count in multiples of 6, 7, 9, 25, and 1000", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1723666210670315, "evidence": [ "Recite the multiples of 6 from 0 to at least 72", "Recite the multiples of 7 from 0 to at least 84", "Count in steps of 25 from 0 to 1000 and in steps of 1000 up to 10,000" ], "assessmentPrompt": "Can {{name}} count in sevens — 7, 14, 21, 28 — or in nines, or in 25s when thinking about coins, or in 1000s when talking about distances like kilometres?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/1" ] }, { "id": "mt_xppl18avyY", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Sorting into categories", "description": "Classify objects into given categories, count the number in each category, and sort the categories by count", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1723666210670315, "evidence": [ "Sort a set of shapes by colour and count how many in each group", "Sort objects by size (big/small) and state how many in each category", "Identify which category has the most/fewest after sorting and counting" ], "assessmentPrompt": "Can {{name}} sort a pile of objects — like buttons, coins, or toy animals — into groups and count how many are in each group?", "standards": [ "ccss-math:K.MD.3" ] }, { "id": "mt_c29FaCTNsx", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Pictograms and tally charts", "description": "Interpret and construct simple pictograms, tally charts, block diagrams, and simple tables", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.1477428180574555, "evidence": [ "Read a pictogram where each symbol represents one item", "Construct a tally chart from collected data", "Draw a block diagram to represent data from a survey" ], "assessmentPrompt": "Can {{name}} read a simple chart or pictogram — like one showing how many children chose each favourite fruit — and answer questions like \"which was most popular\"?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/S/1", "uk-nc-2013:Maths/Y2/S/1" ] }, { "id": "mt_u5HkSxZECM", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Pictograms and tally charts (age 6+)", "description": "Read, write, and use the vocabulary of data collection and display — data, tally, tally chart, frequency, frequency table, survey, pictogram, bar chart, axis/axes, scale, label, category, discrete data, continuous data, line graph, pie chart — and apply these terms when collecting, organising, and presenting data", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.1559507523939808, "evidence": [ "Correctly label the axes of a bar chart including a title, axis labels, and scale", "Distinguish between discrete data (counted) and continuous data (measured) with an example of each", "Use 'tally', 'frequency', and 'pictogram' correctly when describing how to record and display data" ], "assessmentPrompt": "If {{name}} wanted to show you how many books different children in their class read last month, could they draw a bar chart, label the axes, and explain what each bar represents?", "standards": [] }, { "id": "mt_ylXdiVRAYv", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Sorting Data into Categories", "description": "Organise and represent data with up to three categories by counting objects in each category and sorting categories by quantity", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.1627906976744186, "evidence": [ "Sort a set of objects into 2-3 given categories and count each group", "Create a simple table or list showing category names and counts", "Order categories from most to fewest or fewest to most" ], "assessmentPrompt": "Can {{name}} look at a collection of objects — like different coloured counters — sort them into up to three groups, count each group, and organise the results into a simple chart?", "standards": [ "ccss-math:1.MD.4", "uk-nc-2013:Ma/KS2/Y3/S/2", "uk-nc-2013:Maths/Y2/S/2" ] }, { "id": "mt_1VSfm9yiLn", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Sorting into categories (age 6+)", "description": "Interpret categorical data by asking and answering questions about totals, how many in each category, and how many more or less one category has than another", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.03009575923392613, "evidence": [ "Answer 'how many?' for each category in a data set", "Calculate the total number of data points across all categories", "Compare two categories using 'how many more/fewer' language" ], "assessmentPrompt": "If {{name}} looks at a chart showing how many children chose each flavour of ice cream, can they answer questions like \"how many chose chocolate?\" and \"how many more chose vanilla than strawberry?\"", "standards": [ "ccss-math:1.MD.4", "uk-nc-2013:Ma/KS2/Y3/S/3", "uk-nc-2013:Maths/Y2/S/3" ] }, { "id": "mt_VhBH8wrFC6", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Picture & Bar Graphs", "description": "Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories; solve put-together, take-apart, and compare problems using information presented in a bar graph", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1149110807113543, "evidence": [ "Draw a picture graph with a symbol representing one unit for each data point", "Draw a bar graph with labelled axes and a single-unit scale", "Use a bar graph to answer comparison questions (e.g. 'How many more votes did cats get than dogs?')" ], "assessmentPrompt": "Can {{name}} draw a simple bar chart or picture graph to show information — like how many of each colour of sweet are in a bag — and answer questions from it?", "standards": [ "ccss-math:2.MD.10" ] }, { "id": "mt_ChjMU2GDJa", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Bar graphs", "description": "Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.05198358413132695, "evidence": [ "Read a time graph showing temperature changes over a day", "Present data about plant growth over weeks as a time graph", "Explain the difference between a bar chart (discrete) and a time graph (continuous)" ], "assessmentPrompt": "Can {{name}} choose the right type of chart for some data — for example, a bar chart for favourite colours or a line graph for temperature over a week — and draw it correctly?", "standards": [] }, { "id": "mt_r8XnXwRA6g", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Representing numbers with objects (age 8+)", "description": "Draw a scaled picture graph and a scaled bar graph to represent a data set; solve one- and two-step comparison, sum, and difference problems using bar charts, pictograms, and tables", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1162790697674419, "evidence": [ "Draw a bar graph where each square represents 5 pets", "From a scaled pictogram, answer: how many more children chose football than tennis?", "Solve a two-step problem: how many votes in total for the top two choices?" ], "assessmentPrompt": "If {{name}} looked at a bar chart showing how many books different children read last month, could they work out the total, find the difference between the most and least, and draw their own chart with a scale like \"each square = 2 books\"?", "standards": [] }, { "id": "mt_H6LlpWgEYS", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Reading and Comparing Bar Graphs", "description": "Solve comparison, sum, and difference problems using information presented in a bar graph", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02462380300957592, "evidence": [ "Read a line graph of temperature over a week and identify the warmest day", "Find the difference in rainfall between two months from a line graph", "Explain what a rising/falling line means on a time-series graph" ], "assessmentPrompt": "If {{name}} sees a line graph showing how a plant's height changed over several weeks, can they read off values, spot when it grew fastest, and find the difference between two points?", "standards": [] }, { "id": "mt_Cqm8iy48UI", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Reading tables", "description": "Complete, read, and interpret information in tables, including timetables", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07113543091655267, "evidence": [ "Read a bus timetable to find the departure time for a particular stop", "Complete a two-way table from given data about favourite sports by gender", "Calculate how long a train journey takes using a timetable" ], "assessmentPrompt": "Can {{name}} read a timetable — like a train or bus timetable — to find out when a journey leaves, arrives, and how long it takes?", "standards": [] }, { "id": "mt_fmm-P17Vka", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Statistical Analysis Vocabulary", "description": "Read, write, and use the vocabulary of statistical analysis — mean, median, mode, range, frequency, data, sample, average, chart, table, graph, pie chart, scatter graph, correlation — with understanding of what each term describes", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.006839945280437756, "evidence": [ "Correctly define and calculate the mean, median, mode, and range of a small data set", "Use 'outlier' correctly to identify a value that doesn't fit the pattern, and explain its effect on the mean", "Use 'correlation' correctly when describing the relationship shown in a scatter graph" ], "assessmentPrompt": "If {{name}} looked at a set of test scores from their class, could they find the mean, the median, and the range — and explain what each one tells you about how the class did?", "standards": [] }, { "id": "mt_Cg8VPguS_V", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Calculating the Mean", "description": "Calculate and interpret the mean as an average of a data set", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1381668946648427, "evidence": [ "Calculate the mean of five test scores: 72, 85, 90, 68, 95", "Explain what the mean represents and how it differs from individual data values", "Find a missing data value given the mean and all other values" ], "assessmentPrompt": "If the family scored 6, 8, 7, 5, and 9 on a board game over five rounds, can {{name}} work out the mean (average) score?", "standards": [] }, { "id": "mt_bESTSBB0wK", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Line graphs (age 10+)", "description": "Interpret and construct pie charts and line graphs; use these to solve problems", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1709986320109439, "evidence": [ "Read values from a line graph showing temperature over a day and identify trends", "Construct a pie chart from given data by calculating sector angles", "Use a pie chart to determine the actual quantity represented by each sector given the total" ], "assessmentPrompt": "Can {{name}} read a pie chart — for example, one showing how a family spends its weekly budget — and use it to answer questions and solve problems?", "standards": [] }, { "id": "mt_IHipFGTFEY", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Understanding fractions", "description": "Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8); use operations on fractions to solve problems involving data in line plots (e.g. redistribute total equally)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1025991792065663, "evidence": [ "Create a line plot showing lengths measured to the nearest 1/8 inch", "Use the line plot to find the total of all measurements by adding fractions", "Solve: 'If the total liquid were redistributed equally among all beakers, how much would each have?'" ], "assessmentPrompt": "If {{name}} measured the lengths of several objects to the nearest quarter or eighth of an inch and plotted them on a number line, could they use those measurements to work out totals or share amounts equally?", "standards": [] }, { "id": "mt_XSXnTQoQ4l", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Comparing measurements", "description": "Describe, interpret, and compare distributions of a single variable using appropriate measures of central tendency (mean, median, mode) and spread (range), including the effect of outliers", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.2202462380300958, "evidence": [ "Calculate mean, median, and mode for a data set and explain when each is most appropriate", "Find the range of a data set and explain how an outlier affects the mean versus the median", "Compare two data sets using their averages and ranges to draw conclusions" ], "assessmentPrompt": "If {{name}} had the test scores of a whole class, could they find the mean, median, and range, and explain what each tells you about how the class performed?", "standards": [ "ccss-math:7.SP.3", "ccss-math:7.SP.4", "uk-nc-2013:KS3.Maths.Stat.1" ] }, { "id": "mt_eKJG-0eC6D", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Pictograms and tally charts (age 11+)", "description": "Construct and interpret frequency tables, bar charts, pie charts, pictograms, and vertical line charts for both categorical and grouped numerical data, choosing appropriate representations for the data type", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1997264021887825, "evidence": [ "Construct a grouped frequency table from raw continuous data, choosing appropriate class intervals", "Draw a pie chart by calculating the angle for each category", "Interpret a bar chart comparing two data sets and draw a conclusion about the difference" ], "assessmentPrompt": "When {{name}} collects data for a project, can they choose the right type of chart to display it — and draw it accurately with correct labels and a suitable scale?", "standards": [ "ccss-math:7.SP.1", "ccss-math:7.SP.2", "uk-nc-2013:KS3.Maths.Stat.2" ] }, { "id": "mt_BdAeZJUOir", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Scatter Graphs", "description": "Plot bivariate data on a scatter graph with correctly labelled axes and appropriate scales; describe the correlation (positive, negative, none) and draw an estimated line of best fit where appropriate", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.2845417236662107, "evidence": [ "Plot 10 data points on a scatter graph with correct axis labels and a consistent scale", "Draw a line of best fit by eye, ensuring roughly equal numbers of points above and below", "Use the line of best fit to estimate a y-value for a given x-value within the data range" ], "assessmentPrompt": "If {{name}} has data comparing hours of sleep and test scores for 10 students, can they plot the points on a scatter graph, draw a line of best fit, and use it to predict a score for someone who slept 7 hours?", "standards": [ "ccss-math:8.SP.1", "ccss-math:8.SP.2", "uk-nc-2013:KS3.Maths.Stat.3" ] }, { "id": "mt_8atyuvPUZc", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Data & Statistics", "name": "Scatter Graphs & Correlation", "description": "Describe simple mathematical relationships between two variables using scatter graphs, identify positive, negative, or no correlation, and use a line of best fit to make predictions", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.2845417236662107, "evidence": [ "Plot bivariate data on a scatter graph and describe the type of correlation observed", "Draw a line of best fit by eye and use it to estimate a value within the data range", "Explain what positive, negative, and no correlation mean in the context of real data (e.g., temperature vs. ice-cream sales)" ], "assessmentPrompt": "If {{name}} plotted a scatter graph — say, comparing hours of revision and test scores — could they draw a line of best fit, describe the pattern, and use it to make a prediction?", "standards": [ "ccss-math:8.SP.1", "ccss-math:8.SP.2", "ccss-math:8.SP.3", "uk-nc-2013:KS3.Maths.Stat.3" ] }, { "id": "mt_g3W0mdADVu", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Finding halves and quarters (age 5+)", "description": "Recognise, find, and name a quarter as one of four equal parts of an object, shape, or quantity", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.2599179206566348, "evidence": [ "Fold a shape into four equal parts and identify each as 'a quarter'", "Find a quarter of 12 objects by sharing into 4 equal groups", "Identify whether a shape has been divided into quarters (four equal parts)" ], "assessmentPrompt": "If you fold a square piece of paper into four equal parts, can {{name}} tell you that each part is a quarter — and point to just one quarter?", "standards": [ "uk-nc-2013:Maths/Y1/F/2" ] }, { "id": "mt_-hTTat0mBR", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "What Is a Half?", "description": "Recognise, find, and name a half as one of two equal parts of an object, shape, or quantity", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.3474692202462381, "evidence": [ "Fold a shape into two equal parts and identify each as 'a half'", "Find half of 8 objects by sharing into 2 equal groups", "Identify whether a shape has been divided into halves or not (equal vs unequal parts)" ], "assessmentPrompt": "If {{name}} is helping share a sandwich equally between two people, can they cut it so both pieces are the same size — and tell you each piece is called a half?", "standards": [ "uk-nc-2013:Maths/Y1/F/1" ] }, { "id": "mt_hyvHv2BCwb", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decomposing a shape into more equal shares", "description": "Understand that decomposing a shape into more equal shares creates smaller shares", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.2161422708618331, "evidence": [ "Explain that a quarter of a pizza is smaller than a half of the same pizza", "Demonstrate that fourths are smaller pieces than halves", "Compare the size of halves and quarters of the same shape" ], "assessmentPrompt": "If a pizza is shared between 2 people and then the same pizza is shared between 8 people, can {{name}} explain why each slice is smaller when more people share it?", "standards": [ "ccss-math:1.G.3" ] }, { "id": "mt_vKcxX6iNOA", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Fractions", "name": "Fraction Notation", "description": "Read, write, and use fraction notation correctly — fraction, numerator, denominator, unit fraction, non-unit fraction, proper fraction, improper fraction, mixed number, equivalent fraction, simplest form — and understand what each term describes, including the roles of the numerator and denominator in expressing parts of a whole", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.2489740082079343, "evidence": [ "Point to and name the numerator and denominator in any given fraction and explain what each tells you", "Correctly classify fractions as unit, proper, improper, or mixed number with an example of each", "Explain in own words why 2/4 and 1/2 are equivalent fractions" ], "assessmentPrompt": "If {{name}} saw the fraction 3/4 written down, could they point to the numerator and the denominator — and explain what each number actually means?", "standards": [] }, { "id": "mt_cFltwUQi-d", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions of amounts", "description": "Recognise, find, name, and write fractions 1/3, 1/4, 2/4, and 3/4 of a length, shape, set of objects, or quantity", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.2571819425444596, "evidence": [ "Find 1/3 of 12 objects by sharing into 3 equal groups", "Shade 3/4 of a rectangle that has been divided into 4 equal parts", "Identify 1/4 of a length on a number line or ruler" ], "assessmentPrompt": "If you put 12 grapes on the table, can {{name}} count out a quarter of them — and then show you what three-quarters of the grapes looks like?", "standards": [ "uk-nc-2013:Maths/Y2/F/1" ] }, { "id": "mt_xACS3rWWDp", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Halves & Quarters of Shapes", "description": "Partition circles and rectangles into two and four equal shares and describe them using the words halves, fourths, and quarters", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.2161422708618331, "evidence": [ "Divide a circle into two equal halves", "Divide a rectangle into four equal quarters", "Describe the whole as 'two halves' or 'four quarters'" ], "assessmentPrompt": "If you give {{name}} a round pizza or a rectangular chocolate bar, can they divide it into four equal pieces and tell you each piece is called a quarter or a fourth?", "standards": [ "ccss-math:1.G.3" ] }, { "id": "mt_MyGblah2yY", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Understanding fractions", "description": "Write simple fractions (e.g. 1/2 of 6 = 3) and recognise the equivalence of 2/4 and 1/2", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1956224350205198, "evidence": [ "Write 1/2 of 10 = 5", "Explain that 2/4 is the same as 1/2 using a diagram", "Calculate simple unit fractions of quantities and write the result" ], "assessmentPrompt": "If {{name}} has 6 strawberries and eats half of them, can they write that as \"1/2 of 6 = 3\" — and explain why 2/4 and 1/2 are the same amount?", "standards": [ "uk-nc-2013:Maths/Y2/F/2" ] }, { "id": "mt_IfEgu0X449", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Comparing fractions", "description": "Compare and order unit fractions, and fractions with the same denominator", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06292749658002736, "evidence": [ "Order 1/2, 1/3, 1/4, 1/5 from largest to smallest", "Explain that a larger denominator means smaller unit fractions", "Compare 2/5 and 4/5 and explain that 4/5 is larger because it has more fifths" ], "assessmentPrompt": "If {{name}} has eaten 3/8 of a cake and a friend has eaten 5/8 of the same cake, can they tell you who has eaten more — and put those fractions in order from smallest to biggest?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/F/6" ] }, { "id": "mt_SsLWS_APM7", "type": "META", "subject": "Mathematics", "domain": "Fractions", "name": "Comparing fractions (age 7+)", "description": "Solve problems involving counting in tenths, fractions of quantities, equivalence, fraction addition/subtraction, and fraction comparison", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02462380300957592, "evidence": [ "Solve a word problem requiring finding a fraction of a quantity", "Solve a problem that requires comparing or ordering fractions", "Choose and apply appropriate fraction knowledge to a multi-step problem" ], "assessmentPrompt": "If a bag of 20 sweets is shared equally among 5 friends, can {{name}} work out what fraction each person gets — and how many sweets that is?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/F/7" ] }, { "id": "mt_FbDKeLfBCo", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Equivalent fractions", "description": "Recognise and show, using diagrams, equivalent fractions with small denominators", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.2010943912448701, "evidence": [ "Show that 1/2 = 2/4 using a diagram of equal parts", "Use a fraction wall or bar model to find equivalent fractions", "Explain why two fractions are equivalent by comparing the shaded areas" ], "assessmentPrompt": "If {{name}} sees a bar divided into 4 equal parts with 2 shaded, can they tell you that's the same as 1/2 — and draw a different bar showing the same amount another way?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/F/4" ] }, { "id": "mt_Kr3IyA6m-O", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions on a number line", "description": "Recognise and use fractions as numbers: place unit fractions and non-unit fractions with small denominators on a number line", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.2270861833105335, "evidence": [ "Place 1/2, 1/4, 3/4 on a number line from 0 to 1", "Identify that 1/3 lies between 0 and 1/2 on the number line", "Understand that a fraction is a single number, not just 'part of a shape'" ], "assessmentPrompt": "If you draw a number line from 0 to 1, can {{name}} mark where 1/4, 1/2, and 3/4 should go — without any extra help?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/F/3" ] }, { "id": "mt_a1FdAsRKOF", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Simple Fraction Sums", "description": "Add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7)", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.07113543091655267, "evidence": [ "Calculate 2/5 + 2/5 = 4/5", "Calculate 6/8 − 3/8 = 3/8", "Explain that when denominators are the same, you add/subtract the numerators" ], "assessmentPrompt": "If a recipe calls for 2/8 of a cup of milk and then another 3/8 of a cup, can {{name}} work out the total without a calculator?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/F/5" ] }, { "id": "mt_Xp-rj46S2w", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Splitting shapes into equal parts (age 7+)", "description": "Partition circles and rectangles into two, three, or four equal shares; describe shares as halves, thirds, and fourths; recognise that equal shares of identical wholes need not have the same shape", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.2079343365253078, "evidence": [ "Partition a circle into 3 equal parts and label each 'a third'", "Partition a rectangle into 4 equal shares in more than one way", "Explain that two different-looking shares can still be equal in size" ], "assessmentPrompt": "If you cut a rectangle into thirds in two different ways (three strips vs three squares), can {{name}} recognise that both give equal thirds — even though the pieces look different?", "standards": [ "ccss-math:2.G.3" ] }, { "id": "mt_YzM5goBctT", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Tenths", "description": "Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and from dividing one-digit numbers or quantities by 10", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.2421340629274966, "evidence": [ "Count: one tenth, two tenths, three tenths … up to ten tenths (one whole)", "Show that dividing a shape into 10 equal parts gives tenths", "Explain that 3 ÷ 10 = 3/10" ], "assessmentPrompt": "If {{name}} splits a chocolate bar with 10 equal pieces, can they tell you each piece is one tenth — and count up from 1/10 to 10/10 in order?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/F/1" ] }, { "id": "mt_k2WE0-22-4", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Unit fractions", "description": "Recognise, find, and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03967168262653899, "evidence": [ "Find 1/4 of 12 objects by dividing into 4 equal groups", "Find 3/4 of 12 objects", "Write the fraction of a set that is shaded or selected" ], "assessmentPrompt": "If there are 15 books on a shelf, can {{name}} work out how many two-thirds of them is — and check by grouping the books into three equal piles?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/F/2" ] }, { "id": "mt_CBHwluE6Lp", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Adding Fractions (Same Denominator)", "description": "Add and subtract fractions with the same denominator, including results greater than one whole (e.g. 5/8 + 6/8 = 11/8)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06429548563611491, "evidence": [ "Calculate 3/5 + 4/5 = 7/5 and explain it equals 1 2/5", "Subtract 2/6 from 5/6", "Solve addition problems where the sum exceeds the whole: 7/8 + 3/8" ], "assessmentPrompt": "If a recipe uses 5/8 of a bag of flour and then another 6/8, can {{name}} work out the total and explain what the answer means as a mixed number?", "standards": [] }, { "id": "mt_HnKbuCliNS", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Comparing fractions (age 8+)", "description": "Compare two fractions with the same numerator or the same denominator by reasoning about size; record comparisons with >, =, or < symbols", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.0506155950752394, "evidence": [ "Compare 3/8 and 3/4: same numerator, larger denominator means smaller pieces so 3/8 < 3/4", "Compare 5/6 and 2/6: same denominator so 5/6 > 2/6", "Justify a comparison using a visual model and explain why both fractions must refer to the same whole" ], "assessmentPrompt": "If {{name}} sees 3/5 and 3/8, can they tell you which is bigger just by thinking about the size of each piece — without needing to draw it out?", "standards": [] }, { "id": "mt_TqDq6jyOmL", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimal equivalents of tenths and hundredths", "description": "Recognise and write decimal equivalents of any number of tenths or hundredths (e.g. 3/10 = 0.3, 27/100 = 0.27)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1354309165526676, "evidence": [ "Write 7/10 as 0.7 and vice versa", "Convert 45/100 to 0.45", "Place 0.3 and 3/10 at the same point on a number line" ], "assessmentPrompt": "If {{name}} sees 7/10 on a price label, can they rewrite it as a decimal — and do the same thing for 43/100?", "standards": [] }, { "id": "mt_W17Kbwm0-u", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Fractions", "name": "Decimal & Percent Notation", "description": "Read, write, and use decimal and percentage notation correctly — decimal, decimal point, tenths, hundredths, thousandths, percentage, per cent, % symbol, convert, terminating decimal — and understand the relationships between fractions, decimals, and percentages as three ways of expressing the same value", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.119015047879617, "evidence": [ "Read and write decimal numbers correctly, identifying the value of each digit (ones, tenths, hundredths)", "Use the % symbol correctly and explain that per cent means 'out of 100'", "Convert between simple fractions, decimals, and percentages (e.g. 1/2 = 0.5 = 50%) and explain why they are equal" ], "assessmentPrompt": "If {{name}} saw '0.5' and '50%' written down, could they explain that they both mean the same amount — and write them as a fraction too?", "standards": [] }, { "id": "mt_Fl7b8q9pI1", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimal place value", "description": "Round decimals with one decimal place to the nearest whole number", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Round 3.7 to 4 and 3.2 to 3", "Place 6.5 on a number line between 6 and 7 and decide it rounds to 7", "Round a set of one-decimal-place numbers and explain the rounding rule" ], "assessmentPrompt": "If {{name}} measures something as 3.7 m, can they tell you whether that rounds to 3 m or 4 m — and explain why?", "standards": [] }, { "id": "mt_IegHBHERVa", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimal place value (age 8+)", "description": "Compare numbers with the same number of decimal places up to two decimal places", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.07250341997264022, "evidence": [ "Order 0.45, 0.54, 0.39 from smallest to largest", "Compare 3.72 and 3.27 using place-value reasoning", "Place three two-decimal-place numbers on a number line in order" ], "assessmentPrompt": "If {{name}} is comparing two prices — £4.75 and £4.57 — can they tell you which is more expensive without using a calculator?", "standards": [] }, { "id": "mt_wB-GBDkoNr", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimals and fractions", "description": "Solve simple measure and money problems involving fractions and decimals to two decimal places", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02735978112175103, "evidence": [ "Calculate 1/4 of £3.20", "A rope is 2.5 m long; how much is left after cutting 0.75 m?", "Find 3/10 of 1 kg and express the answer in grams and as a decimal of a kg" ], "assessmentPrompt": "If a bottle holds 1.5 litres and {{name}} drinks 0.75 litres, can they work out how much is left — and write it as both a decimal and a fraction?", "standards": [] }, { "id": "mt_kDMKJ5Ztt6", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Dividing by 10 and 100", "description": "Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits as ones, tenths, and hundredths", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06703146374829001, "evidence": [ "Calculate 37 ÷ 10 = 3.7 and identify 3 as ones and 7 as tenths", "Calculate 4 ÷ 100 = 0.04 and identify 4 as hundredths", "Explain that dividing by 10 shifts each digit one place to the right" ], "assessmentPrompt": "If {{name}} starts with the number 48 and divides it by 10, can they tell you the answer — and explain what happened to each digit's place value?", "standards": [] }, { "id": "mt_FP-mjXaq3B", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Equivalent fractions (age 8+)", "description": "Generate simple equivalent fractions and explain why they are equivalent using visual fraction models", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.2038303693570452, "evidence": [ "Given 1/3, generate 2/6 as equivalent and show with area model", "Simplify 4/8 to 1/2 and justify with a fraction strip", "Complete equivalence chains: 1/4 = ?/8 = ?/12" ], "assessmentPrompt": "If {{name}} is shown a fraction bar split into 3 parts with 1 shaded (= 1/3), can they draw an equivalent bar with 6 parts that shows exactly the same amount shaded?", "standards": [] }, { "id": "mt_Ep7TDFuYUa", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Fractions", "name": "Equivalent fractions on a number line", "description": "Understand two fractions as equivalent if they are the same size or the same point on a number line; recognise and show families of common equivalent fractions using diagrams", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.2079343365253078, "evidence": [ "Use fraction strips to show 1/2 = 2/4 = 3/6", "Verify on a number line that 2/3 and 4/6 land on the same point", "Identify at least three fractions equivalent to 1/2 using diagrams" ], "assessmentPrompt": "If {{name}} sees that 2/4 and 1/2 land on the exact same point on a number line, can they explain in their own words why those two fractions are equal?", "standards": [] }, { "id": "mt_DRlbMok2lT", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fraction-Decimal Equivalents", "description": "Recognise and write decimal equivalents of 1/4, 1/2, and 3/4", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.08344733242134063, "evidence": [ "State that 1/2 = 0.5, 1/4 = 0.25, 3/4 = 0.75", "Match fractions to decimals in a sorting activity", "Explain why 1/4 = 25/100 = 0.25 using a hundredths grid" ], "assessmentPrompt": "If a recipe calls for 3/4 of a cup of flour, can {{name}} tell you what that is as a decimal — without looking it up?", "standards": [] }, { "id": "mt_idbKDrf9qZ", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions as parts of shapes", "description": "Partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Partition a rectangle into 6 equal-area parts and label each 1/6", "Show two different ways to partition a square into 4 equal parts", "Given a pre-partitioned shape, write the unit fraction for one part" ], "assessmentPrompt": "If you ask {{name}} to fold a square piece of paper into 8 equal parts, can they tell you what fraction of the whole square each part represents?", "standards": [] }, { "id": "mt_3y7xKP9MjU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions of amounts (harder)", "description": "Solve problems involving increasingly harder fractions to calculate quantities, including non-unit fractions where the answer is a whole number", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03146374829001368, "evidence": [ "Find 3/5 of 20", "Calculate 2/3 of 18 and explain the two-step process (divide then multiply)", "Solve: A bag has 24 sweets, 3/8 are red — how many red sweets?" ], "assessmentPrompt": "If 3/4 of a class of 28 pupils brought their homework in, can {{name}} work out exactly how many pupils that is?", "standards": [] }, { "id": "mt_ndGqFPWyen", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions of a whole", "description": "Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a/b as a parts of size 1/b", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.2106703146374829, "evidence": [ "Given a shape divided into 5 equal parts, identify one shaded part as 1/5", "Explain that 3/4 means 3 parts each of size 1/4", "Draw a model showing 2/6 as 2 pieces of a whole cut into 6" ], "assessmentPrompt": "If you cut a pizza into 6 equal slices, can {{name}} explain what 1/6 means — and then work out what 4/6 of the pizza looks like?", "standards": [] }, { "id": "mt_AYzE1EAvI0", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions of a whole (age 8+)", "description": "Express whole numbers as fractions (e.g. 3 = 3/1) and recognise fractions equivalent to whole numbers (e.g. 4/4 = 1, 6/1 = 6)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04514363885088919, "evidence": [ "Write 5 as 5/1 and explain why", "Locate 4/4 and 1 at the same point on a number line", "Identify which fractions from a list equal a whole number: 6/3, 8/4, 5/2" ], "assessmentPrompt": "If you ask {{name}} to write the number 3 as a fraction, can they write 3/1 — and also tell you what fraction equals exactly 1 whole, like 4/4 or 5/5?", "standards": [] }, { "id": "mt_NoB20kVa4w", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions on a number line (age 8+)", "description": "Represent fractions on a number line: partition the interval 0 to 1 into b equal parts to locate 1/b, then mark off a lengths of 1/b from 0 to locate a/b", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1983584131326949, "evidence": [ "Partition a 0-to-1 number line into 4 equal parts and mark 1/4", "Explain that each part on the line has size 1/b", "Locate 1/3 and 1/6 on separate number lines", "Locate 3/4 on a number line by counting three 1/4-jumps from 0", "Place 5/6 on a number line and explain the process", "Identify a fraction shown by a point on a pre-partitioned number line" ], "assessmentPrompt": "If {{name}} draws a number line from 0 to 1 split into 5 equal parts, can they label where 2/5 and 4/5 go — and explain how they worked it out?", "standards": [] }, { "id": "mt_doX1BhmFgk", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Tenths (age 8+)", "description": "Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 or dividing tenths by 10", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1354309165526676, "evidence": [ "Count from 3/100 to 12/100 in hundredths", "Explain that 1/10 ÷ 10 = 1/100", "Place several hundredths on a number line between 0 and 1/10" ], "assessmentPrompt": "If {{name}} has £1 and spends 37p, can they say that 37p is 37/100 of a pound — and count up in hundredths from 0/100 to 100/100?", "standards": [] }, { "id": "mt_70qDTI14td", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Adding and subtracting mixed numbers", "description": "Add and subtract mixed numbers with like denominators, including by converting to improper fractions or using properties of operations", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03419972640218878, "evidence": [ "Calculate 2 3/5 + 1 4/5 and express as a mixed number", "Subtract 3 1/4 from 5 3/4", "Solve 4 2/6 − 1 5/6 by regrouping the whole number" ], "assessmentPrompt": "If a recipe calls for 1 and 2/5 cups of oats and another batch needs 2 and 3/5 cups, can {{name}} add them together to get the total — including converting when the fifths add up past a whole?", "standards": [] }, { "id": "mt_-V7EnqU7gG", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Adding fractions (different denominators)", "description": "Add and subtract fractions with denominators that are multiples of the same number by finding a common denominator", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06976744186046512, "evidence": [ "Calculate 1/3 + 1/6 by converting to sixths: 2/6 + 1/6 = 3/6 = 1/2", "Calculate 3/4 − 1/8 by converting to eighths", "Add 2/5 + 3/10 and simplify the answer" ], "assessmentPrompt": "If {{name}} needs to add 1/3 and 1/6, can they find a common denominator and work out the total — showing their working?", "standards": [] }, { "id": "mt_ZLqYE7la4Z", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Addition and subtraction word problems", "description": "Solve word problems involving addition and subtraction of fractions with like denominators, using visual models and equations", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03419972640218878, "evidence": [ "A jug contains 3/4 litre of juice; 2/4 litre is poured out — how much remains?", "Two pieces of ribbon are 2 3/8 and 1 5/8 inches — what is their total length?", "Draw a fraction model to represent and solve a fraction word problem" ], "assessmentPrompt": "If {{name}} reads that one section of a nature trail is 3/8 km and another is 5/8 km, can they work out the total distance without a calculator?", "standards": [] }, { "id": "mt_933BohS9BH", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Comparing Decimals", "description": "Compare two decimals to hundredths (or up to three decimal places) by reasoning about size using place-value understanding; record with >, =, <", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.09849521203830369, "evidence": [ "Compare 0.45 and 0.405 and explain which is greater", "Order 3.142, 3.14, 3.2 from smallest to largest", "Justify that 0.7 = 0.70 = 0.700 using place-value reasoning" ], "assessmentPrompt": "If {{name}} compares 0.45 and 0.54, can they use place value to explain which is bigger — without reaching for a calculator?", "standards": [] }, { "id": "mt_SXbZ3bC9z7", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Comparing fractions (age 9+)", "description": "Compare and order fractions with different numerators and denominators by creating common denominators/numerators or comparing to a benchmark such as 1/2; justify conclusions with visual models", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06429548563611491, "evidence": [ "Compare 3/8 and 5/12 by finding a common denominator of 24", "Order 2/3, 3/5, and 7/10 from smallest to largest", "Use the benchmark 1/2 to decide that 5/8 > 3/7" ], "assessmentPrompt": "If {{name}} has eaten 2/3 of their lunch and a friend has eaten 3/4 of theirs, can they work out who's eaten more — by finding a common way to compare the fractions?", "standards": [] }, { "id": "mt_NaqEP8xDhZ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Converting tenths to hundredths", "description": "Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this to add fractions with denominators 10 and 100 (e.g. 3/10 + 4/100 = 34/100)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1395348837209302, "evidence": [ "Rewrite 7/10 as 70/100", "Calculate 3/10 + 4/100 = 34/100", "Explain why 5/10 = 50/100 using a hundredths grid" ], "assessmentPrompt": "If {{name}} needs to add 3/10 and 17/100, can they rewrite 3/10 as hundredths first — and then add the two fractions together?", "standards": [] }, { "id": "mt_Ii1hV4V5ql", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimal place value (age 9+)", "description": "Round decimals with two decimal places to the nearest whole number and to one decimal place", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02188782489740082, "evidence": [ "Round 3.47 to the nearest whole number (3) and to 1 d.p. (3.5)", "Round 12.95 to 1 d.p. (13.0) and explain the boundary case", "Estimate 4.83 + 2.17 by rounding each to the nearest whole number" ], "assessmentPrompt": "If {{name}} measures a length as 4.67 m, can they round it to the nearest whole metre — and also to the nearest tenth of a metre?", "standards": [] }, { "id": "mt_Vi4Vo5xs_g", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimals for Tenths & Hundredths", "description": "Use decimal notation for fractions with denominators 10 or 100; read and write decimal numbers as fractions (e.g. 0.62 = 62/100, 0.71 = 71/100)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1422708618331053, "evidence": [ "Rewrite 0.62 as 62/100", "Write 3/10 as 0.3 and locate on a number line", "Read 0.07 and express as 7/100" ], "assessmentPrompt": "If {{name}} sees a price tag showing £0.65, can they rewrite it as a fraction — and go the other way, turning 47/100 into a decimal?", "standards": [] }, { "id": "mt_sA2OvTiech", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimals to three places", "description": "Solve problems involving numbers with up to three decimal places", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.0506155950752394, "evidence": [ "Calculate the total of three measurements: 1.234 m + 0.567 m + 2.199 m", "A bottle holds 1.5 litres; 0.375 l is poured out — how much remains?", "Find two numbers with 3 d.p. that add to make 1" ], "assessmentPrompt": "If {{name}} is filling a tank that holds 5.000 litres and has poured in 2.375 litres, can they work out how much more is needed to fill it?", "standards": [] }, { "id": "mt_ebPelt-qAl", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Equivalent fractions (age 9+)", "description": "Explain why a fraction a/b is equivalent to (n×a)/(n×b) using visual models; use this principle to recognise and generate equivalent fractions, including tenths and hundredths", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.2024623803009576, "evidence": [ "Use a fraction strip to show 2/3 = 4/6 = 6/9", "Explain that multiplying numerator and denominator by the same number gives an equivalent fraction because the size of the whole is unchanged", "Generate three fractions equivalent to 3/5 and verify with diagrams" ], "assessmentPrompt": "If {{name}} needs to make 2/3 look different without changing its value, can they multiply the top and bottom by the same number and explain why the fraction stays the same?", "standards": [] }, { "id": "mt_VgOePicFYK", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fraction Addition Concepts", "description": "Understand addition and subtraction of fractions as joining and separating parts; decompose a fraction into a sum of fractions with the same denominator in more than one way", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06019151846785226, "evidence": [ "Show that 3/8 = 1/8 + 1/8 + 1/8 and also 3/8 = 1/8 + 2/8", "Write two different decompositions of 5/6", "Use a visual model to justify a decomposition of 2 1/8 into whole-number and fraction parts" ], "assessmentPrompt": "If {{name}} has 7/8 of a chocolate bar and gives away 3/8, can they work out what fraction is left — and then show two different ways to split 7/8 into two parts?", "standards": [] }, { "id": "mt_HJA2Oz-Zh1", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions of a whole (age 9+)", "description": "Solve word problems involving multiplication of a fraction by a whole number using visual models and equations", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02051983584131327, "evidence": [ "Each person eats 3/8 of a pizza and there are 5 people — how many pizzas are needed?", "A ribbon is cut into pieces of 2/3 metre; how long are 4 pieces altogether?", "Between what two whole numbers does 6 × 3/4 lie?" ], "assessmentPrompt": "If each section of a garden uses 3/4 of a bag of compost and there are 4 sections, can {{name}} work out how many bags are needed in total?", "standards": [] }, { "id": "mt_o_p-3tCxiM", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Mixed numbers and improper fractions", "description": "Recognise mixed numbers and improper fractions; convert from one form to the other (e.g. 2/5 + 4/5 = 6/5 = 1 1/5)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04651162790697674, "evidence": [ "Convert 11/4 to 2 3/4", "Convert 3 2/5 to 17/5", "Write 6/5 + 4/5 = 10/5 = 2 as both improper fraction and whole number" ], "assessmentPrompt": "If {{name}} sees the fraction 9/4, can they convert it to a mixed number — and then turn 2 and 3/5 back into an improper fraction?", "standards": [] }, { "id": "mt_TgHxujL81r", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Multiplying fractions", "description": "Understand a/b as a multiple of 1/b; multiply proper fractions and mixed numbers by whole numbers, supported by visual models (e.g. 3 × 2/5 = 6/5 = 1 1/5)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.09302325581395349, "evidence": [ "Calculate 4 × 3/8 using repeated addition or the rule n × a/b = (n×a)/b", "Multiply 2 1/3 × 3 and express as a mixed number", "Use a visual model to show why 5 × 1/4 = 5/4" ], "assessmentPrompt": "If a recipe uses 2/3 of a cup of butter and {{name}} wants to make it three times over, can they work out how much butter they need in total?", "standards": [] }, { "id": "mt_4ubP_RMg9o", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Percentage and decimal equivalents", "description": "Solve problems requiring knowledge of percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and fractions with denominators that are multiples of 10 or 25", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.09028727770177838, "evidence": [ "State that 1/5 = 20% = 0.2 and use this to find 20% of 60", "Convert 3/4 to 75% and to 0.75", "A shop offers 25% off a £40 item — what is the sale price?" ], "assessmentPrompt": "If {{name}} knows that 1/4 = 25% = 0.25, can they use that to work out 25% of £80 — and also find 4/5 of 60 sweets?", "standards": [] }, { "id": "mt_kdWoAel3Zl", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Tenths (age 9+)", "description": "Recognise and use thousandths; relate them to tenths, hundredths, and their decimal equivalents (e.g. 1/1000 = 0.001, 35/1000 = 0.035)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.119015047879617, "evidence": [ "Write 0.025 as 25/1000", "Explain that 1 tenth = 100 thousandths", "Place 0.345 on a number line between 0.34 and 0.35" ], "assessmentPrompt": "If {{name}} sees the decimal 0.003, can they write it as a fraction and tell you roughly where it sits on a number line between 0 and 0.01?", "standards": [] }, { "id": "mt_09sySPqM9Z", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Understanding fractions (age 9+)", "description": "Understand a fraction a/b with a > 1 as a sum of fractions 1/b (e.g. 3/5 = 1/5 + 1/5 + 1/5)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1080711354309166, "evidence": [ "Express 5/8 as a sum of five copies of 1/8", "Show on a number line how 4/3 is built by iterating 1/3 four times", "Explain why 7/4 = 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4" ], "assessmentPrompt": "If you ask {{name}} to show 4/5 as a sum of smaller equal fractions, can they write it out as 1/5 + 1/5 + 1/5 + 1/5?", "standards": [] }, { "id": "mt_ZM9mhHsyYZ", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Understanding Percentages", "description": "Understand the per cent symbol (%); know that per cent means ‘number of parts per hundred’; write percentages as a fraction with denominator 100 and as a decimal", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.09028727770177838, "evidence": [ "Write 35% as 35/100 and as 0.35", "Shade 40% of a 10×10 grid and write the fraction 40/100", "Explain that 100% means the whole, 50% means half" ], "assessmentPrompt": "If a shop advertises 50% off, can {{name}} explain that this means half price — and write 50% as both a fraction and a decimal?", "standards": [] }, { "id": "mt_14T5yPXUq_", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Adding Fractions (Unlike Denominators)", "description": "Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions to produce a common denominator", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08891928864569083, "evidence": [ "Compute 2/3 + 5/4 by converting to twelfths: 8/12 + 15/12 = 23/12", "Subtract 1 3/5 from 3 1/4 using a common denominator", "Explain the strategy of finding a common denominator and verify using a visual model" ], "assessmentPrompt": "If a recipe uses 2/3 of a cup of one ingredient and 3/4 of another, can {{name}} add those fractions together — even though the denominators are different?", "standards": [] }, { "id": "mt_gx6KQK5-Kx", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Fractions", "name": "Area with Fractions", "description": "Find the area of a rectangle with fractional side lengths by tiling with unit-fraction squares; show that the area equals the product of the side lengths", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1080711354309166, "evidence": [ "Tile a 2/3 × 3/4 rectangle with 1/12 squares and count to find area = 6/12 = 1/2", "Explain why the number of unit-fraction tiles equals the product of the two fractions", "Calculate the area of a rectangle with sides 1 1/2 and 2/3 using fraction multiplication" ], "assessmentPrompt": "If a piece of fabric is 2/3 m long and 3/4 m wide, can {{name}} work out its area — and explain how tiling it with tiny fraction-squares shows the same answer as multiplying?", "standards": [] }, { "id": "mt_PL9VkDwXfh", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Comparing fractions (age 10+)", "description": "Compare and order fractions including fractions greater than 1, by converting to common denominators or using benchmarks", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06019151846785226, "evidence": [ "Order 3/4, 7/8, 5/6, and 11/12 from smallest to largest", "Compare 7/5 and 4/3 using common denominators", "Place improper fractions and mixed numbers on a number line in correct order" ], "assessmentPrompt": "If {{name}} needs to sort 5/3, 7/4, and 2/1 in order from smallest to biggest, can they convert them to a common denominator and order them correctly?", "standards": [] }, { "id": "mt_4K1dr204Hi", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimals and fractions (age 10+)", "description": "Associate a fraction with division and calculate decimal fraction equivalents for simple fractions (e.g. 3/8 = 0.375); recall and use equivalences between simple fractions, decimals, and percentages in different contexts", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.146374829001368, "evidence": [ "Convert 3/8 to 0.375 by dividing 3 ÷ 8", "State that 1/5 = 0.2 = 20% from memory", "Use fraction–decimal–percentage equivalences to compare 30%, 1/3, and 0.35 and put them in order" ], "assessmentPrompt": "If {{name}} sees 3/8 written on a worksheet, can they convert it to a decimal — and also say roughly what percentage that is?", "standards": [] }, { "id": "mt_1PAWhRhpdg", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Dividing by Fractions", "description": "Interpret and compute division of a whole number by a unit fraction (e.g. 4 ÷ 1/5 = 20); use visual models and the relationship between multiplication and division to explain why the quotient is larger than the dividend", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.106703146374829, "evidence": [ "Compute 4 ÷ (1/5) = 20 and explain: 'How many fifths fit in 4 wholes?'", "Create a story context for 6 ÷ (1/4) and solve it", "Verify 4 ÷ (1/5) = 20 by showing 20 × (1/5) = 4" ], "assessmentPrompt": "If you have 4 metres of ribbon and each bow needs 1/5 of a metre, can {{name}} work out how many bows you can make — and explain why the answer is bigger than 4?", "standards": [] }, { "id": "mt_ifPDOYvUqm", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Dividing fractions (unit fractions)", "description": "Interpret and compute division of a unit fraction by a non-zero whole number (e.g. 1/3 ÷ 4 = 1/12); use visual models and the relationship between multiplication and division to explain the result", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1094391244870041, "evidence": [ "Compute (1/3) ÷ 4 = 1/12 and explain using a visual model of splitting 1/3 into 4 equal parts", "Create a story context for (1/6) ÷ 3 and solve it", "Verify (1/3) ÷ 4 = 1/12 by showing (1/12) × 4 = 1/3" ], "assessmentPrompt": "If {{name}} has 1/3 of a bag of rice and splits it into 4 equal portions, can they work out what fraction of the whole bag each portion is — and explain why the answer is smaller than 1/3?", "standards": [] }, { "id": "mt_rCMdwG-YOE", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Dividing unit fractions and whole numbers", "description": "Solve real-world problems involving division of unit fractions by whole numbers and whole numbers by unit fractions, using visual models and equations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1080711354309166, "evidence": [ "Solve: '3 people share 1/2 lb of chocolate equally — how much each?' (1/6 lb)", "Solve: 'How many 1/3-cup servings in 2 cups of raisins?' (6 servings)", "Create a story context for a given unit-fraction division expression" ], "assessmentPrompt": "If {{name}} has half a pizza to share equally among 3 people, can they work out what fraction of the whole pizza each person gets — and explain the steps they took?", "standards": [] }, { "id": "mt_4Km38F4L-6", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fractions of a whole (age 10+)", "description": "Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b); solve word problems involving division of whole numbers leading to fractional or mixed-number answers", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1313269493844049, "evidence": [ "Explain that 3/4 means 3 ÷ 4 and verify by showing 3/4 × 4 = 3", "Solve: '9 people share a 50-pound sack equally — how many pounds each?' and express the answer as 5 5/9", "Use a visual model to show that sharing 3 wholes among 4 people gives each person 3/4" ], "assessmentPrompt": "If {{name}} shares 3 pizzas equally among 4 friends, can they work out what fraction each person gets — and explain why 3 ÷ 4 gives the same answer as 3/4?", "standards": [] }, { "id": "mt_e7filQgayF", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Fraction Word Problems", "description": "Solve word problems involving addition and subtraction of fractions with unlike denominators, using visual models and benchmark fractions to estimate and assess reasonableness", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06976744186046512, "evidence": [ "Solve: 'Tara ate 2/5 of a pizza and Sam ate 1/3. How much did they eat together?'", "Recognise that 2/5 + 1/2 ≠ 3/7 because 3/7 < 1/2 but the sum should exceed 1/2", "Estimate a fraction sum using benchmarks (0, 1/2, 1) before computing exactly" ], "assessmentPrompt": "If {{name}} walks 1 and 1/2 miles to school and 3/4 of a mile to a friend's house, can they work out the total distance — and check whether their answer makes sense?", "standards": [] }, { "id": "mt_VKW8lOcFaw", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Fractions", "name": "Multiplication as scaling", "description": "Interpret multiplication as scaling (resizing): compare the size of a product to a factor based on the size of the other factor without computing; explain the effect of multiplying by fractions greater than, equal to, or less than 1", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1080711354309166, "evidence": [ "Predict without calculating whether 3/4 × 7 is greater or less than 7", "Explain why multiplying by 5/3 makes a number larger and multiplying by 2/5 makes it smaller", "Relate multiplying a/b by n/n = 1 to the principle of fraction equivalence" ], "assessmentPrompt": "If {{name}} multiplies 20 by 1/4, can they predict whether the answer will be bigger or smaller than 20 — and explain why, before doing the calculation?", "standards": [] }, { "id": "mt_AabJisinfi", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Multiplying fractions (age 10+)", "description": "Multiply a fraction or whole number by a fraction, including proper fractions by proper fractions; interpret (a/b) × q as a parts of q partitioned into b equal parts; write answers in simplest form", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1012311901504788, "evidence": [ "Compute (2/3) × (4/5) = 8/15 and show with an area model", "Use a visual model to demonstrate (2/3) × 4 = 8/3 = 2 2/3", "Simplify the product 3/4 × 2/3 = 6/12 = 1/2" ], "assessmentPrompt": "If a recipe uses 2/3 of a bag of flour and {{name}} only wants to make 3/4 of the recipe, can they multiply those fractions to find out how much flour they need?", "standards": [] }, { "id": "mt_lvaSGHwvQ5", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Real-world fraction multiplication", "description": "Solve real-world problems involving multiplication of fractions and mixed numbers, using visual fraction models or equations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.106703146374829, "evidence": [ "Solve: 'A recipe needs 2 1/3 cups of flour; you want to make 1 1/2 batches. How much flour?'", "Draw a fraction model to represent and solve a multiplication word problem", "Check the reasonableness of a fraction product in context using estimation" ], "assessmentPrompt": "If a recipe makes 12 biscuits using 1 and 1/2 cups of sugar, and {{name}} wants to make only 2/3 of the recipe, can they work out how much sugar they need?", "standards": [] }, { "id": "mt_b7T-CjOYUR", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Simplifying Fractions", "description": "Use common factors to simplify fractions to their simplest form; use common multiples to express fractions with a common denominator", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1121751025991792, "evidence": [ "Simplify 18/24 to 3/4 by identifying the HCF of 18 and 24", "Express 2/3 and 5/8 with a common denominator of 24", "Explain why dividing numerator and denominator by a common factor produces an equivalent fraction" ], "assessmentPrompt": "If {{name}} has the fraction 12/16, can they simplify it to its lowest terms — and explain what they divided the top and bottom by?", "standards": [] }, { "id": "mt_SBkTGjiZjZ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Decimals and fractions (age 11+)", "description": "Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8); convert fluently between the two forms", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1094391244870041, "evidence": [ "Convert any terminating decimal to a fraction in simplest form", "Convert any fraction with a denominator whose prime factors are only 2 and 5 to a terminating decimal", "Explain why some fractions produce terminating decimals and others do not" ], "assessmentPrompt": "If {{name}} sees 0.375 on a calculator display, can they convert it to a fraction in its simplest form — without using the calculator?", "standards": [ "ccss-math:7.NS.2d", "uk-nc-2013:KS3.Maths.Num.9" ] }, { "id": "mt_9Y96vxG_LH", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Dividing fractions", "description": "Divide a fraction by a fraction using the 'keep-change-flip' method and visual models; interpret and solve word problems involving division of fractions by fractions", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1053351573187414, "evidence": [ "Divide a fraction by a fraction using the reciprocal method", "Use visual fraction models to represent and explain fraction division", "Create story contexts for fraction division problems and solve them" ], "assessmentPrompt": "If {{name}} has 3/4 of a litre of juice and each glass holds 3/8 of a litre, can they work out how many glasses they can fill — using fraction division?", "standards": [ "ccss-math:6.NS.1", "uk-nc-2013:KS3.Maths.Num.4" ] }, { "id": "mt_gNUE4B3vuk", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Mixed & Improper Fractions", "description": "Use the four operations with formal written methods applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1149110807113543, "evidence": [ "Add, subtract, multiply, and divide with positive and negative integers", "Apply formal written methods to calculations with decimals of any size", "Perform all four operations with proper fractions, improper fractions, and mixed numbers" ], "assessmentPrompt": "If {{name}} needs to work out −1/2 + 3/4 − 1 and 1/4 as part of a longer problem, can they do it using written methods — showing each step clearly?", "standards": [ "ccss-math:6.NS.1", "ccss-math:6.NS.3", "ccss-math:7.NS.3", "uk-nc-2013:KS3.Maths.Num.4" ] }, { "id": "mt_J339bO7qLe", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Fractions", "name": "Multiplying fractions (age 11+)", "description": "Interpret fractions and percentages as operators — find a fraction or percentage of an amount by multiplying, understanding that 'of' means multiply (e.g., 3/4 of 200 = 3/4 × 200 = 150)", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1313269493844049, "evidence": [ "Calculate a fraction of a given amount by multiplying", "Calculate a percentage of a given amount by converting to a decimal and multiplying", "Use the operator interpretation to solve multi-step problems involving discounts, taxes, and portions" ], "assessmentPrompt": "If a £120 jacket is reduced by 35%, can {{name}} work out the sale price — by first calculating 35% of £120 and then subtracting?", "standards": [ "uk-nc-2013:KS3.Maths.Num.11" ] }, { "id": "mt_KJeEeTutJI", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "2-D shapes", "description": "Recognise and name common 2-D shapes (circles, triangles, rectangles including squares)", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.1915184678522572, "evidence": [ "Name a triangle, circle, rectangle, and square when shown them", "Identify a shape correctly regardless of its size or orientation", "Pick out all the triangles from a mixed set of shapes" ], "assessmentPrompt": "Can {{name}} point to shapes around the house — like a clock, a window, or a pizza — and correctly name whether each is a circle, triangle, rectangle, or square?", "standards": [ "ccss-math:K.G.2", "uk-nc-2013:Maths/Y1/GPS/1" ] }, { "id": "mt_Qcp2d_kuta", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "3-D shapes", "description": "Recognise and name common 3-D shapes (cubes, cuboids, pyramids, spheres, cylinders, cones)", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2339261285909713, "evidence": [ "Name a cube, sphere, cylinder, and cone when shown them", "Identify 3-D shapes in the environment (e.g. a tin is a cylinder)", "Recognise a cuboid and a pyramid among a set of solid shapes" ], "assessmentPrompt": "Can {{name}} name common 3-D shapes they find around them — like a tin of beans (cylinder), a ball (sphere), or a dice (cube)?", "standards": [ "ccss-math:K.G.1", "ccss-math:K.G.3", "uk-nc-2013:Maths/Y1/GPS/2" ] }, { "id": "mt_qeZYF6HZ4o", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Geometry", "name": "Positional Language", "description": "Describe the position of objects using terms such as above, below, beside, in front of, behind, next to", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.1518467852257182, "evidence": [ "Describe a toy as being 'on top of' the table", "Follow instructions like 'put the cube behind the box'", "Use 'left' and 'right' in simple contexts" ], "assessmentPrompt": "Can {{name}} give directions to find something around the house using words like \"above,\" \"below,\" \"beside,\" \"in front of,\" or \"behind\"?", "standards": [ "ccss-math:K.G.1", "uk-nc-2013:Maths/Y1/GPD/1" ] }, { "id": "mt_yGv8doDAmp", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "3-D shapes (age 5+)", "description": "Analyse and compare 2-D and 3-D shapes using informal language to describe sides, vertices, and other attributes", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1901504787961696, "evidence": [ "Count the sides and corners of a shape", "Compare a triangle and a rectangle by number of sides", "Describe a cube as having 'square faces' and 'corners'" ], "assessmentPrompt": "Can {{name}} describe what makes two shapes different — for example, explaining that a triangle has 3 corners and 3 sides while a square has 4 of each?", "standards": [ "ccss-math:K.G.4" ] }, { "id": "mt_2VR963szuk", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Building & Drawing Shapes", "description": "Model shapes by building from components (e.g. sticks and clay balls) and by drawing", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.005471956224350205, "evidence": [ "Build a triangle from three sticks and three clay balls", "Draw a recognisable rectangle", "Construct a cube from straws and connectors" ], "assessmentPrompt": "Can {{name}} build or draw a shape they've been shown — for example, making a cube from folded paper or copying a triangle onto dot paper?", "standards": [ "ccss-math:K.G.5" ] }, { "id": "mt_XjwUlmxdCT", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Combining Simple Shapes", "description": "Compose simple shapes to form larger shapes (e.g. two triangles make a rectangle)", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.005471956224350205, "evidence": [ "Join two triangles to make a rectangle or larger triangle", "Use pattern blocks to fill a hexagon outline", "Create a picture or design by combining basic shapes" ], "assessmentPrompt": "Can {{name}} fit smaller shapes together to make bigger ones — like combining two triangles to make a rectangle?", "standards": [ "ccss-math:K.G.6" ] }, { "id": "mt_mnEVZNkX3p", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Flat vs Solid Shapes", "description": "Distinguish two-dimensional (flat) shapes from three-dimensional (solid) shapes", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.004103967168262654, "evidence": [ "Sort shapes into 'flat' and 'solid' groups", "Explain that a circle is flat but a sphere is solid", "Identify whether a given shape is 2-D or 3-D" ], "assessmentPrompt": "Does {{name}} understand the difference between a flat shape like a square and a solid shape like a cube — and can they sort everyday objects into flat or solid?", "standards": [ "ccss-math:K.G.3" ] }, { "id": "mt_Y9XKzLrUAZ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Turns & Directions", "description": "Describe movement and direction, including whole, half, quarter, and three-quarter turns", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1545827633378933, "evidence": [ "Follow instructions to move forward, backward, turn left/right", "Demonstrate a whole turn, half turn, and quarter turn with their body", "Describe a route using directional language" ], "assessmentPrompt": "If {{name}} is playing a game where they have to turn left or right, do they understand what a quarter turn, half turn, and full turn mean?", "standards": [ "uk-nc-2013:Maths/Y1/GPD/1" ] }, { "id": "mt_UooUHC_V7U", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "2-D faces on 3-D shapes", "description": "Identify 2-D shapes on the surface of 3-D shapes (e.g. a circle on a cylinder, a triangle on a pyramid)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.004103967168262654, "evidence": [ "Point out a circular face on a cylinder or cone", "Identify triangular faces on a pyramid", "Recognise that the faces of 3-D shapes are 2-D shapes" ], "assessmentPrompt": "Can {{name}} look at a 3-D shape and name the 2-D shapes on its faces — for example, saying a cylinder has circles on the ends and a rectangle wrapped round the side?", "standards": [ "uk-nc-2013:Maths/Y2/GPS/3" ] }, { "id": "mt_sBcRdUfAzV", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "2-D shapes (age 6+)", "description": "Identify and describe properties of 2-D shapes including the number of sides and line symmetry in a vertical line", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1833105335157319, "evidence": [ "Count the number of sides of a given 2-D shape", "Identify whether a 2-D shape has a vertical line of symmetry", "Use properties (number of sides, symmetry) to describe and distinguish between shapes" ], "assessmentPrompt": "Can {{name}} count the sides of a shape and say whether it has a line of symmetry — for example, knowing that a rectangle is symmetrical but a scalene triangle is not?", "standards": [ "uk-nc-2013:Maths/Y2/GPS/1" ] }, { "id": "mt_bfhng6mOuy", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angles in triangles (age 6+)", "description": "Distinguish defining attributes of shapes (e.g. triangles are closed and three-sided) from non-defining attributes (e.g. colour, orientation, overall size)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1833105335157319, "evidence": [ "Build and draw shapes that possess defining attributes", "Identify that a shape remains a triangle regardless of its size, colour, or orientation", "Explain why a given shape is or is not a particular type based on its defining properties" ], "assessmentPrompt": "Does {{name}} understand that what makes a shape a triangle is having 3 sides and 3 corners — not its colour or which way it's pointing?", "standards": [ "ccss-math:1.G.1" ] }, { "id": "mt_QNxFnxikCN", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Building with 3-D Shapes", "description": "Compose three-dimensional shapes (cubes, right rectangular prisms, right circular cones, right circular cylinders) and create composite shapes; build new shapes from component shapes", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.005471956224350205, "evidence": [ "Stack cubes and prisms to build towers or structures", "Combine 3-D shapes to make a new solid (e.g. cone on top of cylinder)", "Describe a composite 3-D shape in terms of its component shapes" ], "assessmentPrompt": "Can {{name}} combine 3-D shapes — like stacking cubes and cylinders — to build a new composite solid?", "standards": [ "ccss-math:1.G.2" ] }, { "id": "mt_MqqR7VUoz1", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Composing Shapes", "description": "Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, quarter-circles) to create composite shapes, and compose new shapes from the composite shape", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.005471956224350205, "evidence": [ "Combine two triangles to form a rectangle or larger triangle", "Put together half-circles and quarter-circles to form circles or new shapes", "Decompose a composite shape and describe which simpler shapes make it up" ], "assessmentPrompt": "Can {{name}} use flat shapes like triangles and rectangles to fit together and make a new larger shape — like a puzzle?", "standards": [ "ccss-math:1.G.2" ] }, { "id": "mt_Mnodea7mG_", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Edges, vertices, and faces", "description": "Identify and describe properties of 3-D shapes including the number of edges, vertices, and faces", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03146374829001368, "evidence": [ "Count the edges, vertices, and faces of common 3-D shapes", "Use the terms edge, vertex (vertices), and face correctly", "Describe a 3-D shape by its properties (e.g. a cube has 6 faces, 12 edges, 8 vertices)" ], "assessmentPrompt": "Can {{name}} count the faces, edges, and vertices of a 3-D shape like a cube or triangular prism?", "standards": [ "uk-nc-2013:Maths/Y2/GPS/2" ] }, { "id": "mt_WXW0hjNhph", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Patterns & Sequences", "description": "Order and arrange combinations of mathematical objects in patterns and sequences", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.004103967168262654, "evidence": [ "Continue a repeating pattern of shapes or colours", "Describe the rule for a given sequence of objects", "Create own patterns and sequences using mathematical objects" ], "assessmentPrompt": "Can {{name}} spot a repeating pattern made of shapes or objects and continue it, or create their own repeating pattern?", "standards": [ "uk-nc-2013:Maths/Y2/GPD/1" ] }, { "id": "mt_TdV9YGJEoY", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Geometry", "name": "Position, direction, and movement", "description": "Use mathematical vocabulary to describe position, direction, and movement, including straight lines and distinguishing rotation as a turn in terms of right angles (quarter, half, three-quarter turns, clockwise and anti-clockwise)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1545827633378933, "evidence": [ "Use terms such as clockwise, anti-clockwise, quarter turn, half turn, three-quarter turn", "Describe a right angle as a quarter turn", "Give and follow directions involving straight-line movement and turns" ], "assessmentPrompt": "Can {{name}} follow directions like \"turn clockwise a quarter turn\" or \"move three squares to the right\" on a grid or in a simple navigation game?", "standards": [ "uk-nc-2013:Maths/Y2/GPD/2" ] }, { "id": "mt_fEuoBYw6bU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Sorting 2-D and 3-D shapes", "description": "Compare and sort common 2-D and 3-D shapes and everyday objects by their properties", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.009575923392612859, "evidence": [ "Sort a collection of 2-D shapes by number of sides", "Sort 3-D shapes by number of faces or whether faces are flat/curved", "Explain criteria used to sort a group of shapes" ], "assessmentPrompt": "Can {{name}} sort a collection of shapes into groups — for example, separating all the shapes with curved sides from those with only straight sides?", "standards": [ "uk-nc-2013:Maths/Y2/GPS/4" ] }, { "id": "mt_vJUa62bxeR", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "2-D shapes (age 7+)", "description": "Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03283173734610123, "evidence": [ "Draw a triangle, rectangle, pentagon, or hexagon accurately", "Construct a cube or cuboid from modelling materials (e.g. straws and connectors)", "Recognise a 3-D shape (e.g. a pyramid) when it is rotated or seen from a different angle" ], "assessmentPrompt": "If {{name}} is given a cube to look at, can they draw it on paper — and then make a cube-shaped model from modelling clay or construction materials?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/GPS/1" ] }, { "id": "mt_zuOGOGFAKb", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angles in triangles (age 7+)", "description": "Recognise and draw shapes having specified attributes (e.g. a given number of angles or equal faces); identify triangles, quadrilaterals, pentagons, hexagons, and cubes", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.07660738714090287, "evidence": [ "Draw a shape with exactly 5 sides (pentagon)", "Identify all quadrilaterals in a set of mixed shapes", "Name and draw a hexagon, explaining it has 6 sides and 6 angles" ], "assessmentPrompt": "If {{name}} is given instructions like \"draw a shape with 5 sides\" or \"draw a shape with all equal angles,\" can they draw it correctly?", "standards": [ "ccss-math:2.G.1" ] }, { "id": "mt_u23IGDxOpk", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Parallel and perpendicular lines", "description": "Identify horizontal and vertical lines and pairs of perpendicular and parallel lines", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.08207934336525308, "evidence": [ "Point out horizontal and vertical lines in shapes and real-world contexts", "Identify a pair of parallel lines (lines that never meet and are always the same distance apart)", "Identify perpendicular lines (lines that meet at a right angle)" ], "assessmentPrompt": "If {{name}} looks at a set of railway tracks or a window frame, can they point to which lines are parallel (never crossing) and which are perpendicular (meeting at a right angle)?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/GPS/4" ] }, { "id": "mt_MFfYcnv6Tv", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Right Angles & Turns", "description": "Identify right angles; recognise that two right angles make a half-turn, three make three-quarters, and four make a complete turn", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1422708618331053, "evidence": [ "Use a right-angle checker to identify right angles in shapes and the environment", "Classify angles as right angles, less than a right angle, or greater than a right angle", "Explain that 4 right angles make a full turn (360°)" ], "assessmentPrompt": "If {{name}} looks at the corner of a piece of paper, can they tell you that's a right angle — and that spinning all the way round takes four right angles?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/GPS/3" ] }, { "id": "mt_8OAGVdeTJ_", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Understanding angles", "description": "Recognise angles as a property of shape or a description of a turn", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1409028727770178, "evidence": [ "Identify angles at the corners of 2-D shapes", "Describe a turn (e.g. quarter turn, half turn) in terms of the angle made", "Explain that an angle measures the amount of turn between two lines meeting at a point" ], "assessmentPrompt": "If you ask {{name}} to point to an angle on the corner of a book or door frame, can they find it — and explain that swinging a door open is also a kind of turn (angle)?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/GPS/2" ] }, { "id": "mt_hRZyKvz1KN", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "2-D shapes (age 8+)", "description": "Identify lines of symmetry in 2-D shapes presented in different orientations; recognise line-symmetric figures and draw lines of symmetry", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.01504787961696306, "evidence": [ "Find all lines of symmetry in a rectangle, square, and equilateral triangle", "Determine whether a given shape has a line of symmetry when rotated", "Identify which shapes in a set have exactly one line of symmetry", "Determine how many lines of symmetry a regular hexagon has", "Draw all lines of symmetry for a given figure", "Identify which figures from a set are not line-symmetric" ], "assessmentPrompt": "If {{name}} is given a picture of a butterfly or a star shape, can they draw the line (or lines) where you could fold it exactly in half so both sides match?", "standards": [] }, { "id": "mt_i5_HnoFOYw", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Geometry", "name": "Coordinates (age 8+)", "description": "Plot specified points on a coordinate grid and draw sides to complete a given polygon", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.05198358413132695, "evidence": [ "Plot points (1,1), (1,4), (5,4), (5,1) and join to make a rectangle", "Given three vertices of a square, plot the fourth vertex", "Complete a triangle by plotting the third vertex at given coordinates and drawing sides" ], "assessmentPrompt": "If {{name}} is given three coordinate pairs on a grid, can they plot each point and then connect the dots to draw the correct triangle or rectangle?", "standards": [] }, { "id": "mt_Uq5vYqboCR", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Describing Movements", "description": "Describe movements between positions as translations of a given unit to the left/right and up/down", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "Describe moving from (2,3) to (5,3) as 3 units to the right", "Translate a shape 4 units right and 2 units up and state the new coordinates", "Predict where a point will be after a given translation" ], "assessmentPrompt": "If a shape is at position (2, 3) on a grid and you tell {{name}} to move it four squares right and two squares up, can they work out its new position without drawing it first?", "standards": [] }, { "id": "mt_jBQS-CicNn", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "First Quadrant Coordinates", "description": "Describe positions on a 2-D grid as coordinates in the first quadrant", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06019151846785226, "evidence": [ "Read the coordinates of a point on a grid as (3, 5)", "Explain that the first number is the horizontal distance and the second is the vertical distance", "Identify the coordinates of all vertices of a shape plotted on a grid" ], "assessmentPrompt": "If {{name}} is playing a grid-based treasure map game, can they correctly say where the treasure is using two numbers — like \"three across and four up\" — from the corner?", "standards": [] }, { "id": "mt_hR2Y7NhMSY", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Lines of symmetry", "description": "Complete a simple symmetric figure with respect to a specific line of symmetry", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01504787961696306, "evidence": [ "Given half a butterfly shape and a mirror line, complete the other half on a grid", "Complete a symmetric pattern on squared paper with a vertical line of symmetry", "Check a completed figure by folding along the mirror line" ], "assessmentPrompt": "If you show {{name}} half a shape drawn on squared paper with a mirror line marked, can they draw the missing half so the whole shape is perfectly symmetrical?", "standards": [] }, { "id": "mt_vnJEztczji", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Geometry", "name": "Nets of 3-D Shapes", "description": "Identify, draw, and interpret nets of common 3-D shapes — cubes, cuboids, triangular prisms, and square-based pyramids — by predicting which 3-D shape a given flat arrangement of faces will fold into, checking whether a net will close completely, and sketching a net from a description or 3-D model; understand the relationship between the number of faces and the structure of the net", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Draw the net of a cube, cuboid, or triangular prism and fold it mentally to identify which faces connect", "Build a 3-D shape from its net and check that all faces, edges, and vertices match", "Identify which of several given nets will fold into a specific 3-D shape and explain why the others won't" ], "assessmentPrompt": "If {{name}} is given a flat T-shaped piece of card with six squares, can they tell you — before folding — that it makes a cube, and point out which square will become each face?", "standards": [] }, { "id": "mt_SH7QgFl8-v", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Geometry", "name": "Transformations on a grid", "description": "Represent and carry out geometric transformations on squared paper or a coordinate grid: reflections (in horizontal, vertical, and diagonal mirror lines, including the axes), translations (described as a vector or as left/right/up/down moves), and rotations (90° or 180° about a stated centre point); describe each transformation precisely using the correct language; identify which transformation maps one shape onto its image by comparing position, orientation, and size", "ageRangeStart": 8, "ageRangeEnd": 12, "centrality": 0.03146374829001368, "evidence": [ "Reflect a shape in a given mirror line on a grid and label the new coordinates", "Translate a shape by a given number of squares horizontally and vertically and describe the movement", "Rotate a shape 90° or 180° about a given centre on a grid and check the image is congruent to the original" ], "assessmentPrompt": "If {{name}} sees a shape and its mirror image on squared paper, can they draw in the exact mirror line, and describe the reflection precisely — including where the line of reflection is — without just saying 'it flipped'?", "standards": [] }, { "id": "mt_h0CVtqI2xo", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Types of angles", "description": "Identify acute and obtuse angles; compare and order angles up to two right angles by size", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1381668946648427, "evidence": [ "Classify given angles as acute, right, or obtuse", "Order four angles from smallest to largest by visual comparison", "Identify all acute and obtuse angles in a given triangle or quadrilateral" ], "assessmentPrompt": "If {{name}} looks at the hands on a clock showing different times, can they tell you which angle between the hands is acute (sharper than a right angle) and which is obtuse (wider)?", "standards": [] }, { "id": "mt_e4V6hvcuEJ", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Geometry", "name": "Types of angles (age 8+)", "description": "Use and interpret standard geometric diagram conventions: mark right angles with a small square, equal lengths with single or double tick marks, and equal angles with arc marks; label angles in three-letter notation (∠ABC) and individual angles with a single letter or number; draw diagrams showing angles at a point, angles on a straight line, and angles inside polygons with these conventions; read diagrams with these marks to identify given information and find unknown values", "ageRangeStart": 8, "ageRangeEnd": 12, "centrality": 0.1231190150478796, "evidence": [ "Mark a right angle with a small square symbol in a diagram and explain what it means", "Use tick marks to show equal lengths in a shape and double tick marks for a second pair of equal sides", "Read and interpret angle notation (e.g. angle ABC) and identify the angle being referred to in a diagram" ], "assessmentPrompt": "If {{name}}'s maths diagram shows a small square in one corner and matching arc marks on two other angles, can they tell you what each mark means — and use them to figure out a missing angle without re-measuring?", "standards": [] }, { "id": "mt_Xt1cRqaBOW", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Understanding angles (age 8+)", "description": "Understand that shapes in different categories may share attributes defining a larger category; classify quadrilaterals (rhombuses, rectangles, squares) and draw examples of quadrilaterals not in those subcategories", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.07660738714090287, "evidence": [ "Explain that a square is a special rectangle and also a special rhombus", "Sort shapes into a Venn diagram: quadrilaterals vs rectangles vs squares", "Draw a quadrilateral that is not a rectangle, rhombus, or square" ], "assessmentPrompt": "If you show {{name}} a square, a rectangle, and a rhombus, can they explain what makes them all quadrilaterals — and what makes each one different from the others?", "standards": [] }, { "id": "mt_wUSbRt3-qw", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "3-D shapes (age 9+)", "description": "Identify 3-D shapes, including cubes and other cuboids, from 2-D representations", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03283173734610123, "evidence": [ "Identify a cuboid from its net", "Name the 3-D shape shown in an isometric drawing", "Match 2-D representations to the correct 3-D shape" ], "assessmentPrompt": "If you show {{name}} a flat architect's sketch of a box or a pyramid, can they tell you the name of the 3-D shape it represents?", "standards": [] }, { "id": "mt_oqziWKry-L", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angle Sum Rules", "description": "Know that angles at a point sum to 360° (one whole turn), angles on a straight line sum to 180°, and vertically opposite angles are equal; use these facts to find missing angles", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07250341997264022, "evidence": [ "State that two angles on a straight line add to 180°", "Explain that four right angles at a point make 360°", "Identify 270° as three right angles" ], "assessmentPrompt": "If three angles meet at a point and two of them are 120° and 95°, can {{name}} work out the third angle — knowing all the angles at a point add up to 360°?", "standards": [] }, { "id": "mt_r8c43QB6wx", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Classifying shapes by line properties", "description": "Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or angles of a specified size; recognise right triangles as a category", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.0533515731874145, "evidence": [ "Sort a set of quadrilaterals into those with parallel sides and those without", "Identify which triangles in a set are right triangles", "Classify shapes that have both perpendicular and parallel sides" ], "assessmentPrompt": "If you show {{name}} a mixed set of triangles and quadrilaterals, can they sort them into groups — like \"shapes with at least one right angle\" or \"shapes with parallel sides\" — and explain their reasoning?", "standards": [] }, { "id": "mt_qUGMyMYn9m", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Degrees and turns", "description": "Know that angles are measured in degrees, where one degree is 1/360 of a full turn; understand that an angle turning through n one-degree angles has a measure of n degrees", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1094391244870041, "evidence": [ "Explain that a full turn is 360° and a right angle is 90°", "Describe what 'one degree' means in terms of a fraction of a circle", "State that an angle of 45° has turned through 45 one-degree angles" ], "assessmentPrompt": "If {{name}} knows a full circle is 360 degrees, can they tell you how many degrees a quarter turn is — and explain roughly what one single degree looks like?", "standards": [] }, { "id": "mt_YUJ5pwalqL", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Estimating Angles", "description": "Estimate and compare acute, obtuse, and reflex angles in degrees; classify angles by type and order them by size", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.05882352941176471, "evidence": [ "Estimate an angle as approximately 130° and classify it as obtuse", "Identify a reflex angle in a diagram and estimate it as about 270°", "Order four angles from smallest to largest by estimation before measuring" ], "assessmentPrompt": "If you show {{name}} three different angles drawn on paper, can they estimate which is biggest, label each as acute, obtuse, or reflex — and then check with a protractor?", "standards": [] }, { "id": "mt_QysgF57dxh", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Lines, Rays & Angles", "description": "Draw and identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines; identify these in two-dimensional figures", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07934336525307797, "evidence": [ "Draw a pair of perpendicular lines and a pair of parallel lines", "Identify all pairs of parallel sides in a trapezoid", "Mark a right angle, an acute angle, and an obtuse angle in a given figure" ], "assessmentPrompt": "If {{name}} is given a piece of paper and a ruler, can they draw a line segment, mark a point, and then draw another line through that point that runs perfectly parallel to the first?", "standards": [] }, { "id": "mt_4MFUAsbx_6", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Measuring angles", "description": "Measure angles in whole-number degrees using a protractor; draw given angles and sketch angles of specified measure", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.08344733242134063, "evidence": [ "Measure an angle with a protractor and read 47°", "Draw an angle of 135° using a protractor", "Identify which scale on the protractor to use for an obtuse angle" ], "assessmentPrompt": "If {{name}} is given a protractor and an angle drawn on paper, can they measure it accurately and then draw a new angle of a size you specify?", "standards": [] }, { "id": "mt_89riIKwGYp", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Measuring angles (age 9+)", "description": "Recognise angle measure as additive; find unknown angles by adding or subtracting on a diagram using equations with a symbol for the unknown", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06019151846785226, "evidence": [ "Two angles on a straight line are 65° and x°; find x = 115°", "An angle is decomposed into 35° and 40°; state the whole angle is 75°", "Solve: angles at a point are 120°, 90°, and x°; find x = 150°" ], "assessmentPrompt": "If two angles sit next to each other on a straight line and one is 65°, can {{name}} work out the other angle — knowing that angles on a straight line always add up to 180°?", "standards": [] }, { "id": "mt_8H2kO4k2B9", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Regular and irregular polygons", "description": "Distinguish between regular and irregular polygons based on reasoning about equal sides and equal angles", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06155950752393981, "evidence": [ "Classify a set of polygons as regular or irregular", "Explain that a regular pentagon has 5 equal sides and 5 equal angles", "Identify that a rectangle is irregular (equal angles but not all equal sides) unless it is a square" ], "assessmentPrompt": "If you show {{name}} a stop sign (regular octagon) and a wonky eight-sided shape, can they explain which is regular and which is irregular — and why?", "standards": [] }, { "id": "mt_efOeaGFyGM", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Transformations on a Grid", "description": "Identify, describe, and represent the position of a shape following a reflection or translation using appropriate language; know that the shape has not changed", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03283173734610123, "evidence": [ "Reflect a triangle in a vertical mirror line on a coordinate grid and state the new coordinates", "Translate a shape 3 units right and 2 units up and describe the movement", "Explain that a reflected/translated shape is congruent to the original" ], "assessmentPrompt": "If {{name}} slides or flips a shape on squared paper, can they describe exactly where it ends up and confirm the shape itself hasn't changed size or angles?", "standards": [] }, { "id": "mt_KFKUR_gBg_", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Understanding angles (age 9+)", "description": "Use the properties of rectangles to deduce related facts and find missing lengths and angles", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.0533515731874145, "evidence": [ "Given one side of a rectangle is 8 cm and the perimeter is 28 cm, find the other side", "Explain that all angles in a rectangle are 90°", "Find a missing side of a rectangle given its area and one side length" ], "assessmentPrompt": "If {{name}} knows one side of a rectangular garden is 7 m, can they tell you the length of the opposite side and all four corner angles — without measuring?", "standards": [] }, { "id": "mt_3S10OOGPqu", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "What Is an Angle?", "description": "Understand that an angle is a geometric shape formed by two rays sharing a common endpoint (vertex); recognise angles in real-life contexts and 2-D shapes", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1094391244870041, "evidence": [ "Identify the vertex and arms of an angle in a diagram", "Find examples of angles in the classroom (e.g. open door, clock hands)", "Explain why two rays meeting at a point form an angle" ], "assessmentPrompt": "If you draw two lines starting from the same point on paper, can {{name}} tell you that the space between them is an angle — and point to the vertex where they meet?", "standards": [] }, { "id": "mt_hdrMoiTgqu", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "2-D shapes (age 10+)", "description": "Draw 2-D shapes using given dimensions and angles, using a ruler and protractor accurately", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Draw a triangle with sides 5 cm, 7 cm and an included angle of 60°", "Construct a rectangle with given length and width using a ruler and set square", "Draw a regular pentagon given the side length and interior angle" ], "assessmentPrompt": "If you ask {{name}} to draw a triangle with sides of 5 cm and 7 cm with a 40° angle between them, can they use a ruler and protractor to draw it accurately?", "standards": [] }, { "id": "mt_REwgr0d_ss", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "3-D shapes (age 10+)", "description": "Recognise, describe, and build simple 3-D shapes, including making nets", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Identify which net will fold into a given 3-D shape", "Construct the net of a triangular prism and fold it to verify", "Describe a 3-D shape by naming its faces, edges, and vertices" ], "assessmentPrompt": "If {{name}} is given a flat cross-shaped piece of card (a net), can they predict what 3-D shape it will make when folded up — and then fold it to check?", "standards": [] }, { "id": "mt_cdMlC7EpTJ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angles in triangles (age 10+)", "description": "Find unknown angles in triangles, quadrilaterals, and regular polygons using angle sum properties", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04514363885088919, "evidence": [ "Find a missing angle in a triangle given two angles (using angle sum = 180°)", "Calculate a missing angle in a quadrilateral (angle sum = 360°)", "Calculate the interior angle of a regular hexagon from the angle sum formula" ], "assessmentPrompt": "If {{name}} knows that angles in a triangle always add up to 180°, and two angles in a triangle are 55° and 70°, can they work out the third angle without measuring it?", "standards": [] }, { "id": "mt_liIW336odh", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Classifying shapes by properties", "description": "Compare and classify geometric shapes based on their properties and sizes; understand that attributes belonging to a category also belong to all subcategories; classify two-dimensional figures in a hierarchy based on properties", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.05882352941176471, "evidence": [ "Explain why all squares are rectangles but not all rectangles are squares", "Place quadrilaterals in a hierarchy diagram showing subset relationships", "Identify properties shared by all parallelograms and explain why rhombuses and rectangles are special cases" ], "assessmentPrompt": "If someone asks {{name}} \"is a square also a rectangle?\", can they explain why the answer is yes — because a square has all the properties of a rectangle plus equal sides?", "standards": [] }, { "id": "mt_R4AY0LKxfl", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Coordinates (age 10+)", "description": "Describe positions on the full coordinate grid (all four quadrants); use coordinates with negative values", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.07934336525307797, "evidence": [ "Plot points with negative coordinates such as (−3, 4) and (2, −5) on a four-quadrant grid", "Identify the quadrant in which a given point lies", "Describe the position of a shape using coordinates in all four quadrants" ], "assessmentPrompt": "If {{name}} is playing a game where ships can be at negative coordinates too, can they correctly plot and read positions like (−3, 2) or (1, −4) on a grid?", "standards": [] }, { "id": "mt_oDlduFnemk", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Numbers on a number line", "description": "Understand a coordinate system defined by two perpendicular number lines (axes) with an origin at (0,0); know that an ordered pair (x, y) specifies a unique point where the first number gives horizontal distance and the second gives vertical distance from the origin", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.05471956224350205, "evidence": [ "Identify the x-axis, y-axis, and origin on a coordinate grid", "Explain that (3, 5) means go 3 along the x-axis and 5 up the y-axis", "Distinguish (2, 4) from (4, 2) by explaining each coordinate's meaning" ], "assessmentPrompt": "If {{name}} looks at a map with a grid and you describe a location as \"3 across and 5 up from the origin\", can they find the exact point — and explain what each of the two numbers tells you?", "standards": [ "ccss-math:5.G.1" ] }, { "id": "mt_xq3YHZ2zeR", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Parts of a circle", "description": "Illustrate and name parts of circles, including radius, diameter, and circumference; know that the diameter is twice the radius", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.002735978112175103, "evidence": [ "Label the radius, diameter, and circumference on a circle diagram", "Calculate the diameter given a radius of 4.5 cm (diameter = 9 cm)", "Explain the relationship between radius and diameter in their own words" ], "assessmentPrompt": "If you give {{name}} a round plate and a ruler, can they measure the diameter — and explain how the radius compares to the diameter?", "standards": [] }, { "id": "mt_snlqRCiA1R", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Plotting points in the first quadrant", "description": "Plot and read ordered pairs in the first quadrant of the coordinate plane; represent real-world and mathematical problems by graphing points and interpreting coordinate values in context", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.05471956224350205, "evidence": [ "Plot the point (4, 7) accurately on a first-quadrant grid", "Graph a set of data pairs (e.g. time vs distance) as points on the coordinate plane", "Read coordinates of a plotted point and explain what they represent in a given scenario" ], "assessmentPrompt": "If you tell {{name}} a car journey passes through grid points (2, 3), (5, 7), and (8, 4) on a map, can they plot those points and describe what the journey looks like?", "standards": [ "ccss-math:5.G.2" ] }, { "id": "mt_lxaM6iVpdr", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Translating and reflecting shapes", "description": "Draw and translate simple shapes on the coordinate plane; reflect shapes in the axes", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06429548563611491, "evidence": [ "Translate a triangle 3 units right and 2 units down on a coordinate grid and state the new coordinates", "Reflect a shape in the x-axis and list the coordinates of the reflected vertices", "Explain how translation changes coordinates (add/subtract) while reflection changes the sign of one coordinate" ], "assessmentPrompt": "If {{name}} draws a triangle at coordinates (1, 2), (3, 2), and (2, 4) on a grid, can they then reflect it across the x-axis and tell you the new coordinates of each corner?", "standards": [] }, { "id": "mt_QDTO3GAgcq", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Understanding angles (age 10+)", "description": "Recognise angles where they meet at a point, are on a straight line, or are vertically opposite; find missing angles using these properties", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Find a missing angle at a point given the other angles (total 360°)", "Use the straight-line property (angles sum to 180°) to find an unknown angle", "Identify vertically opposite angles and use the property that they are equal to find unknowns" ], "assessmentPrompt": "If two straight lines cross each other, can {{name}} tell you which pairs of angles are equal (vertically opposite) — and find a missing angle if you give them one of the others?", "standards": [] }, { "id": "mt_nRksLqt-iR", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "3-D shapes (age 11+)", "description": "Use the properties of faces, surfaces, edges, and vertices of 3-D shapes (cubes, cuboids, prisms, cylinders, pyramids, cones, and spheres) to solve problems, including visualising cross-sections", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01367989056087551, "evidence": [ "Count and describe the faces, edges, and vertices of a triangular prism and a square-based pyramid", "Describe the 2-D cross-section produced by slicing a cylinder horizontally or a cone vertically", "Use properties of 3-D shapes to determine whether a given net will fold into a specified solid" ], "assessmentPrompt": "If {{name}} slices a cylinder straight across the middle like cutting a tin of beans in half, can they describe the shape of the cut surface? What about slicing at an angle?", "standards": [ "ccss-math:7.G.3", "uk-nc-2013:KS3.Maths.Geo.15" ] }, { "id": "mt_tAJH5BrpOx", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angles in triangles (age 11+)", "description": "Derive and apply formulae for the area of triangles, parallelograms, and trapezia, and for the volume of cuboids and other prisms (including cylinders), connecting each formula to its geometric reasoning", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1627906976744186, "evidence": [ "Calculate the area of a trapezium using A = ½(a + b) × h and explain why the formula works", "Find the volume of a triangular prism by calculating cross-sectional area × length", "Derive the formula for the volume of a cylinder as π × r² × h by reasoning from the prism formula" ], "assessmentPrompt": "If {{name}} needs to tile a triangular section of a patio with a base of 4 m and height of 3 m, can they work out the area to know how many tiles to buy?", "standards": [ "ccss-math:7.G.6", "ccss-math:8.G.9", "uk-nc-2013:KS3.Maths.Geo.1" ] }, { "id": "mt_J03RFlVdas", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angle sums in triangles and polygons", "description": "Derive and use the angle sum in a triangle (180°), use it to deduce the angle sum in any polygon ((n−2) × 180°), and calculate interior and exterior angles of regular polygons", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1272229822161423, "evidence": [ "Calculate a missing angle in a triangle by subtracting the known angles from 180°", "Find the sum of interior angles in a hexagon by dividing it into triangles", "Calculate each interior and exterior angle of a regular polygon given the number of sides" ], "assessmentPrompt": "If {{name}} knows two angles of a triangle are 50° and 70°, can they work out the third? And can they figure out the angles inside a regular pentagon?", "standards": [ "ccss-math:8.G.5", "uk-nc-2013:KS3.Maths.Geo.12" ] }, { "id": "mt_K0Y15w48SY", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Coordinate Transformations", "description": "Identify properties of translations, rotations, and reflections; describe and perform these transformations on given figures, and understand that the image is congruent to the original", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.1217510259917921, "evidence": [ "Reflect a shape in a given mirror line (including diagonal lines) and state the coordinates of the image", "Rotate a shape about a given centre by 90° or 180° and describe the result", "Translate a shape by a given vector and verify that lengths and angles are preserved" ], "assessmentPrompt": "If {{name}} is asked to rotate a triangle 90° clockwise around a fixed point, can they work out where each corner ends up — and confirm the triangle is still the same size and shape?", "standards": [ "ccss-math:8.G.1a", "ccss-math:8.G.1b", "ccss-math:8.G.1c", "ccss-math:8.G.3", "uk-nc-2013:KS3.Maths.Geo.8" ] }, { "id": "mt_Jf8xcX4UTq", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Measuring angles (age 11+)", "description": "Draw and measure line segments and angles accurately using ruler and protractor, and interpret scale drawings to extract real measurements", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.03693570451436388, "evidence": [ "Draw a triangle accurately given two sides and the included angle (SAS)", "Measure angles in a geometric figure to the nearest degree using a protractor", "Read a scale drawing to determine actual lengths, explaining the scale used" ], "assessmentPrompt": "If {{name}} is given an architect's floor plan where 1 cm represents 2 m, can they measure a room on the plan and work out its real-world dimensions?", "standards": [ "ccss-math:7.G.2", "uk-nc-2013:KS3.Maths.Geo.3" ] }, { "id": "mt_DNYQLahbfa", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Properties of triangles and quadrilaterals", "description": "Derive and illustrate properties of triangles, quadrilaterals, and circles using appropriate language, including interior angles, diagonals, symmetry, and relationships between side lengths", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.03830369357045144, "evidence": [ "List and verify properties of a parallelogram (opposite sides parallel/equal, opposite angles equal, diagonals bisect each other)", "Explain why a square is a special case of both a rectangle and a rhombus", "Derive the relationship between the radius, diameter, and circumference of a circle" ], "assessmentPrompt": "If you ask {{name}} why the diagonals of a rectangle are always equal in length, can they explain it using the properties of the shape — rather than just measuring to check?", "standards": [ "ccss-math:7.G.2", "uk-nc-2013:KS3.Maths.Geo.7" ] }, { "id": "mt_WtIFJSCQIT", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Geometry", "name": "Types of angles (age 11+)", "description": "Use conventional geometric terms and notation to describe, sketch, and draw points, lines, parallel and perpendicular lines, right angles, regular polygons, and reflectively/rotationally symmetric polygons", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.03967168262653899, "evidence": [ "Use correct notation for line segments (AB), angles (∠ABC), and parallel lines (AB ∥ CD)", "Sketch a regular hexagon and describe its rotational and reflective symmetry", "Identify and label perpendicular and parallel lines in a given figure using standard symbols" ], "assessmentPrompt": "If you ask {{name}} to describe a triangle using proper geometry notation — naming its angles and sides with letters — can they do it clearly enough for someone else to draw it?", "standards": [ "ccss-math:7.G.2", "uk-nc-2013:KS3.Maths.Geo.5" ] }, { "id": "mt_tedML_iu4Y", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Understanding angles (age 11+)", "description": "Apply the properties of angles at a point (360°), on a straight line (180°), and vertically opposite angles to find unknown angles in multi-step problems", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.03693570451436388, "evidence": [ "Find a missing angle using the fact that angles on a straight line sum to 180°", "Use vertically opposite angles are equal to set up and solve an equation for an unknown", "Combine multiple angle facts in a single diagram to find several missing angles step by step" ], "assessmentPrompt": "If {{name}} is given a diagram with several angles marked at crossing lines and some unknown, can they use the rules about straight lines and crossing lines to find all the missing angles step by step?", "standards": [ "ccss-math:7.G.5", "uk-nc-2013:KS3.Maths.Geo.10" ] }, { "id": "mt_167X6Ax8P7", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angles in triangles (age 12+)", "description": "Know and use the criteria for triangle congruence (SSS, SAS, ASA, RHS), use standard labelling conventions for sides and angles of triangle ABC, and determine whether two triangles are congruent", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.04240766073871409, "evidence": [ "State which congruence criterion (SSS, SAS, ASA, or RHS) applies to a given pair of triangles", "Use the notation △ABC ≅ △DEF and match corresponding sides and angles", "Determine whether given measurements produce a unique triangle, more than one, or none" ], "assessmentPrompt": "If {{name}} is shown two triangles where all three sides of one match all three sides of the other, can they explain why those triangles must be identical in shape and size?", "standards": [ "ccss-math:8.G.2", "uk-nc-2013:KS3.Maths.Geo.6" ] }, { "id": "mt_H_pNJ3ZI_S", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Angles with parallel lines", "description": "Understand and use the relationship between parallel lines cut by a transversal: corresponding angles, alternate interior angles, and co-interior (same-side interior) angles; use these to find unknown angles", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.03283173734610123, "evidence": [ "Identify alternate, corresponding, and co-interior angle pairs in a diagram with parallel lines", "Explain why alternate angles are equal using the concept of translation along the transversal", "Find missing angles in a parallel-line diagram using a combination of angle relationships" ], "assessmentPrompt": "If {{name}} sees a Z-shape or F-shape formed by two parallel lines and a crossing line in a diagram, can they identify the equal angles and explain why they’re equal?", "standards": [ "ccss-math:8.G.5", "uk-nc-2013:KS3.Maths.Geo.11" ] }, { "id": "mt_svFa6_mjO_", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Circles: Circumference & Area", "description": "Calculate the circumference and area of circles using the formulae C = πd (or 2πr) and A = πr², and solve problems involving perimeters and areas of composite shapes that include circular parts", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1641586867305062, "evidence": [ "Calculate the circumference and area of a circle given its radius or diameter", "Find the perimeter or area of a composite shape made from rectangles and semicircles", "Explain the relationship between π, diameter, and circumference informally" ], "assessmentPrompt": "If {{name}} wants to know how far a bicycle wheel travels in one full rotation, can they use the diameter of the wheel and π (pi) to work out the circumference?", "standards": [ "ccss-math:7.G.4", "uk-nc-2013:KS3.Maths.Geo.2" ] }, { "id": "mt_y-BuQAfw4B", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Geometry", "name": "Coordinates (age 12+)", "description": "Understand similarity as a relationship where one shape is an enlargement of another; construct similar shapes by enlargement with a given scale factor and centre, with and without coordinate grids", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1928864569083447, "evidence": [ "Enlarge a shape by a given scale factor from a specified centre of enlargement", "Determine the scale factor between two similar shapes by comparing corresponding sides", "Explain why corresponding angles in similar shapes are equal while sides are in proportion" ], "assessmentPrompt": "If {{name}} wants to enlarge a photo so it's three times bigger, can they work out the new dimensions — and explain that the shape stays the same but all lengths increase by the same factor?", "standards": [ "ccss-math:8.G.4", "uk-nc-2013:KS3.Maths.Geo.9" ] }, { "id": "mt_ZrsqGVG-Wt", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Understanding angles (age 12+)", "description": "Use ruler and compasses to perform standard constructions: perpendicular bisector of a line segment, perpendicular to a line from or at a given point, and bisecting an angle", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.03556771545827633, "evidence": [ "Construct the perpendicular bisector of a line segment using compasses and a straight edge", "Construct an angle bisector and verify by measuring both halves", "Construct a perpendicular from a point to a line using compasses only" ], "assessmentPrompt": "If {{name}} has only a ruler and a pair of compasses, can they construct a line that cuts another line segment exactly in half at a right angle — without using a protractor?", "standards": [ "ccss-math:7.G.2", "uk-nc-2013:KS3.Maths.Geo.4" ] }, { "id": "mt_KB_Czd7RQH", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Trigonometry basics", "description": "Use the trigonometric ratios sin, cos, and tan in right-angled triangles to find unknown sides and angles, including setting up the correct ratio for a given problem", "ageRangeStart": 13, "ageRangeEnd": 15, "centrality": 0.1395348837209302, "evidence": [ "Identify which trigonometric ratio to use (SOH CAH TOA) based on the known and unknown sides", "Calculate an unknown side using sin, cos, or tan and a known angle", "Find an unknown angle using the inverse trigonometric function (e.g. tan⁻¹)" ], "assessmentPrompt": "If {{name}} knows a ladder is 5 metres long and leans against a wall at 70° to the ground, can they use trigonometry to work out how high up the wall it reaches?", "standards": [ "uk-nc-2013:KS3.Maths.Geo.14" ] }, { "id": "mt_1VmTUxBrNd", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Geometry", "name": "Types of angles (age 13+)", "description": "Apply Pythagoras’ Theorem (a² + b² = c²) to calculate unknown side lengths in right-angled triangles, including in real-world and coordinate-geometry contexts", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1395348837209302, "evidence": [ "Calculate the hypotenuse of a right-angled triangle given the two shorter sides", "Find a shorter side given the hypotenuse and the other short side", "Use Pythagoras’ Theorem to find the distance between two points on a coordinate grid" ], "assessmentPrompt": "If {{name}} wants to check whether a shelf bracket makes a perfect right angle and the sides measure 30 cm, 40 cm, and 50 cm, can they use Pythagoras to verify?", "standards": [ "ccss-math:8.G.6", "ccss-math:8.G.7", "ccss-math:8.G.8", "uk-nc-2013:KS3.Maths.Geo.13", "uk-nc-2013:KS3.Maths.Geo.14" ] }, { "id": "mt_lMz9nAs7VO", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Early Maths Vocabulary", "description": "Use mathematical words carefully when counting, comparing, and describing shapes and positions", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01504787961696306, "evidence": [ "Use 'more than', 'fewer than', and 'the same as' correctly when comparing groups", "Name shapes correctly and describe their features using words like 'sides' and 'corners'", "Use positional words (above, below, next to) precisely to describe where objects are" ], "assessmentPrompt": "When {{name}} talks about maths — like comparing numbers or describing shapes — do they use the right words, like \"larger than\", \"fewer\", \"beside\", or \"corner\"?", "standards": [] }, { "id": "mt_RFeVlw0QvX", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Finding efficient methods", "description": "Notice when a calculation or pattern repeats and use this to count more efficiently or predict results", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01367989056087551, "evidence": [ "Notice that skip counting by 2s follows a repeating odd/even pattern", "Recognise that adding 1 to any number always gives the next counting number", "Use a repeated pattern (e.g. +10 on a hundred chart always moves down one row) to predict answers" ], "assessmentPrompt": "When {{name}} is counting or doing repeated additions, have they started to notice the pattern — like \"5, 10, 15, 20…\" — and used it to predict the next number without counting one by one?", "standards": [] }, { "id": "mt_20WfHhnL39", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Hands-On Problem Solving", "description": "Select and use familiar tools (concrete objects, fingers, ten frames) to help solve a mathematical problem", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01094391244870041, "evidence": [ "Choose cubes, counters, or fingers to help solve an addition or subtraction problem", "Use a ten frame to organise objects for counting or comparing", "Explain why a particular tool (e.g. cubes rather than fingers) was chosen for a given problem" ], "assessmentPrompt": "When {{name}} is working out a maths problem, do they reach for helpful tools — like using their fingers, counters, or a number line — to support their thinking?", "standards": [] }, { "id": "mt_WkKkb7W9Qd", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Making Sense of Problems", "description": "Make sense of a problem by identifying what is being asked, choosing concrete objects or pictures to represent the situation, and explaining a pathway to the solution", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.07113543091655267, "evidence": [ "When given a word problem within 10, explain what the problem is asking before attempting to solve", "Choose objects, fingers, or drawings to represent a problem situation", "After finding an answer, check it makes sense (e.g. re-count objects to verify a total)" ], "assessmentPrompt": "When {{name}} gets a maths problem they don't immediately know how to solve, do they stop and think about what the question is asking — maybe drawing a picture — before diving in?", "standards": [] }, { "id": "mt_IM1G_7QzTa", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Real-World to Maths Connections", "description": "Move between a real-world situation and a mathematical representation using concrete objects, drawings, diagrams, tables, number sentences, or bar models", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01504787961696306, "evidence": [ "Given a story about combining groups, represent it with counters or cubes and find the total", "Given a set of objects, tell a simple addition or subtraction story to match", "Connect a physical action (putting together, taking away) to the matching operation" ], "assessmentPrompt": "If {{name}} is working out a real-life maths problem — like sharing 8 sweets between 2 people — can they use objects or draw a picture to show what's happening before writing any numbers?", "standards": [] }, { "id": "mt_nyK25mNOeR", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Showing Your Working", "description": "Show and tell how a mathematical answer was found using objects, drawings, and spoken words", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1491108071135431, "evidence": [ "Use objects or drawings to demonstrate how an addition or subtraction was solved", "Respond to 'how do you know?' by pointing to objects or a drawing and describing what was done", "Listen to a peer's explanation and say whether they agree or disagree" ], "assessmentPrompt": "After {{name}} solves a maths problem, can they explain how they got their answer — using counters, a drawing, or words — rather than just writing down the final number?", "standards": [] }, { "id": "mt_uG2mjHFOlO", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Spotting mathematical patterns", "description": "Notice simple patterns and structures: spot that changing order doesn't change the total, and recognise how numbers relate to each other", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01641586867305062, "evidence": [ "Notice that 3 + 2 gives the same answer as 2 + 3 (early commutativity)", "Recognise that teen numbers are 'ten and some more' (e.g. 14 is 10 and 4)", "Spot a pattern in a sequence of objects or numbers and predict what comes next" ], "assessmentPrompt": "Has {{name}} noticed that adding numbers in a different order gives the same answer — like 3 + 5 and 5 + 3 both equal 8 — and can they explain why that makes sense?", "standards": [] }, { "id": "mt_fLOkq-HfPB", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Using objects to model real problems", "description": "Use objects, drawings, or simple number sentences to represent a real-world situation (early mathematical modelling)", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01915184678522572, "evidence": [ "Draw a picture or use objects to represent a simple real-world situation involving counting or comparing", "Write or dictate a number sentence to describe a real-world situation (e.g. 'I had 5 apples and ate 2')", "Use the model to answer a question about the situation" ], "assessmentPrompt": "If you describe a simple real-life situation to {{name}} — like \"there are 3 birds on a fence and 2 more land\" — can they write a number sentence like 3 + 2 = 5 to represent it?", "standards": [] }, { "id": "mt_f67qGDhyfi", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Connecting maths to real life", "description": "Represent real-world problems with number sentences, bar models, or diagrams, and interpret the mathematical result back in context", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.04240766073871409, "evidence": [ "Choose and write an appropriate number sentence for a measurement or money word problem", "Draw a bar model or diagram to represent a two-step or comparison problem", "Interpret the numerical answer in context (e.g. '15 cm means the ribbon is 15 centimetres long')" ], "assessmentPrompt": "When {{name}} solves a word problem by drawing a bar model or writing an equation, can they also explain what their answer means in the real-world context — like \"that means each child gets 4 sweets\"?", "standards": [] }, { "id": "mt_EBYGhd8X3x", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Connecting Representations", "description": "Move between real-world situations, drawings, and number sentences, explaining how each representation connects to the others (quantitative reasoning)", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02325581395348837, "evidence": [ "Write a number sentence (e.g. 14 + 5 = 19) to match a word problem and explain the connection", "Draw a bar model or part-whole diagram to represent a problem, then solve using the diagram", "Translate between a concrete model and a symbolic equation, describing what each number represents" ], "assessmentPrompt": "When {{name}} solves a word problem, can they draw a diagram or write a number sentence to show their thinking — and then explain how the picture and the numbers match the real situation?", "standards": [] }, { "id": "mt_kJ5wYzO8qC", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Explaining Mathematical Reasoning", "description": "With teacher prompting, explain and justify mathematical reasoning using drawings, number sentences, or words", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1586867305061559, "evidence": [ "Explain a solution strategy using a drawing or number sentence (e.g. 'I made ten first, then added the rest')", "Justify why an answer is correct by showing an alternative method that gives the same result", "Identify and explain an error in a worked example or a peer's solution" ], "assessmentPrompt": "If you ask {{name}} \"how did you work that out?\", can they show you with a drawing or explain their steps in simple words?", "standards": [] }, { "id": "mt_fZTn0W_iZR", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Generalising Patterns", "description": "Recognise and use repeated reasoning to generalise: spot calculation patterns, describe rules for sequences, and predict results using known mathematical facts", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03283173734610123, "evidence": [ "Use a known doubles fact to derive a near-doubles answer (e.g. 6 + 7 = 6 + 6 + 1 = 13)", "Notice that subtracting 10 from any two-digit number always reduces the tens digit by 1", "Describe a rule for a pattern and use it to extend or predict (e.g. 'each time we add 5, the ones digit alternates between 0 and 5')" ], "assessmentPrompt": "When {{name}} is practising times tables or number patterns, do they spot a shortcut — like \"if 6 × 7 = 42, then 6 × 8 must be 48\" — and use known facts to work out ones they haven't memorised yet?", "standards": [] }, { "id": "mt_O_UOTiMvT_", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Guided Multi-Step Problem Solving", "description": "With teacher guidance, make sense of multi-step and more complex problems by planning a pathway to the solution, identifying relevant information, and choosing appropriate operations", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.07934336525307797, "evidence": [ "When given a word problem within 20 or 100, identify the known information and what needs to be found", "Try a strategy (drawing, number line, known fact) and switch approach if the first attempt stalls", "Check the reasonableness of an answer using estimation or a different method" ], "assessmentPrompt": "If {{name}} works out that 3 children each get 12 sweets and ends up with 5, does {{name}} pause and say \"that doesn't seem right\" rather than just writing it down?", "standards": [] }, { "id": "mt_zMEvtigoM3", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Numbers on a number line", "description": "Select and use appropriate tools and representations (number lines, hundred squares, rulers, part-whole models) to support problem-solving", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03693570451436388, "evidence": [ "Choose a number line or hundred square to support adding or subtracting two-digit numbers", "Select a ruler when a problem requires measuring length", "Explain why one representation (e.g. a number line vs cubes) is more helpful for a particular problem" ], "assessmentPrompt": "When {{name}} is tackling a maths problem, do they choose a useful tool — like a number line for addition or a hundred square to count on — rather than always working in their head?", "standards": [] }, { "id": "mt_TMoHjMhRS2", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Precise Maths Communication", "description": "Communicate with mathematical precision: use correct vocabulary, specify units, and use symbols accurately", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03146374829001368, "evidence": [ "Use the = sign correctly to mean 'is the same as' rather than 'the answer is'", "Include units when giving a measurement answer (e.g. '12 cm' not just '12')", "Use precise terms such as 'edge', 'vertex', 'face' when describing 3-D shapes, and 'greater than', 'less than' when comparing numbers" ], "assessmentPrompt": "When {{name}} writes or talks about a maths answer, do they include the units — like \"5 centimetres\" rather than just \"5\" — and use the right symbols like = or <?", "standards": [] }, { "id": "mt_DW2D1c0fKx", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Shape patterns", "description": "Look for and use mathematical structure: apply properties of operations, place-value patterns, and relationships between shapes to solve problems efficiently", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02051983584131327, "evidence": [ "Use the commutative property deliberately (e.g. reorder 3 + 9 as 9 + 3 to count on from the larger number)", "Use place-value structure to add or subtract tens (e.g. 47 + 10 = 57 because only the tens digit changes)", "Recognise structural similarities between shapes (e.g. rectangles and squares both have 4 sides and 4 right angles)" ], "assessmentPrompt": "When {{name}} notices a pattern in their maths work — like how multiplying by 10 always adds a zero — do they use that pattern to solve similar problems more quickly?", "standards": [] }, { "id": "mt_mQcWGh02no", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Choosing the right strategy", "description": "Select and use appropriate tools and representations strategically, including choosing between mental methods, jottings, formal algorithms, and calculators for arithmetic with multi-digit numbers, decimals, and fractions", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.0533515731874145, "evidence": [ "Choose a mental method for 345 + 200 but a written method for 345 + 278", "Select a ruler vs a metre stick based on the object being measured", "Decide when a number line is more useful than base-ten blocks for a given problem" ], "assessmentPrompt": "When {{name}} faces a maths problem, do they think about which method suits it best — like doing easy ones in their head, using a written method for bigger calculations, or sketching a diagram for geometry?", "standards": [] }, { "id": "mt_2jbUekyTu4", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Extending Table Patterns", "description": "Recognise and use repeated reasoning to generalise: extend multiplication table patterns, derive unknown facts from known ones, and describe rules for sequences", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03830369357045144, "evidence": [ "Notice that all multiples of 4 are even and use this to check answers", "Derive 8 × 7 from 8 × 5 + 8 × 2 by spotting the pattern", "Describe a rule for a growing pattern (e.g. 'add 50 each time') and use it to predict the next terms" ], "assessmentPrompt": "When {{name}} is learning their times tables, do they use known facts to figure out ones they're not sure of — for example, using 5 × 6 = 30 to work out that 6 × 6 = 36?", "standards": [] }, { "id": "mt_pyMD_SIiYO", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Justifying mathematical reasoning", "description": "Construct and follow multi-step mathematical arguments; identify errors in reasoning and explain why a method works or does not work", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.07660738714090287, "evidence": [ "Explain step by step why a columnar addition method gives the correct answer", "Find and explain an error in a worked example (e.g. incorrect regrouping)", "Construct a simple argument for why a general statement is true (e.g. 'adding two even numbers always gives an even number')" ], "assessmentPrompt": "If {{name}} hears another child's explanation for how they solved a maths problem, can {{name}} say whether the reasoning makes sense — and if not, point out exactly where the logic goes wrong?", "standards": [] }, { "id": "mt_RKeheOL9uo", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Multi-Step Problem Solving", "description": "With teacher support, make sense of multi-step problems involving larger numbers or mixed operations by breaking them into parts, choosing strategies, and checking answers for reasonableness — children at this stage are developing the habit with guidance; independent strategy evaluation comes later", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1039671682626539, "evidence": [ "Break a two-step word problem within 1000 into sub-problems and solve each part", "Estimate an answer before calculating to set a reasonableness benchmark", "Check an answer using a different method or inverse operation and revise if needed" ], "assessmentPrompt": "If {{name}} gets an answer that seems way too big or too small for a maths problem, do they notice and go back to check, even without you pointing it out?", "standards": [] }, { "id": "mt_FAXjFkgG6X", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Shape patterns (age 7+)", "description": "Look for and use mathematical structure: apply place-value patterns to three-digit operations, use multiplication/division relationships, and exploit shape properties to classify", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.04924760601915185, "evidence": [ "Use the structure of place value to explain why adding hundreds only changes the hundreds digit", "Use commutativity and the relationship between multiplication and division to derive unknown facts", "Classify shapes by their structural properties (number of sides, right angles, parallel lines)" ], "assessmentPrompt": "When {{name}} is multiplying or working with larger numbers, do they use what they know about place value or number relationships to simplify the calculation — like breaking 24 × 3 into 20 × 3 + 4 × 3?", "standards": [] }, { "id": "mt_dXq9VWm31W", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Understanding fractions", "description": "Move fluently between real-world situations, diagrams, and symbolic equations involving three-digit numbers and fractions, explaining what each part represents", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.05745554035567715, "evidence": [ "Write an equation with three-digit numbers to match a measurement or money word problem", "Draw a bar model to represent a fraction problem and use it to solve", "Explain how a number line diagram relates to the quantities in a word problem" ], "assessmentPrompt": "When {{name}} works through a maths problem involving fractions or three-digit numbers, can they switch between drawing a diagram, using a number line, and writing an equation — and explain what each one shows?", "standards": [] }, { "id": "mt_HY8Yycu_rz", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Understanding fractions (age 7+)", "description": "Communicate with mathematical precision: use correct place-value and fraction vocabulary, specify units in measurement answers, and use notation accurately", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.09712722298221614, "evidence": [ "Consistently specify units in measurement answers (e.g. '35 cm' not '35')", "Use fraction vocabulary precisely (numerator, denominator, equivalent)", "Write equations with correct notation including £/p, >, <, = and fraction symbols" ], "assessmentPrompt": "When {{name}} gives a maths answer involving measurements or fractions, do they include the correct units — like \"3½ metres\" or \"2.5 kg\" — and use the right symbols throughout?", "standards": [] }, { "id": "mt_iQYPw8bMfN", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Working with money", "description": "Model real-world problems involving measurement, money, and time by choosing appropriate representations and interpreting results in context", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.07660738714090287, "evidence": [ "Choose whether to use a bar model, number line, or equation for a measurement problem", "Model a multi-step money problem with equations and interpret the final answer as change or total cost", "Create a line plot from measurement data and use it to answer questions about the real-world situation" ], "assessmentPrompt": "When {{name}} solves a real-life maths problem — like calculating how much fabric is needed for a project — can they choose the right representation (a diagram, a table, an equation) and explain what the answer means in the real situation?", "standards": [] }, { "id": "mt_d-WZC2OyMB", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Choosing mathematical tools", "description": "Select and use appropriate tools and representations strategically: choose between mental, written, and diagrammatic methods; use calculators for checking; select fraction models suited to the task", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.09439124487004104, "evidence": [ "Decide to use mental multiplication for 25×4 but a written method for 167×3", "Choose fraction strips rather than a number line to compare 3/8 and 1/4", "Use a ruler and squared paper to verify area by counting squares after calculating l×w" ], "assessmentPrompt": "When {{name}} is working on maths, do they choose the right method — doing simple calculations in their head, using written working for complex ones, and sketching a diagram when a problem involves shapes or fractions?", "standards": [] }, { "id": "mt_3VmBdlAeOZ", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Fractions on a number line", "description": "Move fluently between real-world situations, diagrams, number lines, and symbolic equations involving multiplication, fractions, and decimals, explaining what each representation shows", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.08344733242134063, "evidence": [ "Represent a sharing problem as both a fraction diagram and a division equation", "Explain how a bar model for 4 × 23 connects to the area model and the written method", "Translate a decimal on a number line into a fraction and explain the equivalence" ], "assessmentPrompt": "When {{name}} works on a maths problem involving decimals or fractions, can they move between a fraction strip, a number line, and a written equation — explaining what each one is showing?", "standards": [] }, { "id": "mt_a3dov8CZkq", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Justifying mathematical reasoning (age 8+)", "description": "Construct and present multi-step mathematical arguments; critique the reasoning of others and explain clearly why a method works or fails", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1053351573187414, "evidence": [ "Explain why 1/3 > 1/5 using the idea that more parts means smaller pieces", "Find and explain an error in a peer's column subtraction with exchanges", "Present a chain of reasoning: since 6×8=48 and 6×2=12, then 6×10=60 so 6×8=60−12=48" ], "assessmentPrompt": "If a classmate claims \"you can't multiply a fraction and get a bigger answer\", can {{name}} think through whether that's always true — and give an example to support or challenge the claim?", "standards": [] }, { "id": "mt_mywsN77hGZ", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Mathematical Precision", "description": "Communicate with mathematical precision: use correct fraction/decimal vocabulary, name angle types accurately, specify units in measurement and money, and use notation (=, <, >, ÷, ×) correctly", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.119015047879617, "evidence": [ "Distinguish between 'three fourths' and 'three quarters' and use both correctly", "State an answer in the correct unit: '63 square centimetres' not just '63'", "Write 15:45 in 24-hour notation and explain the distinction from 3:45 pm" ], "assessmentPrompt": "When {{name}} writes up a maths answer involving angles, fractions, or money, do they use precise vocabulary and correct notation — like writing \"acute angle\", \"3/4\", or \"£2.50\" rather than vague descriptions?", "standards": [] }, { "id": "mt_K3R0yaHVcx", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Modelling with multiplication and fractions", "description": "Model real-world problems involving multiplication, area, fractions, and unit conversion by choosing appropriate representations and interpreting mathematical results in context", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.09439124487004104, "evidence": [ "Model a tiling/area problem with an array and write the corresponding multiplication", "Represent a recipe-scaling problem as a fraction calculation and interpret the answer in grams", "Use a bar model to set up a unit conversion problem (metres to centimetres)" ], "assessmentPrompt": "When {{name}} is solving a real-life problem — like working out the area of a room in square metres — do they choose the right maths tool for the job and interpret the final number in terms of the real situation?", "standards": [] }, { "id": "mt_SmghasIvbT", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Multi-Step Problem Solving", "description": "Make sense of multi-step problems involving four operations, fractions, and area/volume by identifying sub-steps, choosing a strategy, and monitoring progress", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.119015047879617, "evidence": [ "Break a two-step word problem into parts and explain a plan before calculating", "Choose between drawing a diagram or writing equations for a perimeter problem", "Check a fraction-of-quantity answer by estimating: 3/5 of 20 must be more than half of 20" ], "assessmentPrompt": "When {{name}} tackles a complex maths problem involving area, fractions, and multiple steps, do they plan their approach — estimating roughly what the answer should be before calculating, and then checking it makes sense at the end?", "standards": [] }, { "id": "mt_aivrWs6jrS", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Times tables (age 8+)", "description": "Recognise and use repeated reasoning to generalise: extend patterns in times tables and equivalent fractions, derive unknown facts from known facts efficiently, describe general rules", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.08755129958960328, "evidence": [ "Notice that all fractions equivalent to 1/2 have a numerator that is half the denominator", "Use the pattern 3×4=12, 3×40=120, 3×400=1200 and explain the generalisation", "Derive 8×7 from 8×5=40 plus 8×2=16 and describe the strategy as a general approach" ], "assessmentPrompt": "When {{name}} notices a pattern — like that multiplying by 4 is the same as doubling twice — do they use that generalisation to solve similar problems more efficiently?", "standards": [] }, { "id": "mt__Itf4aQZUj", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Using Mathematical Structure", "description": "Look for and use mathematical structure: exploit place-value patterns for ×10/×100, use the distributive property to break apart multiplications, apply fraction equivalence to compare and compute, use shape properties to classify quadrilaterals", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06566347469220246, "evidence": [ "Decompose 7×13 into 7×10 + 7×3 using the distributive property", "Explain why multiplying by 10 shifts digits one place left using place-value structure", "Use the fact that a square is a special rectangle to reason about quadrilateral properties" ], "assessmentPrompt": "When {{name}} is comparing fractions or working out a percentage, do they look for underlying patterns — like spotting that 50% is always half, or that equivalent fractions all sit at the same point on a number line?", "standards": [] }, { "id": "mt_IwEOCN6bL1", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Choosing representations strategically", "description": "Select and use tools and representations strategically: choose between mental methods, formal written methods, protractors, fraction strips, and diagrams based on the demands of the problem", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1244870041039672, "evidence": [ "Choose mental multiplication for 25 × 40 but long multiplication for 347 × 26", "Select a protractor to verify an estimated angle rather than relying on visual inspection alone", "Choose a common-denominator approach vs. benchmark comparison for ordering fractions, and explain why" ], "assessmentPrompt": "When {{name}} faces a geometry or proportion problem, do they choose the right tool — like a protractor for angles or a fraction strip for comparing fractions — rather than always defaulting to one method?", "standards": [] }, { "id": "mt_GpltXPoaoc", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Complex Multi-Step Problems", "description": "Make sense of complex multi-step problems involving large numbers, fractions, decimals, and percentages by analysing what is known and unknown, planning multi-step strategies, and evaluating reasonableness through estimation and inverse operations", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1792065663474692, "evidence": [ "Break a three-step problem involving unit conversion and multiplication into sub-problems and solve systematically", "Estimate 4,832 × 7 as roughly 5,000 × 7 = 35,000 to check a calculated answer of 33,824", "Identify that a percentage answer over 100% doesn't make sense in context" ], "assessmentPrompt": "When {{name}} faces a complex multi-step maths problem involving percentages, large numbers, or fractions, do they pause to identify what's known, estimate an answer, and then check their final result makes sense?", "standards": [] }, { "id": "mt_hlGKg5M7qJ", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Fractions, Decimals & Percentages", "description": "Look for and use mathematical structure: exploit the relationship between fractions, decimals, and percentages; use factor pairs to simplify multiplication; apply angle facts to find unknowns; use properties of regular polygons systematically", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.08891928864569083, "evidence": [ "Use the structure 25 × 16 = 25 × 4 × 4 = 100 × 4 = 400 by exploiting factor pairs", "Recognise that 0.75 = 3/4 = 75% and use whichever form is most efficient for the problem", "Use the fact that angles on a straight line sum to 180° as a structural tool to find missing angles" ], "assessmentPrompt": "When {{name}} notices that fractions, decimals, and percentages are just different ways of writing the same thing, do they use that understanding to switch between them fluidly when it makes a calculation easier?", "standards": [] }, { "id": "mt_CUmjcE7W6c", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Fractions on a number line (age 9+)", "description": "Move fluently between real-world situations, diagrams, number lines, bar models, and symbolic equations involving multi-digit multiplication, fractions, decimals, and percentages, explaining connections between representations", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1149110807113543, "evidence": [ "Represent a scaling problem as both a bar model and a multiplication equation", "Show how 0.35, 35/100, and 35% all represent the same quantity on a hundredths grid", "Translate a line-graph reading into a subtraction equation to find the difference" ], "assessmentPrompt": "When {{name}} solves a problem involving percentages or multi-digit multiplication, can they show the same situation using a bar model, a number line, and an equation — and explain what each one represents?", "standards": [] }, { "id": "mt_xfwv0M83mJ", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Precise Maths Vocabulary", "description": "Communicate with mathematical precision: use correct vocabulary for primes, factors, multiples, angle types, and polygon regularity; specify units including cm², m³, °; use notation for squares/cubes and percentages accurately", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1367989056087551, "evidence": [ "Distinguish 'factor' from 'multiple' in a written explanation", "Write an area answer as 48 cm² (not just 48) and a volume estimate as approximately 60 cm³", "Use 5² notation correctly and read it as 'five squared'" ], "assessmentPrompt": "When {{name}} talks or writes about maths involving primes, percentages, or polygons, do they use the precise technical words — like \"prime factor\", \"obtuse angle\", or \"regular hexagon\" — correctly and confidently?", "standards": [] }, { "id": "mt_8xVHooT4aI", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Real-World Maths Modelling", "description": "Model real-world problems involving scaling, unit conversion, area/perimeter, and percentage by selecting appropriate mathematical representations and interpreting results in context", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1354309165526676, "evidence": [ "Model a recipe-scaling problem with multiplication and fractions, then interpret the answer in grams", "Represent a room-carpet problem by drawing a scale diagram and applying the area formula", "Use a percentage bar model to find a sale price and explain the answer in £" ], "assessmentPrompt": "When {{name}} is solving a real-world maths problem — like scaling a recipe or converting units — do they choose a sensible representation, carry out the maths, and then explain what the result means in the real situation?", "standards": [] }, { "id": "mt_jCy07DyBNU", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Reasoning with Equivalences", "description": "Recognise and use repeated reasoning to generalise: extend patterns in equivalent fractions and percentage conversions, derive unknown facts from known facts, describe general rules for sequences and predict terms", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1039671682626539, "evidence": [ "Notice that multiplying any number by 25 can be done by multiplying by 100 then dividing by 4, and explain why", "Describe the general rule for a sequence and predict the 20th term", "Generalise: to find 10% divide by 10, to find 5% halve 10%, and use this to find 35% of any number" ], "assessmentPrompt": "When {{name}} sees a sequence of equivalent fractions — like 1/2, 2/4, 3/6… — can they describe the rule and use it to find the next few terms, or to quickly convert between fractions and percentages?", "standards": [] }, { "id": "mt_2ESZh70NyS", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Understanding fractions (age 9+)", "description": "Construct and present logical mathematical arguments involving multiple steps; critique others' reasoning about fractions, angles, or calculations and clearly explain errors or alternative methods", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1367989056087551, "evidence": [ "Prove that 3/4 > 2/3 using a common denominator argument and a visual model", "Find and explain an error in a long multiplication where a partial product was misaligned", "Present a chain of reasoning to show that angles in a triangle sum to 180° by tearing and arranging" ], "assessmentPrompt": "If {{name}} and a classmate solve the same maths problem differently, can {{name}} compare the two approaches, explain which method is more efficient, and identify any errors in either working?", "standards": [] }, { "id": "mt_3rTIyJDw7-", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Advanced Maths Vocabulary", "description": "Communicate with mathematical precision: use correct vocabulary for ratio, proportion, algebra, volume, coordinate geometry, and circle parts; specify units including cm³, m³, and miles/km; use notation for algebraic expressions and order of operations accurately", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1874145006839945, "evidence": [ "Use 'radius', 'diameter', and 'circumference' correctly when describing a circle", "Distinguish between an expression, an equation, and a formula in mathematical writing", "Specify units correctly when presenting volume calculations (e.g. 60 cm³ not just 60)" ], "assessmentPrompt": "When {{name}} writes up maths involving algebra or 3-D shapes, do they use precise language — like \"algebraic expression\", \"cubic centimetres\", or \"coordinates\" — and apply the correct notation throughout?", "standards": [] }, { "id": "mt_FieL-vVTI_", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Advanced Multi-Step Problems", "description": "Make sense of complex multi-step problems involving ratio, proportion, algebra, negative numbers, and all four operations with fractions and decimals by analysing given and unknown quantities, planning solution strategies, and evaluating reasonableness using estimation and inverse operations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.213406292749658, "evidence": [ "Break down a three-step ratio problem into sub-problems and plan a solution pathway", "Identify which quantities are known/unknown in an algebraic word problem and set up equations", "Use estimation to check whether a decimal division answer is reasonable before finalising" ], "assessmentPrompt": "When {{name}} faces a complex maths problem involving algebra, ratio, or fractions with multiple steps, do they break it into manageable parts, estimate what's reasonable, and verify their answer using a different approach?", "standards": [] }, { "id": "mt_ZJC7JnnPCu", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Choosing Maths Tools", "description": "Select and use tools and representations strategically: choose between mental methods, formal written methods, algebraic approaches, coordinate grids, and technology based on the demands of the problem", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1627906976744186, "evidence": [ "Explain why long division is more appropriate than mental methods for 4,752 ÷ 13", "Choose a coordinate grid approach to verify a translation rather than computing from a description alone", "Select a formula-based approach rather than counting cubes to find volume efficiently" ], "assessmentPrompt": "When {{name}} chooses how to tackle a maths problem, do they pick the most efficient approach — using algebra for a complex generalisation, a coordinate grid for a geometry problem, or mental arithmetic for a simple calculation?", "standards": [] }, { "id": "mt_j5YqQnN6xe", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Constructing mathematical arguments", "description": "Construct and present logical mathematical arguments involving multiple steps and formal reasoning; critique others' reasoning about fractions, algebra, ratio, or geometry and clearly explain errors or alternative approaches", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1874145006839945, "evidence": [ "Prove that a given angle must be 60° by chaining angle facts in a logical sequence", "Find and explain the error in a peer's fraction division calculation", "Construct a counter-example to disprove a false conjecture (e.g. 'multiplying always makes bigger')" ], "assessmentPrompt": "When {{name}} presents a multi-step maths solution, do they lay out their reasoning clearly enough that someone else could follow every step — and can they spot the flaw if a worked solution contains a logical error?", "standards": [] }, { "id": "mt_iyovKgZC1q", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Generalising with repeated reasoning", "description": "Recognise and use repeated reasoning to generalise: describe algebraic rules for nth terms, use properties of operations to simplify, and verify generalisations with specific cases", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.146374829001368, "evidence": [ "Explain that the interior angle sum of an n-sided polygon is (n−2) × 180° based on the pattern for triangles, quadrilaterals, pentagons", "Predict the 20th term of a linear sequence by identifying and applying the general rule", "Generalise that dividing by n always gives a denominator of n in the fraction, for any whole numbers" ], "assessmentPrompt": "When {{name}} finds the rule for a number sequence — like \"add 7 each time\" or \"multiply the position number by 3\" — can they use that rule to find any term without having to list all the ones before it?", "standards": [] }, { "id": "mt_hImiKNiaNh", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Order of operations (age 10+)", "description": "Look for and use mathematical structure: exploit the hierarchy of 2-D shapes to deduce properties; use order of operations and algebraic structure to simplify expressions; connect fraction–decimal–percentage equivalences; use ratio structure to solve proportion problems efficiently", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1600547195622435, "evidence": [ "Use the property that all rectangles are parallelograms to deduce missing angle facts", "Recognise that 3 × (n + 5) = 3n + 15 by applying distributive structure", "Use the equivalence 1/8 = 0.125 = 12.5% flexibly to solve a comparison problem" ], "assessmentPrompt": "When {{name}} is simplifying an algebraic expression or comparing ratios, do they look for the underlying structure — like using the order of operations or spotting that two ratios are equivalent — to make the calculation more efficient?", "standards": [] }, { "id": "mt_yqZiX6vS7D", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Real-World Mathematical Modelling", "description": "Model real-world problems involving ratio, scale, volume, unit conversion, and proportional reasoning with appropriate tools, diagrams, or equations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.2120383036935705, "evidence": [ "Choose a bar model or double number line to represent a ratio problem and solve it", "Model a volume problem with a labelled diagram, apply the formula, and interpret the result in context", "Determine whether a measurement answer should be rounded and to what degree of accuracy" ], "assessmentPrompt": "When {{name}} uses maths to solve a real problem — like calculating the volume of a container or working out a percentage discount — do they decide how precise their answer needs to be and explain what it means in context?", "standards": [] }, { "id": "mt_9KmVWCuh5_", "type": "META", "subject": "Mathematics", "domain": "Mathematical Thinking", "name": "Understanding fractions (age 10+)", "description": "Move fluently between real-world situations, diagrams, coordinate grids, algebraic expressions, tables, and symbolic equations involving fractions, ratio, and algebra, explaining connections between representations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.213406292749658, "evidence": [ "Translate a word problem into an algebraic equation and also represent it on a bar model", "Plot data from a table onto a coordinate grid and interpret the relationship", "Explain how a pie chart, a fraction, and a percentage all represent the same proportion" ], "assessmentPrompt": "When {{name}} is working on an algebra or ratio problem, can they move fluidly between a graph, a table of values, a written equation, and a real-world story — explaining how each representation shows the same relationship?", "standards": [] }, { "id": "mt_zkFbMLpu3U", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Comparing Capacity", "description": "Compare and describe capacity and volume using language such as full, empty, more than, less than, half full", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.225718194254446, "evidence": [ "Compare two containers and say which holds more/less", "Use 'half full' and 'quarter full' to describe a container", "Solve practical problems like 'Which cup has more water?'" ], "assessmentPrompt": "If {{name}} has two cups of different sizes, can they tell you which holds more water — and describe one as \"more full\" or \"less full\" than the other?", "standards": [ "ccss-math:K.MD.1", "uk-nc-2013:Maths/Y1/M/3" ] }, { "id": "mt_TcG90kS8nu", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Measurement", "name": "Comparing durations", "description": "Use comparative language for time: quicker, slower, earlier, later", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.06976744186046512, "evidence": [ "Compare two events and say which was quicker/slower", "Use 'earlier' and 'later' correctly to describe daily events", "Solve practical problems like 'Who finished first?'" ], "assessmentPrompt": "If {{name}} finishes their dinner before a sibling, can they tell you who finished earlier — and which one was quicker?", "standards": [ "uk-nc-2013:Maths/Y1/M/4" ] }, { "id": "mt_uhuxX8sg9f", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Comparing Lengths & Heights", "description": "Compare two objects directly by length or height and describe the difference using language such as long, short, tall, longer, shorter, taller, double, half", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2298221614227086, "evidence": [ "Stand two children back-to-back and say who is taller/shorter", "Directly compare the heights of two towers and describe one as taller", "Use 'longer' and 'shorter' to compare two ribbons placed side by side" ], "assessmentPrompt": "If {{name}} stands next to the kitchen table and the front door, can they tell you which is taller — and whether they themselves are shorter or taller than each one?", "standards": [ "ccss-math:K.MD.1", "ccss-math:K.MD.2", "uk-nc-2013:Maths/Y1/M/1" ] }, { "id": "mt_NtJYlJdUe9", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measurable Attributes of Objects", "description": "Describe and identify measurable attributes of objects such as length, height, weight, and capacity; use comparative language (longer, shorter, heavier, lighter, more, less)", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2667578659370725, "evidence": [ "Identify that a pencil has length and can be measured", "Describe multiple attributes of one object (e.g. a bottle has height, weight, and capacity)", "Use words like 'long', 'heavy', 'full' to describe objects" ], "assessmentPrompt": "If {{name}} picks up a water bottle and a book, can they tell you which is heavier and which is taller — without any measuring tools?", "standards": [ "ccss-math:K.MD.1" ] }, { "id": "mt_-P1kdZhHbL", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring mass and weight (age 4+)", "description": "Compare two objects directly by mass or weight and describe the difference using language such as heavy, light, heavier than, lighter than", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.225718194254446, "evidence": [ "Heft two objects and say which is heavier/lighter", "Use a simple balance to compare the weight of two objects", "Describe one object as 'heavier than' another" ], "assessmentPrompt": "If {{name}} holds a bag of apples in one hand and a feather in the other, can they tell you which is heavier and use words like \"much heavier than\" to describe the difference?", "standards": [ "ccss-math:K.MD.1", "ccss-math:K.MD.2", "uk-nc-2013:Maths/Y1/M/2" ] }, { "id": "mt_-vvVxpOHG2", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Measurement", "name": "Ordering Events in Time", "description": "Sequence events in chronological order using language such as before, after, next, first, today, yesterday, tomorrow, morning, afternoon, evening", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.2229822161422709, "evidence": [ "Order three daily events using 'first', 'next', 'last'", "Use 'yesterday', 'today', 'tomorrow' correctly", "Describe an event as happening in the 'morning' or 'afternoon'" ], "assessmentPrompt": "If you ask {{name}} to describe what happened this morning in order, can they use words like \"first\", \"then\", \"after that\" — putting breakfast before leaving for school?", "standards": [ "uk-nc-2013:Maths/Y1/M/10" ] }, { "id": "mt_4lp_b5Pzik", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Capacity and volume", "description": "Measure and begin to record capacity and volume using non-standard and standard units", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.225718194254446, "evidence": [ "Measure capacity by counting how many cups fill a container", "Begin to use litres as a unit of capacity", "Record capacity measurements with a number and unit" ], "assessmentPrompt": "If {{name}} fills a jug using a small cup, can they count how many cups it takes — and understand that this tells you how much the jug holds?", "standards": [ "uk-nc-2013:Maths/Y1/M/7" ] }, { "id": "mt_cPZwlUk8Nd", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Coin Values", "description": "Recognise and know the value of different coins and notes", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.0506155950752394, "evidence": [ "Identify 1p, 2p, 5p, 10p, 20p, 50p, £1 and £2 coins", "Know that a £2 coin is worth more than a 50p coin", "Recognise £5 and £10 notes" ], "assessmentPrompt": "If {{name}} is given a handful of coins, can they name each one — like 2p, 5p, 20p — and sort them from least to most valuable?", "standards": [ "uk-nc-2013:Maths/Y1/M/9" ] }, { "id": "mt_bj1YCgNWUx", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Measurement", "name": "Days, Weeks, Months & Years", "description": "Recognise and use language relating to dates, including days of the week, weeks, months, and years", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.2229822161422709, "evidence": [ "Name the seven days of the week in order", "Name the twelve months of the year in order", "Understand that a year is made up of months and weeks" ], "assessmentPrompt": "If you ask {{name}} what day it is today, what day yesterday was, and what month we're in, can they answer all three — and tell you how many months are in a year?", "standards": [ "uk-nc-2013:Maths/Y1/M/11" ] }, { "id": "mt_KaF0SQvaiu", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring length and height (age 5+)", "description": "Measure and begin to record lengths and heights using non-standard and standard units", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.2284541723666211, "evidence": [ "Measure the length of a table using cubes and record the result", "Begin to use a ruler to measure in centimetres", "Record a measurement as a number with a unit" ], "assessmentPrompt": "If {{name}} measures the length of a book using small cubes laid end to end, can they count how many cubes it takes — and then try measuring the same book with a ruler?", "standards": [ "uk-nc-2013:Maths/Y1/M/5" ] }, { "id": "mt_zd0YkB3xNj", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring mass and weight", "description": "Measure and begin to record mass/weight using non-standard and standard units", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.225718194254446, "evidence": [ "Use a balance to compare masses of two objects", "Measure mass using non-standard units (e.g. 'this book weighs 5 cubes')", "Begin to read a simple scale for mass" ], "assessmentPrompt": "If {{name}} uses balance scales to compare two objects, can they tell you which is heavier — and if given weights like 100g, can they balance an object on the scale?", "standards": [ "uk-nc-2013:Maths/Y1/M/6" ] }, { "id": "mt_0XxyaQLRhn", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Measurement", "name": "Telling Time: Hours and Half Hours", "description": "Tell the time to the hour and half past the hour, and draw clock hands to show these times", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.0533515731874145, "evidence": [ "Read an analogue clock showing 3 o'clock", "Read an analogue clock showing half past 7", "Draw the hour and minute hands on a blank clock face to show a given o'clock or half-past time" ], "assessmentPrompt": "If you point to a clock showing 3 o'clock or half past two, can {{name}} tell you the time — and then draw hands on a blank clock face to show a time you call out?", "standards": [ "uk-nc-2013:Maths/Y1/M/12" ] }, { "id": "mt__N55B7u7HD", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Telling time to the minute", "description": "Measure and begin to record time in hours, minutes, and seconds", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.06976744186046512, "evidence": [ "Use a sand timer or stopwatch to time an activity", "Begin to understand that 1 minute = 60 seconds", "Record a duration in simple terms (e.g. 'it took about 2 minutes')" ], "assessmentPrompt": "If {{name}} watches the second hand go all the way round a clock, can they count that as one minute — and estimate roughly how many minutes their favourite TV show lasts?", "standards": [ "uk-nc-2013:Maths/Y1/M/8" ] }, { "id": "mt_AF2BeFQwfX", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Adding money and giving change", "description": "Find different combinations of coins that equal the same amount of money", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02462380300957592, "evidence": [ "Show that 50p can be made with 2×20p + 1×10p, or 5×10p, or 1×50p", "Systematically find multiple coin combinations for a given total", "Explain why different coin sets give the same total" ], "assessmentPrompt": "If {{name}} needs to make exactly 30p, can they find two or three different ways to do it using different combinations of coins?", "standards": [ "uk-nc-2013:Maths/Y2/M/4" ] }, { "id": "mt_DOe893F6gN", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Choosing measurement units", "description": "Choose and use appropriate standard units to measure length (m/cm), mass (kg/g), temperature (°C), and capacity (litres/ml) to the nearest appropriate unit", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.2311901504787962, "evidence": [ "Measure the length of a table in centimetres using a ruler", "Weigh an object in grams using a scale", "Measure the capacity of a container in millilitres using a measuring jug" ], "assessmentPrompt": "If you ask {{name}} whether to measure a swimming pool or a piece of paper in cm or m, can they pick the sensible unit for each — and explain why?", "standards": [ "uk-nc-2013:Maths/Y2/M/1" ] }, { "id": "mt_BFJ-ch_8QU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Comparing and ordering measurements", "description": "Compare and order lengths, mass, and capacity and record results using >, <, and =", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1108071135430917, "evidence": [ "Measure two objects and write 45cm > 32cm", "Order three containers by capacity after measuring each", "Use = when two measurements are the same" ], "assessmentPrompt": "If {{name}} measures three pieces of string as 15 cm, 9 cm, and 22 cm, can they put them in order from shortest to longest — and write that using a < symbol?", "standards": [ "uk-nc-2013:Maths/Y2/M/2" ] }, { "id": "mt_skYly2Qm01", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring length", "description": "Order three objects by length and compare the lengths of two objects indirectly using a third object", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1887824897400821, "evidence": [ "Put three ribbons in order from shortest to longest", "Use a piece of string to compare the heights of two objects that cannot be placed side by side", "Explain that if A is longer than B and B is longer than C, then A is longer than C" ], "assessmentPrompt": "If {{name}} has three pencils of different lengths but can only compare two at a time, can they figure out which is longest — by using a third pencil as a go-between?", "standards": [ "ccss-math:1.MD.1" ] }, { "id": "mt_cqSf213hSa", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring length (age 6+)", "description": "Measure the length of an object using same-size length units laid end to end with no gaps or overlaps", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1901504787961696, "evidence": [ "Measure a book by laying paper clips end to end and counting them", "Understand that the length measurement is the number of units that span the object", "Avoid gaps and overlaps when placing units" ], "assessmentPrompt": "If {{name}} is measuring the length of a table using identical toy bricks, can they lay them end to end with no gaps — and tell you how many bricks long the table is?", "standards": [ "ccss-math:1.MD.2" ] }, { "id": "mt_6J1wmCWf41", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Money Addition & Subtraction", "description": "Solve simple money problems involving addition and subtraction, including giving change", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "Calculate the total cost of two items priced in pence", "Work out change from 50p after buying an item costing 35p", "Solve 'How much more money do I need?' problems" ], "assessmentPrompt": "If {{name}} buys a snack for 45p and pays with a £1 coin, can they work out how much change they should get — and count it back?", "standards": [ "uk-nc-2013:Maths/Y2/M/5" ] }, { "id": "mt_2XDGT5tei1", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Number of minutes in an hour", "description": "Know the number of minutes in an hour and the number of hours in a day", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.06019151846785226, "evidence": [ "State that there are 60 minutes in an hour", "State that there are 24 hours in a day", "Use these facts to solve simple time problems" ], "assessmentPrompt": "If {{name}} knows there are 60 minutes in an hour, can they tell you how many minutes are in 2 hours — and how many hours make a whole day?", "standards": [ "uk-nc-2013:Maths/Y2/M/8" ] }, { "id": "mt_pbuhUQJjtt", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Measurement", "name": "Pounds & Pence Notation", "description": "Recognise and use symbols for pounds (£) and pence (p) and combine amounts to make a particular value", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02325581395348837, "evidence": [ "Write £1.50 or 150p correctly", "Combine coins to make a given total, e.g. 50p + 20p + 5p = 75p", "Read prices written with £ and p symbols" ], "assessmentPrompt": "If {{name}} picks up coins worth 50p, 20p, and 10p, can they write the total using the p symbol — and tell you if that's enough to buy something costing 75p?", "standards": [ "uk-nc-2013:Maths/Y2/M/3" ] }, { "id": "mt_6XCURuNwPw", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Sequence intervals of time", "description": "Compare and sequence intervals of time", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03693570451436388, "evidence": [ "Order three events by how long they took", "Compare the duration of two activities (e.g. 'the race took longer than the walk')", "Sequence intervals on a timeline" ], "assessmentPrompt": "If {{name}} knows a film takes 2 hours and a car journey takes 45 minutes, can they tell you which takes longer — and put a few daily activities in order of how long they take?", "standards": [ "uk-nc-2013:Maths/Y2/M/6" ] }, { "id": "mt_HNOPGJYiRK", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Measurement", "name": "Telling Time: Minutes", "description": "Tell and write the time to five minutes, including quarter past and quarter to, and draw clock hands to show these times", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.0560875512995896, "evidence": [ "Read an analogue clock showing 3:25", "Write 'quarter past 9' or '9:15'", "Draw clock hands to show twenty to four" ], "assessmentPrompt": "If the clock shows quarter to four, can {{name}} tell you the time — and draw hands on a blank clock face to show twenty past three?", "standards": [ "ccss-math:1.MD.3", "uk-nc-2013:Maths/Y2/M/7" ] }, { "id": "mt_DLcEzmmj2r", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Addition and subtraction word problems", "description": "Solve word problems involving lengths within 100, using addition and subtraction with drawings and equations", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.04651162790697674, "evidence": [ "Solve 'The rope is 45 cm long. I cut off 18 cm. How long is it now?'", "Draw a diagram (e.g. a ruler drawing) to represent a length word problem", "Write an equation with a symbol for the unknown to represent the problem" ], "assessmentPrompt": "If {{name}} has a piece of rope 75 cm long and cuts off 28 cm, can they work out how much rope is left — and draw a number-line diagram to show it?", "standards": [ "ccss-math:2.MD.5" ] }, { "id": "mt_6oxQPNLHNv", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Calculating with measurements", "description": "Measure, compare, add, and subtract lengths (m/cm/mm), mass (kg/g), and volume/capacity (l/ml) using standard units", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1108071135430917, "evidence": [ "Measure a length in centimetres and millimetres", "Weigh an object using grams and kilograms", "Add two measurements in the same unit (e.g. 250 ml + 400 ml = 650 ml)" ], "assessmentPrompt": "If {{name}} pours 350 ml into a jug and then adds another 275 ml, can they work out the total — and tell you how much more is needed to reach 1 litre?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/M/1" ] }, { "id": "mt_xWg0lI_gG4", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Comparing lengths by measuring", "description": "Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02188782489740082, "evidence": [ "Measure two objects and calculate the difference in length", "Express the difference using the correct unit (e.g. '7 cm longer')", "Solve a comparison problem: 'How much taller is the bookshelf than the desk?'" ], "assessmentPrompt": "If a pencil is 16 cm and a crayon is 9 cm, can {{name}} work out how much longer the pencil is — without measuring them side by side?", "standards": [ "ccss-math:2.MD.4" ] }, { "id": "mt_4emC463IyW", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Comparing Time Durations", "description": "Compare durations of events and calculate the time taken by particular events or tasks", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.05745554035567715, "evidence": [ "Calculate how long an activity lasted given start and end times", "Compare the duration of two events and identify which was longer", "Solve a problem such as 'The lesson starts at 10:15 and ends at 11:00. How long is it?'" ], "assessmentPrompt": "If {{name}} starts cooking at 4:15 p.m. and finishes at 5:00 p.m., can they work out how long the cooking took?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/M/7" ] }, { "id": "mt_3XJkeIn6J6", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Estimating answers (age 7+)", "description": "Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, and hours", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.05471956224350205, "evidence": [ "Read an analogue clock to the nearest minute", "Estimate how long an activity takes in minutes or seconds", "Compare two durations and determine which is longer" ], "assessmentPrompt": "If a TV show starts at 5:17 p.m. and ends at 5:43 p.m., can {{name}} work out how long it lasted — and express that in minutes?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/M/5" ] }, { "id": "mt_OzRZ89GrQW", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Estimating Lengths", "description": "Estimate lengths using units of inches, feet, centimetres, and metres", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01504787961696306, "evidence": [ "Estimate the length of a classroom object before measuring it", "Use a known reference (e.g. width of a finger ≈ 1 cm) to make reasonable estimates", "Check estimates by measuring and evaluate how close they were" ], "assessmentPrompt": "If {{name}} looks at a car parked outside, can they estimate roughly how many metres long it is — and then check whether their guess was reasonable?", "standards": [ "ccss-math:2.MD.3" ] }, { "id": "mt_6_O6THdEDK", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Giving Change", "description": "Add and subtract amounts of money to give change, using both £ and p in practical contexts", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01915184678522572, "evidence": [ "Calculate the total cost of two or three items priced in pounds and pence", "Work out the change from £5 or £10", "Record money calculations using £ and p notation correctly (e.g. £3.47)" ], "assessmentPrompt": "If {{name}} buys a book for £3.50 and a pencil for £1.25 with a £5 note, can they work out exactly how much change they should receive?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/M/3" ] }, { "id": "mt_3tz3Otap5j", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Halves and quarters (age 7+)", "description": "Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02462380300957592, "evidence": [ "Determine the total value of a collection of coins", "Solve a word problem about making change with US currency", "Use $ and ¢ symbols correctly in answers" ], "assessmentPrompt": "If {{name}} has 2 quarters, 1 dime, and 3 pennies, can they work out the total — and tell you whether that's enough to buy something costing 65 cents?", "standards": [ "ccss-math:2.MD.8" ] }, { "id": "mt_e4x3l2JeLI", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring length (age 7+)", "description": "Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, metre sticks, and measuring tapes", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1956224350205198, "evidence": [ "Choose the most appropriate tool for measuring a given object", "Align the zero mark of a ruler with the end of the object and read the measurement", "Measure lengths in inches, feet, centimetres, and metres using the correct tool" ], "assessmentPrompt": "If {{name}} needs to measure a piece of fabric about 80 cm long, can they pick the right tool — a short ruler or a tape measure — and use it accurately?", "standards": [ "ccss-math:2.MD.1" ] }, { "id": "mt_wE7-Gs9ENL", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring Perimeters", "description": "Measure the perimeter of simple 2-D shapes", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06429548563611491, "evidence": [ "Measure each side of a rectangle and add the lengths to find the perimeter", "Calculate the perimeter of a regular shape given the side length", "Explain that perimeter is the total distance around a shape" ], "assessmentPrompt": "If {{name}} wants to put a decorative border around a rectangular picture frame 20 cm wide and 30 cm tall, can they work out the total length of border needed?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/M/2" ] }, { "id": "mt_mayItsxMUu", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring & Plotting Lengths", "description": "Generate measurement data by measuring lengths to the nearest whole unit and display the data on a line plot", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.04377564979480164, "evidence": [ "Measure the lengths of several objects and record the data", "Create a line plot with a horizontal scale marked in whole-number units", "Interpret a line plot to answer questions about the data" ], "assessmentPrompt": "If {{name}} measures the length of ten leaves to the nearest cm and records the results, can they display the data on a simple number-line plot — grouping leaves of the same length?", "standards": [ "ccss-math:2.MD.9" ] }, { "id": "mt_jHv4BgRK8B", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring with different units", "description": "Measure the length of an object using two different length units and describe how the measurements relate to the size of the unit chosen", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01504787961696306, "evidence": [ "Measure a desk in both centimetres and inches and compare the two numbers", "Explain that measuring with a smaller unit gives a larger number", "Predict whether a measurement in centimetres will be greater or less than in inches" ], "assessmentPrompt": "If {{name}} measures the same book in centimetres and then in inches, can they explain why the numbers are different even though the book hasn't changed size?", "standards": [ "ccss-math:2.MD.2" ] }, { "id": "mt_4m8BimI4G5", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Telling time to the minute (age 7+)", "description": "Tell and write time from analogue and digital clocks to the nearest five minutes, using a.m., p.m., and 12-hour and 24-hour notation", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.0560875512995896, "evidence": [ "Read the time to five minutes on an analogue clock face", "Write the time using digital notation (e.g. 3:25)", "Distinguish between a.m. and p.m. and relate to daily events" ], "assessmentPrompt": "If a clock shows 6:45 a.m., can {{name}} tell you what time that is in words — and write it in 24-hour notation?", "standards": [ "ccss-math:2.MD.7", "uk-nc-2013:Ma/KS2/Y3/M/4" ] }, { "id": "mt_EXlmTURK_o", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Time Units and Calendar Facts", "description": "Know the number of seconds in a minute and the number of days in each month, year, and leap year", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06019151846785226, "evidence": [ "State that there are 60 seconds in a minute", "Name the months and state the number of days in each", "Explain that a leap year has 366 days and occurs every 4 years" ], "assessmentPrompt": "If you ask {{name}} how many days are in September and whether this year is a leap year, can they answer both — and tell you how many seconds are in a minute?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/M/6" ] }, { "id": "mt_WfrE_4r-kY", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "12-hour and 24-hour time", "description": "Read, write, and convert time between analogue and digital 12-hour and 24-hour clocks", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Convert 3:45 pm to 15:45 in 24-hour time", "Read 19:30 and state the 12-hour equivalent as 7:30 pm", "Match a set of 12-hour and 24-hour times" ], "assessmentPrompt": "If a train timetable shows a departure at 14:35, can {{name}} convert that to 12-hour clock time — and tell you whether that's morning or afternoon?", "standards": [] }, { "id": "mt_y1n0Zwhoca", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Area (age 8+)", "description": "Measure areas by counting unit squares (square cm, square m, square in, square ft)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1792065663474692, "evidence": [ "Count unit squares to find the area of an L-shaped figure", "Measure the area of a book cover using square-centimetre tiles", "Compare areas of two shapes by counting their unit squares" ], "assessmentPrompt": "If {{name}} draws a shape on squared centimetre paper, can they find its area by counting the squares — including making a sensible estimate for any partial squares?", "standards": [] }, { "id": "mt_AQo4u7O4sM", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Measurement", "name": "Area and the distributive property", "description": "Use tiling to demonstrate the distributive property: the area of a rectangle with sides a and (b+c) equals a×b + a×c; use area models to represent the distributive property", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.146374829001368, "evidence": [ "Tile a 3×(4+2) rectangle and show it decomposes into 3×4 and 3×2", "Use an area model to compute 6×13 as 6×10 + 6×3", "Draw an area model showing 5×(7+3) = 5×7 + 5×3" ], "assessmentPrompt": "If {{name}} wants to work out 6 × 13 by splitting it into 6 × 10 and 6 × 3, can they draw a rectangle divided into two parts to show why that method works?", "standards": [] }, { "id": "mt_Jvvh5P06NV", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Area by Tiling", "description": "Find the area of a rectangle by tiling it with unit squares and show that the result equals the product of the side lengths", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1723666210670315, "evidence": [ "Tile a 4×6 rectangle and count 24 squares, then verify 4×6=24", "Explain why the number of rows times the number in each row gives the area", "Draw a rectangle on squared paper, tile it, and write the multiplication" ], "assessmentPrompt": "If a rectangular room is 4 m long and 3 m wide, can {{name}} work out its area by tiling it with 1-metre squares in their head — and explain why that equals 4 × 3?", "standards": [] }, { "id": "mt_eMtV6tBSJm", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Area of compound shapes", "description": "Recognise area as additive; find areas of rectilinear figures by decomposing into non-overlapping rectangles and summing their areas", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Decompose an L-shape into two rectangles, find each area, and add them", "Find the area of a floor plan shaped like a T by splitting into rectangles", "Solve: A room is L-shaped (3m×5m plus 2m×4m) — what is the total area?" ], "assessmentPrompt": "If {{name}} is given an L-shaped room on squared paper, can they split it into two rectangles, find the area of each part, and add them to get the total area?", "standards": [] }, { "id": "mt_d8al9JcajP", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Converting measurement units", "description": "Convert between different units of measure (e.g. kilometre to metre, hour to minute, minute to second, year to month, week to day)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.08344733242134063, "evidence": [ "Convert 3 km to 3000 m", "State 2 hours = 120 minutes", "Convert 5 weeks to 35 days" ], "assessmentPrompt": "If {{name}} is told a journey is 3.5 km, can they convert that to metres — and also turn 2 hours 15 minutes into just minutes?", "standards": [] }, { "id": "mt_mFJ-2ZF6Tk", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Estimating and comparing money", "description": "Estimate, compare, and calculate different measures including money in pounds and pence", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04240766073871409, "evidence": [ "Estimate the length of the classroom in metres", "Compare 1.5 kg and 1200 g and identify which is heavier", "Calculate the total cost of 3 items at £2.45, £1.30, and £0.75" ], "assessmentPrompt": "If {{name}} is comparing three items costing £2.85, £3.10, and £2.50, can they put them in order from cheapest to most expensive — and work out the total cost?", "standards": [] }, { "id": "mt_ghK1mnEstc", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Halves and quarters (age 8+)", "description": "Generate measurement data by measuring lengths to the nearest half and quarter inch; display the data on a line plot with a scale marked in whole numbers, halves, and quarters", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.05198358413132695, "evidence": [ "Measure five objects to the nearest 1/4 inch", "Create a line plot showing the lengths of classmates' pencils in half-inches", "Read a line plot and answer questions about the data" ], "assessmentPrompt": "If {{name}} measures ten pencil lengths to the nearest quarter inch, can they record the data and plot it on a number line split into quarters — then spot which length appears most?", "standards": [] }, { "id": "mt_-af65bxfdp", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring Liquids & Masses", "description": "Measure and estimate liquid volumes and masses of objects using grams, kilograms, and litres; solve one-step word problems involving mass or volume", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Estimate the mass of a textbook in grams or kilograms", "Read a scale to measure liquid volume in litres", "Solve: 3 bags weigh 250 g each — what is the total mass?" ], "assessmentPrompt": "If {{name}} is filling bottles that each hold 250 ml from a 2-litre container of juice, can they work out how many bottles they can fill?", "standards": [] }, { "id": "mt_IL86kadLSS", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Numbers on a number line", "description": "Solve word problems involving elapsed time by adding and subtracting time intervals in minutes, including using a number line", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.05882352941176471, "evidence": [ "A film starts at 2:15 and lasts 47 minutes — when does it end?", "Calculate how many minutes between 9:20 and 10:05", "Use a number line to show the elapsed time between two events" ], "assessmentPrompt": "If {{name}} starts football practice at 3:20 p.m. and it lasts 75 minutes, can they work out what time it finishes — using a number line to help?", "standards": [] }, { "id": "mt_WtcFrxGOgw", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Perimeters of polygons", "description": "Solve problems involving perimeters of polygons: find perimeter from side lengths, find an unknown side length, and explore rectangles with same perimeter but different areas (or vice versa)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.07387140902872777, "evidence": [ "Calculate the perimeter of a rectangle with sides 8 cm and 5 cm", "Find the missing side of a pentagon with perimeter 30 cm and four known sides", "Draw two rectangles both with perimeter 24 cm but different areas" ], "assessmentPrompt": "If a rectangle has a perimeter of 24 cm and one side is 8 cm, can {{name}} work out the length of the other side — without drawing it?", "standards": [] }, { "id": "mt_UNzojLkNdm", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Telling time to the minute (age 8+)", "description": "Tell and write time to the nearest minute using analogue and digital clocks", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.05198358413132695, "evidence": [ "Read 7:43 from an analogue clock face", "Write 11:06 on a digital display given a clock with hands", "Match analogue and digital times to the nearest minute" ], "assessmentPrompt": "If a clock's minute hand points just past the 9, can {{name}} work out the exact time to the nearest minute — and write it in digital format?", "standards": [] }, { "id": "mt_GzcJEVkNRn", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Understanding angles (age 8+)", "description": "Multiply side lengths to find areas of rectangles and represent whole-number products as rectangular areas", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1723666210670315, "evidence": [ "Calculate the area of a 7 cm × 9 cm rectangle as 63 cm²", "Draw a rectangle with area 36 square units and label its side lengths", "Solve: A garden is 8 m by 5 m — what is its area?" ], "assessmentPrompt": "If {{name}} needs to carpet a room that is 5 m by 4 m, can they work out how much carpet to buy — using multiplication rather than counting squares?", "standards": [] }, { "id": "mt_6xNmQLzuqm", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Understanding Area", "description": "Understand that a unit square has one square unit of area and that the area of a plane figure is the number of unit squares that cover it without gaps or overlaps", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1792065663474692, "evidence": [ "Identify a unit square and state its area is 1 square unit", "Explain why a figure covered by 12 unit squares has area 12 square units", "Distinguish between area and perimeter as different measurements" ], "assessmentPrompt": "If {{name}} counts the small squares inside a rectangle drawn on squared paper, can they tell you the area — and explain what \"one square unit\" means?", "standards": [] }, { "id": "mt_Zks8xyInSG", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Converting measurement units (age 9+)", "description": "Know relative sizes of measurement units within one system (km/m/cm/mm, kg/g, l/ml, hr/min/sec); convert between different metric units and express measurements in terms of a smaller unit; record equivalents in conversion tables", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07797537619699042, "evidence": [ "Convert 3.5 km to 3,500 m", "Complete a conversion table for cm and mm: (1,10), (2,20), (3,30)...", "Express 2 kg 350 g as 2,350 g" ], "assessmentPrompt": "If {{name}} needs to convert 3.5 kg to grams, can they do it confidently — and also fill in a simple two-column table showing the same measurements in kg and g?", "standards": [] }, { "id": "mt_eiB3-6pu6a", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Estimating answers (age 9+)", "description": "Apply the area formula (l × w) and perimeter formula (2l + 2w) for rectangles including squares in real-world and mathematical problems; calculate and compare areas using standard units (cm², m²) and estimate areas of irregular shapes", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06839945280437756, "evidence": [ "Find the width of a room given area = 48 m² and length = 8 m", "Calculate the area of a square with side 7.5 cm", "Estimate the area of an irregular pond drawn on a cm² grid" ], "assessmentPrompt": "If {{name}} wants to carpet a room 6.5 m × 4 m, can they calculate the area — and also work out how many metres of skirting board are needed around the edge?", "standards": [] }, { "id": "mt_NSC3LT_-ch", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Estimating volume", "description": "Estimate volume of cuboids using 1 cm³ blocks; estimate capacity of containers using water", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02735978112175103, "evidence": [ "Build a cuboid from 1 cm³ blocks and state its volume", "Estimate how many cm³ blocks would fill a given box", "Estimate the capacity of a jug by comparing to known litre measures" ], "assessmentPrompt": "If {{name}} has a small cardboard box, can they estimate how many 1 cm³ cubes would fit inside it — and then fill it with sugar cubes to check?", "standards": [] }, { "id": "mt_5HV4mbgSGH", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Fractions on a number line", "description": "Solve word problems involving distances, time intervals, liquid volumes, masses, and money using the four operations with fractions or decimals; represent with diagrams including number lines", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.09302325581395349, "evidence": [ "A 2.5 kg bag of flour is split equally into 4 portions — what does each weigh?", "A journey takes 1 hr 45 min; what time do you arrive if you leave at 09:20?", "Three ribbons of 0.75 m, 1.2 m, and 0.95 m — what is the total length?" ], "assessmentPrompt": "If {{name}} is planning a 4.5 km walk and has already walked 1.75 km, can they work out how far is left — and estimate how long the remaining walk might take?", "standards": [] }, { "id": "mt_42QD6nYjiZ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measurement Line Plots", "description": "Make a line plot to display measurement data in fractions of a unit (1/2, 1/4, 1/8); solve problems involving addition and subtraction of fractions using line plot data", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06429548563611491, "evidence": [ "Create a line plot of seed growth measurements in 1/8-inch increments", "Use a line plot to find the difference between the longest and shortest specimens", "Calculate the total length of all items in a line plot by adding the fractional measurements" ], "assessmentPrompt": "If {{name}} records caterpillar lengths as fractions of an inch and plots them on a number line, can they work out the total length of three caterpillars by adding the fractions from the plot?", "standards": [] }, { "id": "mt_p6MhZJYYPN", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Metric & Imperial Conversion", "description": "Understand and use approximate equivalences between metric units and common imperial units (inches, pounds, pints)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06429548563611491, "evidence": [ "State that 1 inch ≈ 2.5 cm and use this to estimate length in inches", "Know that 1 kg ≈ 2.2 pounds and estimate a person's weight in pounds", "Convert approximately between litres and pints (1 litre ≈ 1.75 pints)" ], "assessmentPrompt": "If {{name}} hears that a baby weighs 7 pounds, can they give a rough idea of that in kilograms — using the approximate conversion they know?", "standards": [] }, { "id": "mt_n0AlyLQwC9", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Perimeter of Compound Shapes", "description": "Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.0506155950752394, "evidence": [ "Find the perimeter of an L-shaped figure by identifying all side lengths", "Calculate the perimeter of a composite shape where some sides must be deduced", "Draw a composite rectilinear shape with a perimeter of 40 cm" ], "assessmentPrompt": "If {{name}} is given an L-shaped garden plan with all the side measurements labelled, can they add all the sides together to find the total perimeter?", "standards": [] }, { "id": "mt_2yas4Unc8o", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Telling time to the minute (age 9+)", "description": "Solve problems involving converting between units of time (hours↔minutes, minutes↔seconds, years↔months, weeks↔days)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07934336525307797, "evidence": [ "Convert 3 hours 25 minutes to 205 minutes", "A programme lasts 150 seconds — express in minutes and seconds", "How many days are in 8 weeks and 3 days?" ], "assessmentPrompt": "If {{name}} needs to convert 2 hours 35 minutes into just minutes, can they do it — and then convert 180 seconds into minutes and seconds?", "standards": [] }, { "id": "mt_ML5t7n2-U8", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Area of Triangles & Parallelograms", "description": "Calculate the area of parallelograms and triangles using formulae (A = b × h for parallelograms, A = ½ × b × h for triangles)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1573187414500684, "evidence": [ "Calculate the area of a parallelogram with base 8 cm and height 5 cm", "Calculate the area of a triangle with base 12 cm and height 7 cm", "Explain why the area of a triangle is half the area of a related parallelogram" ], "assessmentPrompt": "If {{name}} is cutting triangular pieces of cloth where the base is 8 cm and the height is 5 cm, can they use a formula to work out the area of each piece?", "standards": [] }, { "id": "mt_d7XktBQPxm", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Counting Unit Cubes", "description": "Measure volumes by counting unit cubes using cubic cm, cubic in, cubic ft, and other units", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Count unit cubes in a 3D diagram to determine volume in cm³", "Measure the volume of a small container by filling it with centimetre cubes", "Express a measured volume using the correct cubic unit notation" ], "assessmentPrompt": "If {{name}} sees a 3-D shape built from small cubes in a diagram, can they count how many cubes it contains — even the ones hidden at the back — to find the volume?", "standards": [] }, { "id": "mt_2VpdPjvewx", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Decimal place value", "description": "Convert among different-sized standard measurement units within a given system (e.g. 5 cm to 0.05 m) using decimal notation to up to three decimal places; convert between smaller and larger units of length, mass, volume, and time", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1039671682626539, "evidence": [ "Convert 3,250 g to 3.25 kg using decimal notation", "Convert 0.45 km to 450 m", "Explain the relationship between mm, cm, m, and km using powers of 10" ], "assessmentPrompt": "If {{name}} needs to convert 5 cm to metres and write the answer as a decimal, can they do it — and also convert 2.45 kg into grams?", "standards": [] }, { "id": "mt_nTL-owFJTF", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Estimating answers (age 10+)", "description": "Find the volume of right rectangular prisms by packing with unit cubes and show it equals l × w × h (or base area × height); apply V = l × w × h and V = B × h to solve real-world problems; calculate, estimate, and compare volumes of cubes and cuboids in standard units (cm³, m³)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06839945280437756, "evidence": [ "Use V = l × w × h to find the volume of a cuboid 4 cm × 3 cm × 5 cm = 60 cm³", "Explain why packing a prism with unit cubes gives the same result as multiplying edge lengths", "Compare volumes of two cuboids and identify which has greater capacity" ], "assessmentPrompt": "If {{name}} wants to work out how much soil fits in a plant box that is 40 cm long, 20 cm wide, and 15 cm deep, can they use a formula to calculate the volume?", "standards": [] }, { "id": "mt_SqhXQhAEUf", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measurement Conversions", "description": "Solve problems involving the calculation and conversion of units of measure, using decimal notation and multi-step reasoning in real-world contexts", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1039671682626539, "evidence": [ "Solve: 'A recipe uses 0.75 kg of flour. How many grams are needed for 3 batches?'", "Compare 2.5 litres and 2,450 ml by converting to the same unit", "Solve a multi-step problem involving time, distance, and unit conversion" ], "assessmentPrompt": "If {{name}} is filling a fish tank that holds 60 litres and the tap fills it at 3.5 litres per minute, can they work out how long it will take to fill the tank?", "standards": [] }, { "id": "mt_IuHa5UI5od", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Measuring length (age 10+)", "description": "Recognise volume as an attribute of solid figures; understand that a unit cube (side length 1 unit) has 'one cubic unit' of volume and can be used to measure volume; a solid packed with n unit cubes has volume n cubic units", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Explain what 'volume' means for a 3D shape and how it differs from area", "Identify a unit cube and explain that it represents one cubic unit of volume", "Determine the volume of a small solid by counting the unit cubes that fill it" ], "assessmentPrompt": "If {{name}} builds a solid shape using small cubes, can they count the cubes to find the volume — and explain what \"one cubic centimetre\" means in everyday terms?", "standards": [] }, { "id": "mt_3tPI0HqqcN", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Miles & Kilometres", "description": "Convert between miles and kilometres using the approximate relationship (5 miles ≈ 8 km)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1217510259917921, "evidence": [ "Convert 40 miles to approximately 64 km", "Explain why the conversion factor between miles and km is approximately 1.6", "Use the miles↔km relationship to compare a 10 km race with a 6-mile run" ], "assessmentPrompt": "If {{name}} is driving 40 miles to a theme park, can they use the rule that 5 miles ≈ 8 km to estimate roughly how many kilometres that is?", "standards": [] }, { "id": "mt_MJZA90uc6H", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Measurement", "name": "Perimeter (age 10+)", "description": "Recognise that shapes with the same area can have different perimeters and vice versa; explore this relationship systematically", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.0506155950752394, "evidence": [ "Draw two rectangles with area 24 cm² but different perimeters", "Find two shapes with perimeter 20 cm but different areas", "Explain why a long thin rectangle and a square can have the same area but different perimeters" ], "assessmentPrompt": "If {{name}} has 12 square tiles to arrange, can they make different-shaped rectangles and notice that the area stays the same (12 tiles) but the perimeters are all different?", "standards": [] }, { "id": "mt_5TBUFnCy5-", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Measurement", "name": "Volume as additive", "description": "Recognise volume as additive; find volumes of composite solid figures made of two or more non-overlapping right rectangular prisms", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1203830369357045, "evidence": [ "Decompose an L-shaped solid into two cuboids and calculate total volume", "Solve a real-world problem requiring the volume of a composite figure (e.g. a step-shaped structure)", "Explain why splitting a composite solid into rectangular prisms allows calculation of total volume" ], "assessmentPrompt": "If an L-shaped swimming pool is made of two rectangular sections, can {{name}} find the volume of each section separately and add them to get the total volume of the pool?", "standards": [] }, { "id": "mt_LpSuPgL31x", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Division as equal sharing", "description": "Understand division as sharing equally into groups or as grouping (how many groups of a given size can be made)", "ageRangeStart": 4, "ageRangeEnd": 6, "centrality": 0.4309165526675787, "evidence": [ "Share 10 counters equally between 2 plates", "Group 12 objects into sets of 3 and count 4 groups", "Use concrete objects to solve 'How many groups of 2 in 8?'" ], "assessmentPrompt": "If {{name}} has 12 grapes to share equally between 3 friends, can they work out that each friend gets 4 — and explain what they did?", "standards": [ "uk-nc-2013:Maths/Y1/MD/1" ] }, { "id": "mt_GRWwTDZ3wD", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Arrays for multiplication", "description": "Use arrays to represent multiplication and division situations", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1874145006839945, "evidence": [ "Build an array of 3 rows of 4 objects to show 3 × 4", "Read an array and state the total", "Use an array to solve a simple division problem (e.g. 12 objects in rows of 4 → 3 rows)" ], "assessmentPrompt": "If {{name}} sees eggs arranged in 3 rows of 4 in a box, can they use that grid layout to work out both '3 × 4 = 12' and '12 ÷ 3 = 4'?", "standards": [ "uk-nc-2013:Maths/Y1/MD/1" ] }, { "id": "mt_PZ909yPrEC", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplication as repeated addition", "description": "Understand multiplication as repeated addition and grouping equal sets", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.213406292749658, "evidence": [ "Explain that 3 groups of 2 is the same as 2 + 2 + 2", "Use objects to make equal groups and count the total", "Recognise an array as showing equal rows" ], "assessmentPrompt": "If {{name}} needs to count 4 bags with 3 apples in each, can they see that instead of counting all 12 one by one, they could add 3 + 3 + 3 + 3 — or say '4 groups of 3'?", "standards": [ "uk-nc-2013:Maths/Y1/MD/1" ] }, { "id": "mt_C9ZfT-4cgn", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Commutative Multiplication", "description": "Understand and apply the commutative property of multiplication and recognise that division is not commutative", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1422708618331053, "evidence": [ "Explain that 3 × 5 = 5 × 3 and show this with an array rotated", "Use commutativity to choose the easier calculation", "Demonstrate that 12 ÷ 3 ≠ 3 ÷ 12" ], "assessmentPrompt": "Does {{name}} know that 4 × 7 gives the same answer as 7 × 4 — so they can choose whichever order is easier to remember from their times tables?", "standards": [ "uk-nc-2013:Maths/Y2/MD/3" ] }, { "id": "mt_wh3UqnWsa7", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplication as repeated addition (age 6+)", "description": "Solve problems involving multiplication and division using arrays, repeated addition, mental methods, and known facts", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.08344733242134063, "evidence": [ "Solve 'There are 5 bags with 2 apples in each. How many apples?' using repeated addition or known fact", "Solve 'Share 15 sweets equally among 3 children' using grouping", "Draw an array to solve a multiplication problem in context" ], "assessmentPrompt": "If you tell {{name}} 'you have 5 bags with 4 marbles in each — how many altogether?', can they figure it out using objects, a drawing, or mental adding?", "standards": [ "uk-nc-2013:Maths/Y2/MD/4" ] }, { "id": "mt_0u4KLbvBa1", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Odd and even numbers", "description": "Recognise odd and even numbers", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.008207934336525308, "evidence": [ "Identify whether a given number is odd or even", "Explain that even numbers can be divided into 2 equal groups", "Spot the pattern: even numbers end in 0, 2, 4, 6, or 8" ], "assessmentPrompt": "If you give {{name}} a number like 37 or 84, can they quickly tell you whether it's odd or even — and explain how they know?", "standards": [ "uk-nc-2013:Maths/Y2/MD/1" ] }, { "id": "mt_zOWwLxa77y", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Reading ×, ÷, and = Symbols", "description": "Read, write, and interpret the symbols ×, ÷, and = in multiplication and division number sentences", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.146374829001368, "evidence": [ "Read 3 × 4 = 12 aloud as 'three times four equals twelve'", "Write a multiplication sentence to match an array", "Read 12 ÷ 3 = 4 aloud correctly" ], "assessmentPrompt": "If you write '6 × 4 = 24' or '15 ÷ 3 = 5' on paper, can {{name}} tell you what the times sign, division sign, and equals sign each mean?", "standards": [ "uk-nc-2013:Maths/Y2/MD/2" ] }, { "id": "mt_HhuSDxwDNM", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Times tables", "description": "Recall and use multiplication and division facts for the 2, 5, and 10 multiplication tables", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1942544459644323, "evidence": [ "Quickly answer 5 × 3 = 15 from memory", "Quickly answer 20 ÷ 5 = 4 from memory", "Recite the 2, 5, and 10 times tables fluently" ], "assessmentPrompt": "Can {{name}} quickly recall times table facts from the 2s, 5s, and 10s — like '5 × 6 = 30' or '20 ÷ 2 = 10' — forwards and backwards?", "standards": [ "uk-nc-2013:Maths/Y2/MD/1" ] }, { "id": "mt_B1zj1RwQ3a", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Arrays for multiplication (age 7+)", "description": "Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns; write an equation to express the total as a sum of equal addends", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1833105335157319, "evidence": [ "Count objects in a 3×4 array and write 4 + 4 + 4 = 12", "Explain that each row has the same number of objects so the total can be found by repeated addition", "Draw a rectangular array to model a given repeated-addition equation" ], "assessmentPrompt": "If {{name}} sees 4 rows of 5 stickers on a sheet, can they use repeated addition — '5 + 5 + 5 + 5' — to find the total, and write it as an equation?", "standards": [ "ccss-math:2.OA.4" ] }, { "id": "mt_EmR5n58jZt", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multi-Step Multiply & Divide", "description": "Solve problems involving multiplication and division, including scaling problems and correspondence problems where n objects are connected to m objects", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1012311901504788, "evidence": [ "Solve a scaling problem (e.g. 'the ribbon is 3 times as long')", "Solve a correspondence problem (e.g. '4 shirts and 3 trousers — how many outfits?')", "Solve a missing-number multiplication or division problem" ], "assessmentPrompt": "If a recipe for 4 people needs 3 eggs, can {{name}} work out how many eggs are needed for 8 people — recognising it as a doubling or scaling problem?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/MD/3" ] }, { "id": "mt_UTnDKQkVX5", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Rows & Columns in Rectangles", "description": "Partition a rectangle into rows and columns of same-size squares and count to find the total number of them", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01367989056087551, "evidence": [ "Divide a rectangle into equal rows and columns of unit squares", "Count the total number of squares using repeated addition or skip counting", "Relate the rows-and-columns structure to a rectangular array" ], "assessmentPrompt": "Can {{name}} draw lines to divide a rectangle into a neat grid of equal squares, then count all the squares to find the total?", "standards": [ "ccss-math:2.G.2" ] }, { "id": "mt_wQ89AEXhz3", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Times tables (age 7+)", "description": "Recall and use multiplication and division facts for the 3, 4, and 8 multiplication tables", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1942544459644323, "evidence": [ "Recall 3 × 1 through 3 × 12 and corresponding division facts", "Recall 4 × 1 through 4 × 12 and corresponding division facts", "Recall 8 × 1 through 8 × 12 and corresponding division facts" ], "assessmentPrompt": "Can {{name}} quickly recall facts from the 3, 4, and 8 times tables — like '8 × 7 = 56' or '36 ÷ 4 = 9' — without having to work them out each time?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/MD/1" ] }, { "id": "mt_DyGBW3ZHh3", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Written Multiplication & Division", "description": "Write and calculate mathematical statements for multiplication and division using known tables, including two-digit × one-digit, using mental and progressing to formal written methods", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1573187414500684, "evidence": [ "Calculate 23 × 4 using partitioning (20 × 4 + 3 × 4)", "Calculate 96 ÷ 8 using known table facts", "Begin to use a formal written layout for short multiplication" ], "assessmentPrompt": "Can {{name}} work out sums like '23 × 4' or '68 ÷ 4' — either in their head using times table knowledge, or by writing it out step by step?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/MD/2" ] }, { "id": "mt_K5jM7vlVhA", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "All times tables to 12×12", "description": "Recall multiplication and division facts for multiplication tables up to 12 × 12", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1792065663474692, "evidence": [ "Recall any fact from the 1–12 times tables rapidly", "Recall the corresponding division fact for any multiplication fact", "Use known facts to check or derive answers in calculations" ], "assessmentPrompt": "Can {{name}} recall any multiplication or division fact from all the times tables up to 12 — like '9 × 8 = 72' or '132 ÷ 12 = 11' — quickly and accurately?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/MD/1" ] }, { "id": "mt_GDG9_SZmsO", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Division as Unknown Factor", "description": "Understand division as an unknown-factor problem (e.g. find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1409028727770178, "evidence": [ "Explain that 32 ÷ 8 = ? is the same as 8 × ? = 32", "Use a known multiplication fact to find a division answer", "Describe the relationship between multiplication and division as inverse operations" ], "assessmentPrompt": "Can {{name}} work out '32 ÷ 8' by asking 'what do I multiply 8 by to get 32?' — using times table knowledge rather than a separate division method?", "standards": [ "ccss-math:3.OA.6" ] }, { "id": "mt_nZkL5-XjRX", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Factor Pairs & Commutativity", "description": "Recognise and use factor pairs and commutativity in mental calculations", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.09165526675786594, "evidence": [ "List all factor pairs of a given number (e.g. 24: 1×24, 2×12, 3×8, 4×6)", "Use commutativity to reorder a multiplication for easier mental calculation", "Explain what a factor pair is and how commutativity helps" ], "assessmentPrompt": "If {{name}} needs to multiply '4 × 15', can they spot that splitting it into '4 × 5 × 3 = 20 × 3 = 60' is a clever shortcut — using factor pairs to make it easier?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/MD/3" ] }, { "id": "mt_WX30dzi4dt", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Fluent multiplication and division facts", "description": "Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1436388508891929, "evidence": [ "Answer any single-digit multiplication fact within 3 seconds", "Answer any related division fact within 3 seconds", "Use known facts to derive unknown facts (e.g. 9 × 7 from 10 × 7 − 7)" ], "assessmentPrompt": "Can {{name}} answer any times table fact up to 10 × 10 quickly — and also give the related division facts, like '63 ÷ 9 = 7' from knowing '9 × 7 = 63'?", "standards": [ "ccss-math:3.OA.7" ] }, { "id": "mt_pjfmCMMPjO", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Mental multiplication and division", "description": "Use place value, known and derived facts to multiply and divide mentally, including multiplying by 0 and 1, dividing by 1, and multiplying together three numbers", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02872777017783858, "evidence": [ "Calculate 40 × 6 = 240 mentally using place value", "Explain why any number × 0 = 0 and any number × 1 = the number itself", "Multiply three numbers mentally by choosing a useful pair first (e.g. 2 × 7 × 5 = 2 × 5 × 7 = 70)" ], "assessmentPrompt": "Can {{name}} work out things like '6 × 0', '1 × 35', or '100 ÷ 100' instantly in their head — using what they know rather than working everything out from scratch?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/MD/2" ] }, { "id": "mt_Zdv-b-iW5K", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplication and Division Word Problems", "description": "Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurement quantities", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Solve an equal-groups word problem using multiplication", "Solve a measurement division problem (e.g. 'How many 4-cm pieces from a 28-cm ribbon?')", "Solve an array/area word problem using multiplication" ], "assessmentPrompt": "If you tell {{name}} 'there are 7 boxes with 9 pencils in each — how many pencils?', can they recognise it as a multiplication problem and solve it correctly?", "standards": [ "ccss-math:3.OA.3" ] }, { "id": "mt_AR-K72OIIO", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiply & Add Problems", "description": "Solve problems involving multiplying and adding, including using the distributive law, integer scaling problems, and harder correspondence problems", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1108071135430917, "evidence": [ "Use the distributive law to solve 14 × 6 as 10 × 6 + 4 × 6", "Solve a scaling problem (e.g. 'A tower is 3 times as tall as a 15 m building')", "Solve a correspondence problem (e.g. '3 types of bread, 4 types of filling — how many different sandwiches?')" ], "assessmentPrompt": "If {{name}} needs to work out '5 × 23', can they split it into '5 × 20 + 5 × 3 = 100 + 15 = 115' — rather than just jumping straight to a written method?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/MD/5" ] }, { "id": "mt_isojCL9yy-", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplying by Tens", "description": "Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03419972640218878, "evidence": [ "Calculate 7 × 30 = 210 by reasoning 7 × 3 tens = 21 tens = 210", "Explain why multiplying by a multiple of 10 adds a zero to the product", "Use this skill to estimate products of larger numbers" ], "assessmentPrompt": "Can {{name}} quickly work out '7 × 40' or '6 × 80' by first doing the single-digit multiplication and then placing the zero — getting 280 and 480?", "standards": [ "ccss-math:3.NBT.3" ] }, { "id": "mt_w6MxaaoMXZ", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Patterns in Times Tables", "description": "Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03693570451436388, "evidence": [ "Notice that all products of 5 end in 0 or 5 and explain why", "Observe that the sum of two even numbers is always even", "Identify a pattern in the multiplication table and explain it using commutativity or the distributive property" ], "assessmentPrompt": "Can {{name}} spot patterns in times tables — like all multiples of 5 end in 0 or 5 — and explain why that pattern happens?", "standards": [ "ccss-math:3.OA.9" ] }, { "id": "mt_Lb2ZnMdkYR", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Properties of Operations", "description": "Apply properties of operations (commutative, associative, distributive) as strategies to multiply and divide", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1450068399452804, "evidence": [ "Use commutativity: if 6 × 4 = 24 then 4 × 6 = 24", "Use the distributive property: 8 × 7 = 8 × 5 + 8 × 2 = 40 + 16 = 56", "Use associativity to multiply three numbers: 2 × 3 × 5 = 6 × 5 = 30" ], "assessmentPrompt": "Can {{name}} use tricks like breaking up a number — working out '6 × 14' as '6 × 10 + 6 × 4 = 60 + 24 = 84' — to make multiplication easier?", "standards": [ "ccss-math:3.OA.5" ] }, { "id": "mt_xZvDCYA5Ae", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Unknown in Multiplication & Division", "description": "Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g. 8 × ? = 48, ? × 6 = 42)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01778385772913817, "evidence": [ "Find the missing factor in 7 × ? = 63", "Find the missing dividend in ? ÷ 5 = 9", "Explain the strategy used (e.g. using the related multiplication fact)" ], "assessmentPrompt": "If {{name}} sees '8 × ? = 48' or '? ÷ 6 = 7' written on paper, can they figure out what number goes in the blank?", "standards": [ "ccss-math:3.OA.4" ] }, { "id": "mt_iNdrM2-oJf", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "What Division Means", "description": "Interpret whole-number quotients (e.g. 56 ÷ 8 as the number of objects in each share or the number of equal groups)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1381668946648427, "evidence": [ "Explain that 56 ÷ 8 can mean sharing 56 into 8 equal groups or making groups of 8", "Draw a picture to represent a division expression", "Match a division expression to a word problem involving equal sharing or grouping" ], "assessmentPrompt": "Can {{name}} explain that '56 ÷ 8' could mean 'if 56 things are shared between 8 people, how many does each person get?' — not just recite the answer '7'?", "standards": [ "ccss-math:3.OA.2" ] }, { "id": "mt_gtTl3R5buH", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "What Multiplication Means", "description": "Interpret products of whole numbers (e.g. 5 × 7 as the total number of objects in 5 groups of 7)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1819425444596443, "evidence": [ "Explain that 4 × 6 means 4 groups of 6 objects", "Draw a picture or array to represent a multiplication expression", "Match a multiplication expression to a word problem involving equal groups" ], "assessmentPrompt": "If {{name}} sees '5 × 7' written down, can they explain it means 5 groups with 7 in each group — not just recite the answer '35'?", "standards": [ "ccss-math:3.OA.1" ] }, { "id": "mt_18fK9sQdIz", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Written Multiplication", "description": "Multiply two-digit and three-digit numbers by a one-digit number using formal written layout", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1586867305061559, "evidence": [ "Set out and solve 47 × 6 using short multiplication", "Set out and solve 234 × 5 using short multiplication with carrying", "Check the answer using estimation (e.g. 234 × 5 ≈ 200 × 5 = 1000)" ], "assessmentPrompt": "Can {{name}} work out '347 × 6' by setting it out formally in a column — multiplying each digit separately and carrying where needed?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/MD/4" ] }, { "id": "mt_MCu_SNg_OW", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Arrays for multiplication (age 9+)", "description": "Divide numbers up to four digits by a one-digit number using short division (and place-value/array strategies); interpret remainders appropriately for the context", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.13406292749658, "evidence": [ "Calculate 4,932 ÷ 6 using short division", "Solve 125 ÷ 8 and interpret: 15 remainder 5 means 15 full bags with 5 left over", "Use the multiplication–division relationship to check a division answer" ], "assessmentPrompt": "Can {{name}} use the short division ('bus stop') method to work out something like '2,457 ÷ 6', and decide what to do with any remainder left over?", "standards": [] }, { "id": "mt_p-nbe0w_lf", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Division with remainders", "description": "Solve multi-step word problems using the four operations with whole numbers, including interpreting remainders in context; represent with equations using a letter for the unknown; check with estimation", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1395348837209302, "evidence": [ "52 children go on a trip in minibuses holding 9 each — how many minibuses are needed? (interpret remainder)", "A shop sells packs of 6 pencils for £1.50 each — how much do 5 packs cost?", "Represent a two-step problem with an equation using n for the unknown" ], "assessmentPrompt": "If {{name}} reads 'a school buys 7 boxes of 24 pens and shares them equally between 8 classes', can they work through all the steps and decide sensibly what to do with any remainder?", "standards": [] }, { "id": "mt_FHIAv6dfhU", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Factors, multiples, and primes", "description": "Find all factor pairs for a whole number in the range 1–100; identify common factors and common multiples of two numbers; use these concepts to solve problems", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.09165526675786594, "evidence": [ "List all factor pairs of 36: (1,36), (2,18), (3,12), (4,9), (6,6)", "State the first five multiples of 7", "Find the common factors of 24 and 36", "Find all common factors of 36 and 48", "Identify the first three common multiples of 6 and 8", "Determine whether a given number (e.g. 97) is prime and justify the reasoning" ], "assessmentPrompt": "Can {{name}} list all the factor pairs for a number like 36 — (1, 36), (2, 18), (3, 12), (4, 9), (6, 6) — and find factors that two numbers share?", "standards": [] }, { "id": "mt_0Wg5F97osg", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Factors, multiples, and primes (age 9+)", "description": "Solve problems involving multiplication and division using knowledge of factors, multiples, squares, and cubes", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02872777017783858, "evidence": [ "Is 156 a multiple of 6? Explain how you know", "Find two square numbers that add to make 100", "Use factor pairs to simplify 24 × 25 as 6 × (4 × 25) = 6 × 100 = 600" ], "assessmentPrompt": "If {{name}} is asked to find all the square numbers less than 100, can they work through it systematically and give you the correct list: 1, 4, 9, 16, 25, 36, 49, 64, 81?", "standards": [] }, { "id": "mt_q9EaJc2FP8", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Long multiplication", "description": "Multiply a whole number of up to four digits by a one-digit number, and multiply two two-digit numbers, using formal written methods including long multiplication; illustrate with area models", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1792065663474692, "evidence": [ "Calculate 2,347 × 6 using formal written layout", "Calculate 34 × 27 using long multiplication", "Draw an area model for 45 × 23 and connect to the written method" ], "assessmentPrompt": "Can {{name}} work out something like '2,346 × 7' or '43 × 28' using the formal column method — setting it out carefully and working through all the steps?", "standards": [] }, { "id": "mt_8A3pZNOp7Z", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Mental multiplication and division (age 9+)", "description": "Multiply and divide numbers mentally drawing upon known facts, including related facts and place-value adjustments", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02872777017783858, "evidence": [ "Calculate 40 × 60 mentally by using 4 × 6 = 24 then appending zeros", "Derive 7 × 15 by calculating 7 × 10 + 7 × 5", "Calculate 360 ÷ 9 mentally using 36 ÷ 9 = 4" ], "assessmentPrompt": "Can {{name}} work out things like '24 × 5' or '360 ÷ 8' in their head — using clever connections to known facts rather than needing to write anything down?", "standards": [] }, { "id": "mt_6-j1NO2ZUH", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplicative Comparison", "description": "Solve word problems involving multiplicative comparison using drawings and equations with a symbol for the unknown number", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02325581395348837, "evidence": [ "A blue ribbon is 3 times as long as a red ribbon of 7 cm — how long is the blue ribbon?", "36 is 4 times a number — what is the number?", "Explain why 'Sam has 5 more' is additive but 'Sam has 5 times as many' is multiplicative" ], "assessmentPrompt": "If you say 'Maya has 4 times as many stickers as Tom, and Tom has 6 — how many does Maya have?', can {{name}} recognise this as a multiplication problem and solve it?", "standards": [] }, { "id": "mt_U4cIBXVug4", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplicative Comparison", "description": "Interpret a multiplication equation as a comparison (e.g. 35 = 5 × 7 means 35 is 5 times as many as 7); represent verbal statements of multiplicative comparisons as equations", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04377564979480164, "evidence": [ "Explain that '4 times as many' means multiply by 4", "Write an equation for: Sarah has 3 times as many stickers as Tom, who has 8 stickers", "Distinguish multiplicative comparison from additive comparison in word problems" ], "assessmentPrompt": "Can {{name}} look at '35 = 5 × 7' and explain it as '35 is five times as many as 7' — understanding it as a comparison, not just a multiplication fact?", "standards": [] }, { "id": "mt_LlMl2PbaZe", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplying and dividing", "description": "Multiply and divide whole numbers and those involving decimals by 10, 100, and 1000", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07660738714090287, "evidence": [ "Calculate 3.45 × 100 = 345", "Calculate 72 ÷ 1000 = 0.072", "Explain that multiplying by 10 shifts each digit one place to the left" ], "assessmentPrompt": "Can {{name}} quickly work out '4.7 × 100' or '3,600 ÷ 1,000' — knowing that digits shift left or right in the place-value chart depending on whether they're multiplying or dividing?", "standards": [] }, { "id": "mt_y1XCVsIelg", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Prime numbers", "description": "Know and use the vocabulary of prime numbers, prime factors, and composite numbers; establish whether a number up to 100 is prime; recall prime numbers up to 19", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02735978112175103, "evidence": [ "Explain that a prime number has exactly two factors: 1 and itself", "Determine whether 51 is prime or composite and justify the answer", "List all prime numbers up to 19 from memory" ], "assessmentPrompt": "Can {{name}} tell you what makes a number 'prime' — that it only divides exactly by 1 and itself — and give some examples like 7, 11, and 13?", "standards": [] }, { "id": "mt_A-FyLLLLzy", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Shape patterns", "description": "Generate a number or shape pattern that follows a given rule; identify apparent features of the pattern not explicit in the rule and explain informally why they occur", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03693570451436388, "evidence": [ "Given 'start at 1, add 3', generate terms and notice they alternate odd/even", "Given a shape pattern, predict the next three terms and describe the rule", "Explain why starting at 2 and adding 4 always gives even numbers" ], "assessmentPrompt": "If {{name}} is told 'start at 3 and multiply by 2 each time', can they write out the pattern — 3, 6, 12, 24, 48 — and spot any interesting features in how it grows?", "standards": [] }, { "id": "mt_gxCIASSezX", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Square and cube numbers", "description": "Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01915184678522572, "evidence": [ "Identify 49 as 7² and explain that 7 × 7 = 49", "Calculate 4³ = 64 and explain it means 4 × 4 × 4", "List the first ten square numbers" ], "assessmentPrompt": "Does {{name}} know that '5²' means 5 × 5 = 25 and '3³' means 3 × 3 × 3 = 27 — and can they work out other squared and cubed numbers?", "standards": [] }, { "id": "mt_ZOJ6EbdPOb", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Understanding fractions", "description": "Solve problems involving scaling by simple fractions and problems involving simple rates", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03693570451436388, "evidence": [ "A recipe for 4 people needs 200 g of flour — how much for 6 people?", "If 3 kg costs £12, how much does 5 kg cost?", "Scale a shape by a factor of 1/2 and find the new dimensions" ], "assessmentPrompt": "If a recipe serves 4 and {{name}} wants to make it for 6, can they scale up each ingredient — for example, changing '2 cups of flour' to '3 cups'?", "standards": [] }, { "id": "mt_8jFSnXxqQD", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Brackets in Expressions", "description": "Use parentheses, brackets, or braces in numerical expressions and evaluate expressions containing these grouping symbols", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1395348837209302, "evidence": [ "Evaluate 3 × (4 + 5) by computing inside the parentheses first", "Evaluate {2 × [3 + (7 − 1)]} with nested grouping symbols", "Insert parentheses into an expression to make it equal a target value" ], "assessmentPrompt": "Can {{name}} look at '3 × (4 + 5)' and work out the brackets first — getting '3 × 9 = 27' — rather than just multiplying left to right?", "standards": [ "ccss-math:5.OA.1" ] }, { "id": "mt_SoDP1fSQEB", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Decimal place value", "description": "Multiply one-digit numbers with up to two decimal places by whole numbers (e.g. 3.47 × 6)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1203830369357045, "evidence": [ "Correctly compute 4.56 × 7 using a written method", "Use place-value reasoning to explain why 3.2 × 5 = 16.0", "Model a decimal multiplication using an area diagram or expanded form" ], "assessmentPrompt": "Can {{name}} work out '3.47 × 6' — keeping the decimal point in the right place and carrying correctly through each column?", "standards": [] }, { "id": "mt_FvEq4heNBx", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Dividing by two-digit numbers", "description": "Divide numbers up to 4 digits by a two-digit number using formal written short division where appropriate, interpreting remainders according to context", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06976744186046512, "evidence": [ "Use short division to compute 3,648 ÷ 16 efficiently", "Explain when short division is more appropriate than long division", "Interpret a remainder as a decimal or fraction in a measurement context" ], "assessmentPrompt": "Can {{name}} use short division to work out something like '2,184 ÷ 12' — keeping track of each digit and carrying any remainders into the next column?", "standards": [] }, { "id": "mt_lU-2aTRB9f", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Division with Decimals", "description": "Use written division methods in cases where the answer has up to two decimal places; divide decimals to hundredths by whole numbers", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1203830369357045, "evidence": [ "Compute 14.76 ÷ 4 using a written method to get 3.69", "Explain how to continue long division past the decimal point to obtain a decimal quotient", "Solve a context problem that requires dividing a decimal amount equally (e.g. sharing £18.60 among 5 people)" ], "assessmentPrompt": "Can {{name}} use a written method to calculate something like '17 ÷ 4 = 4.25' — carrying the division past the decimal point to get a decimal answer rather than a remainder?", "standards": [] }, { "id": "mt_WsM4EmdOLe", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Division with remainders (age 10+)", "description": "Divide numbers up to 4 digits by a two-digit divisor using formal written long division, interpreting remainders as whole numbers, fractions, or by rounding as appropriate", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1450068399452804, "evidence": [ "Compute 4,752 ÷ 13 using long division and express the remainder as a fraction", "Decide whether to round up or down a division remainder in a real-life context (e.g. buses needed)", "Explain each step of the long division algorithm for a 4-digit ÷ 2-digit calculation" ], "assessmentPrompt": "Can {{name}} use long division to work out something like '1,848 ÷ 24' — going through the steps of divide, multiply, subtract, and bring down until they reach the answer?", "standards": [] }, { "id": "mt_ilPrU0cbtT", "type": "META", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Estimation to check answers to calculations", "description": "Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.09028727770177838, "evidence": [ "Estimate 487 × 23 by rounding to 500 × 20 and use this to check a calculated answer", "Determine whether an exact answer or an estimate is more appropriate in a given context", "Spot an unreasonable answer by comparing with a quick mental estimate" ], "assessmentPrompt": "Before {{name}} works out a large multiplication or division, can they estimate what the answer should be roughly — and then check whether their final answer is in the right ballpark?", "standards": [] }, { "id": "mt_XLP1IM3Qbb", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Long multiplication (age 10+)", "description": "Fluently multiply multi-digit whole numbers (up to 4 digits by 2 digits) using the formal written method of long multiplication", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1751025991792066, "evidence": [ "Correctly compute 2,463 × 37 using long multiplication", "Explain each partial product in a long multiplication and why they are added", "Multiply a four-digit number by a two-digit number without procedural errors" ], "assessmentPrompt": "Can {{name}} use long multiplication to work out something like '2,347 × 24' — setting it out in two rows, one for the units and one for the tens, then adding the results?", "standards": [] }, { "id": "mt_wPgpMJ0-PA", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multiplying and dividing (age 10+)", "description": "Multiply and divide numbers by 10, 100, and 1000 giving answers up to three decimal places, understanding that digits shift position in the place-value chart", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.09986320109439124, "evidence": [ "Compute 3.456 × 100 = 345.6 correctly", "Compute 45.2 ÷ 1000 = 0.0452 correctly", "Explain why multiplying by 10 shifts each digit one place to the left" ], "assessmentPrompt": "Can {{name}} work out '4.6 ÷ 1,000 = 0.0046' — knowing that each division by 10 shifts digits one place to the right, even past the decimal point?", "standards": [ "uk-nc-2013:Ma6/2.3g" ] }, { "id": "mt_RXnyhCRYXA", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Multi-step problems: choosing operations", "description": "Solve problems involving addition, subtraction, multiplication, and division, deciding which operations and methods to use and why; solve multi-step problems in contexts", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1121751025991792, "evidence": [ "Solve a three-step word problem involving a mix of all four operations", "Explain why particular operations were chosen for each step of a multi-step problem", "Identify and correct an error in a multi-step solution that used the wrong operation" ], "assessmentPrompt": "If {{name}} is given a multi-step problem mixing different operations — like working out the total cost of several items at different prices — can they plan and carry out each step correctly?", "standards": [] }, { "id": "mt_jHgRQ4hR0g", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Order of operations", "description": "Understand and apply the conventional order of operations (PEMDAS/BODMAS) to carry out calculations involving the four operations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1381668946648427, "evidence": [ "Explain why 8 + 2 × 5 = 18 (not 50) by referencing multiplication before addition", "Evaluate a multi-step expression like 12 ÷ 3 + 4 × 2 correctly as 12", "State the correct order: brackets, then orders/exponents, then multiplication/division (L→R), then addition/subtraction (L→R)" ], "assessmentPrompt": "If {{name}} sees '8 + 4 × 3', do they get 20 — not 36 — because they know to do the multiplication before the addition?", "standards": [ "uk-nc-2013:Ma6/2.2f" ] }, { "id": "mt_vmW2cb5c7A", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Ratio (age 10+)", "description": "Perform mental calculations including with mixed operations and large numbers, using strategies such as partitioning, compensation, and derived facts", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.07523939808481532, "evidence": [ "Mentally compute 45 × 8 by partitioning into 40 × 8 + 5 × 8", "Use known facts to derive 6.5 × 4 mentally", "Solve a multi-operation mental calculation such as 250 × 3 + 500 and explain the strategy used" ], "assessmentPrompt": "Can {{name}} work out a mixed calculation like '(200 × 6) + 350 − 75' entirely in their head — keeping track of each step without writing anything down?", "standards": [] }, { "id": "mt_QU5R7Aajy9", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Rounding Answers", "description": "Solve problems which require answers to be rounded to specified degrees of accuracy", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1450068399452804, "evidence": [ "Compute a division and round the result to one decimal place as specified", "Determine the appropriate degree of accuracy for a measurement context (e.g. round to nearest penny)", "Solve a problem where an unrounded decimal answer must be interpreted in context (e.g. whole containers needed)" ], "assessmentPrompt": "If {{name}} calculates an answer of 8.63 but the question asks for it to the nearest whole number, can they round it correctly to 9 — and explain why that level of precision matters in context?", "standards": [] }, { "id": "mt_4WaKWECpcv", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Writing Number Sentences", "description": "Write simple numerical expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (e.g. recognise that 3 × (18932 + 921) is three times as large as 18932 + 921)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1285909712722298, "evidence": [ "Write an expression for 'add 8 and 7, then multiply by 2' using parentheses", "Explain what 4 × (365 − 12) represents without computing it", "Compare two expressions and determine which is larger without evaluating" ], "assessmentPrompt": "Can {{name}} look at '4 × (5 + 3)' and say 'that's 4 times the result of adding 5 and 3' — reading the expression as a description of a calculation, without having to work it out first?", "standards": [] }, { "id": "mt_xhoOWnhtHq", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Factors, multiples, and primes (age 11+)", "description": "Use the concepts and vocabulary of prime numbers, factors, multiples, common factors, common multiples, highest common factor (HCF), lowest common multiple (LCM), and prime factorisation including product notation and the unique factorisation property", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02735978112175103, "evidence": [ "Express any integer as a product of its prime factors using index notation", "Find the HCF and LCM of two numbers using prime factorisation", "Apply the unique factorisation theorem to explain why every number has exactly one set of prime factors" ], "assessmentPrompt": "Can {{name}} find the highest common factor of two numbers like 24 and 36 — working out the biggest number that divides exactly into both — and explain how they found it?", "standards": [ "ccss-math:6.NS.4", "uk-nc-2013:KS3.Maths.Num.3" ] }, { "id": "mt_X5cypSGoGU", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Ratio (age 11+)", "description": "Use conventional notation for the priority of operations including brackets, powers, roots, and reciprocals; apply BIDMAS/BODMAS consistently to evaluate complex numerical expressions", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.08344733242134063, "evidence": [ "Evaluate expressions involving brackets, indices, and all four operations in the correct order", "Explain why the order of operations is necessary to avoid ambiguity", "Use the reciprocal of a number and understand that a number multiplied by its reciprocal gives 1" ], "assessmentPrompt": "Can {{name}} evaluate a complex expression like '5 + 2³ ÷ 4' correctly — applying the right order of operations, handling the power before the division and division before the addition?", "standards": [ "uk-nc-2013:KS3.Maths.Num.5" ] }, { "id": "mt_rxInpOQ74w", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Sign Rules for Multiplication", "description": "Multiply and divide with positive and negative integers and rational numbers, understanding the rules for the sign of the product or quotient", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.02325581395348837, "evidence": [ "Apply the sign rules when multiplying two integers (positive × negative, negative × negative)", "Apply the sign rules when dividing two integers", "Solve multi-step real-world problems involving all four operations with positive and negative rational numbers" ], "assessmentPrompt": "If {{name}} knows that a negative times a negative makes a positive, can they use that rule to work out calculations like '−3 × −4 = 12' — and explain why it makes sense?", "standards": [ "ccss-math:7.NS.2", "ccss-math:7.NS.2a", "ccss-math:7.NS.2b", "ccss-math:7.NS.2c", "uk-nc-2013:KS3.Maths.Num.4" ] }, { "id": "mt_VUQNveSYjQ", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Multiplication & Division", "name": "Using inverse operations", "description": "Recognise and use relationships between operations including inverse operations; use these relationships to check answers and simplify calculations", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1108071135430917, "evidence": [ "Use addition and subtraction as inverse operations to check and solve problems", "Use multiplication and division as inverse operations to check and solve problems", "Recognise that squaring and square-rooting are inverse operations" ], "assessmentPrompt": "If {{name}} works out '252 ÷ 7 = 36', can they immediately use the inverse to check — '36 × 7 = 252' — without having to redo the division?", "standards": [ "uk-nc-2013:KS3.Maths.Num.6" ] }, { "id": "mt_9IzhGUZ30z", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Number Words to Twenty", "description": "Read and write number words from one to twenty", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.02051983584131327, "evidence": [ "Read the word 'twelve' and identify it as 12", "Write the word form of a given number 1–20", "Match numeral cards to number word cards" ], "assessmentPrompt": "Can {{name}} write number words like 'fourteen' or 'twenty' — and read them on a birthday card or in a story book without needing help?", "standards": [ "uk-nc-2013:Maths/Y1/NPV/5" ] }, { "id": "mt_x8TshvbbQT", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading and writing numbers to 100", "description": "Read and write numerals from 0 to 100", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01231190150478796, "evidence": [ "Read two-digit numerals up to 100 correctly", "Write any number 0–100 as a numeral from dictation" ], "assessmentPrompt": "Can {{name}} read and write any number up to 100 — both as a numeral and by saying what it means?", "standards": [ "uk-nc-2013:Maths/Y1/NPV/2" ] }, { "id": "mt_fR0UtsSREU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading and writing numbers to 20", "description": "Read and write numerals from 0 to 20", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.5923392612859097, "evidence": [ "Read any numeral 0–20 when shown it", "Write numerals 0–20 legibly from dictation", "Represent a number of objects with the correct written numeral" ], "assessmentPrompt": "Can {{name}} read a number like '17' written on paper and write it themselves — and do they know what each digit means?", "standards": [ "ccss-math:K.CC.3", "uk-nc-2013:Maths/Y1/NPV/5" ] }, { "id": "mt_xmmgAzxe5j", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "The teen numbers", "description": "Understand that the teen numbers (11–19) are composed of ten ones and some further ones (early place value)", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.4076607387140903, "evidence": [ "Compose 14 as a group of ten and four ones using objects", "Decompose 17 into 10 + 7 and record as an equation", "Explain that 13 is 'one ten and three ones'" ], "assessmentPrompt": "If {{name}} has 14 building blocks, can they see it as one full tower of 10 and 4 left over — understanding 'teen' numbers as ten-and-some-more?", "standards": [ "ccss-math:1.NBT.2.b", "ccss-math:K.NBT.1" ] }, { "id": "mt_kw7xmp68rU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "10 More or 10 Less", "description": "Mentally find 10 more or 10 less than a given two-digit number without counting", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.03146374829001368, "evidence": [ "Given 56, quickly say 66 is 10 more and 46 is 10 less", "Explain that adding 10 increases the tens digit by 1", "Answer '10 more than 73' without using fingers or counting on" ], "assessmentPrompt": "Can {{name}} quickly tell you what is 10 more than 43 or 10 less than 71 — without counting up or down one at a time?", "standards": [ "ccss-math:1.NBT.5" ] }, { "id": "mt_r0VXbfAmsH", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "A Ten Is Ten Ones", "description": "Understand that 10 can be thought of as a bundle of ten ones — called a 'ten'", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.4062927496580027, "evidence": [ "Group 10 single cubes into one rod of 10 and explains why", "Explain that 10 ones is the same as 1 ten", "Exchange 10 ones for a single tens block" ], "assessmentPrompt": "Can {{name}} explain that ten single objects bundled together make 'one ten' — and that this is why we write 10 with a 1 in the tens place and a 0 in the ones place?", "standards": [ "ccss-math:1.NBT.2.a" ] }, { "id": "mt_U0waNfD8PB", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Comparing and ordering numbers", "description": "Compare and order two-digit numbers using the symbols >, =, and <, based on place value understanding", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1409028727770178, "evidence": [ "Correctly place > or < between 34 and 43", "Order a set of two-digit numbers from smallest to largest", "Explain a comparison by referring to the tens digit first, then ones" ], "assessmentPrompt": "If you show {{name}} the numbers 34, 67, and 21, can they put them in order from smallest to largest — and use the symbols > or < correctly?", "standards": [ "ccss-math:1.NBT.3", "uk-nc-2013:Maths/Y2/NPV/4" ] }, { "id": "mt_76SPWvdI7r", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Number Words to 100", "description": "Read and write numbers to at least 100 in words", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02325581395348837, "evidence": [ "Read 'fifty-seven' and write the numeral 57", "Write 'eighty-three' when shown the numeral 83", "Read and write all decade words (twenty, thirty … ninety) correctly" ], "assessmentPrompt": "Can {{name}} write 'seventy-four' or 'one hundred and three' as number words — and read them correctly when they appear in a book or on a sign?", "standards": [ "uk-nc-2013:Maths/Y2/NPV/5" ] }, { "id": "mt_kJGCjnuelW", "type": "META", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Place value understanding and number facts", "description": "Use place value understanding and number facts to solve problems", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.01915184678522572, "evidence": [ "Use knowledge that 34 = 30 + 4 to help add 34 + 20 = 54", "Solve 'I think of a number, add 10, and get 45. What was my number?'", "Apply partitioning to solve a problem in an unfamiliar context" ], "assessmentPrompt": "If {{name}} is asked 'which number is closest to 50 — 47 or 54?', can they use their number knowledge to answer quickly and explain why?", "standards": [ "uk-nc-2013:Maths/Y2/NPV/6" ] }, { "id": "mt_XV0B4kWwqL", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading and writing numbers to 120", "description": "Count to 120 starting at any number less than 120; read and write numerals to 120", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.009575923392612859, "evidence": [ "Count from 47 to 120 without errors", "Read the numeral 108 correctly", "Write the numeral for one hundred and fifteen" ], "assessmentPrompt": "Can {{name}} start counting from any number up to 120 — for example, starting at 87 and counting up to 120 without losing track?", "standards": [ "ccss-math:1.NBT.1" ] }, { "id": "mt_9L3NQqgqRd", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Representing Numbers", "description": "Identify, represent, and estimate numbers using different representations including the number line", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.05882352941176471, "evidence": [ "Place a two-digit number on a 0–100 number line in approximately the right position", "Estimate 'about how many' objects are in a set of 30–50 without counting", "Represent the same number using base-ten blocks, a number line, and a drawing", "Represent a three-digit number using base-ten blocks, a number line, or a place-value chart", "Estimate where a number falls on a 0–1000 number line", "Match a base-ten representation to the correct numeral" ], "assessmentPrompt": "Can {{name}} show a number like 346 in different ways — as base-ten blocks, on a number line, or as a drawing — and explain what each representation shows?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/NPV/4", "uk-nc-2013:Maths/Y2/NPV/3" ] }, { "id": "mt_zfy1gOEewd", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "The multiples of 10", "description": "Understand that the multiples of 10 (10, 20, 30 … 90) represent one to nine tens and 0 ones", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.01367989056087551, "evidence": [ "Explain that 30 means 3 tens and 0 ones", "Represent 50 using 5 tens rods and no unit cubes", "Match decade numbers to their tens representation" ], "assessmentPrompt": "Can {{name}} explain that 60 means 6 tens and no ones — and that this is why the ones column has a zero as a placeholder?", "standards": [ "ccss-math:1.NBT.2.c" ] }, { "id": "mt_THl9GLxwoL", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "The two digits of a two-digit number", "description": "Understand that the two digits of a two-digit number represent amounts of tens and ones", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.4035567715458276, "evidence": [ "Explain that in 47, the 4 represents 4 tens (40) and the 7 represents 7 ones", "Use base-ten blocks to show a two-digit number as tens and ones", "Identify the tens digit and ones digit in any two-digit number" ], "assessmentPrompt": "If {{name}} sees the number 47, can they tell you there are 4 tens (forty) and 7 ones — rather than just reading the digits as 'four seven'?", "standards": [ "ccss-math:1.NBT.2", "uk-nc-2013:Maths/Y2/NPV/2" ] }, { "id": "mt_izien3ZX51", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "10 or 100 More or Less", "description": "Find 10 or 100 more or less than a given number up to 1000", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02325581395348837, "evidence": [ "Given a three-digit number, state what is 10 more and 10 less", "Given a three-digit number, state what is 100 more and 100 less", "Explain the strategy using place-value understanding (e.g. only the tens/hundreds digit changes)" ], "assessmentPrompt": "Can {{name}} quickly work out '10 more than 342' or '100 less than 875' in their head — knowing which digit changes and which stays the same?", "standards": [ "ccss-math:2.NBT.8", "uk-nc-2013:Ma/KS2/Y3/NPV/1" ] }, { "id": "mt_8gy7uxRlF6", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "A Hundred Is Ten Tens", "description": "Understand that 100 can be thought of as a bundle of ten tens — called a 'hundred'", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.3269493844049248, "evidence": [ "Explain that 10 groups of 10 ones make 100", "Bundle ten tens sticks into one hundred and describe what happened", "Represent 100 using base-ten blocks showing 10 tens" ], "assessmentPrompt": "Can {{name}} explain that ten full tens stacked together make one hundred — and that this is why 100 has a 1 in the hundreds place and zeros in the rest?", "standards": [ "ccss-math:2.NBT.1.a" ] }, { "id": "mt_hniI4E-OCE", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Odd or Even", "description": "Determine whether a group of objects (up to 20) has an odd or even number of members", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.006839945280437756, "evidence": [ "Pair objects and determine whether there is one left over (odd) or not (even)", "Count a group by 2s to determine if the total is even", "Write an equation to express an even number as a sum of two equal addends (e.g. 8 = 4 + 4)" ], "assessmentPrompt": "If {{name}} has a group of 14 objects, can they tell you whether that number is odd or even — for example by pairing them up to see if any are left over?", "standards": [ "ccss-math:2.OA.3" ] }, { "id": "mt_AQcVRBddko", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Ordering Numbers to 1000", "description": "Compare and order numbers up to 1000 using >, =, and < symbols, based on place-value understanding", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06839945280437756, "evidence": [ "Compare two three-digit numbers by examining hundreds first, then tens, then ones", "Use >, =, and < correctly to record comparisons of three-digit numbers", "Order a set of numbers up to 1000 from smallest to largest" ], "assessmentPrompt": "If you give {{name}} a set of three-digit numbers like 456, 231, and 789, can they put them in order and use > and < correctly?", "standards": [ "ccss-math:2.NBT.4", "uk-nc-2013:Ma/KS2/Y3/NPV/3" ] }, { "id": "mt_98c2qwEF7Q", "type": "META", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Place Value to 1000", "description": "Solve number problems and practical problems involving place value of numbers up to 1000", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01778385772913817, "evidence": [ "Solve a problem that requires identifying how many hundreds, tens, or ones are in a number", "Apply place-value knowledge to a practical context (e.g. counting money in pounds)", "Explain the strategy used to solve a place-value problem" ], "assessmentPrompt": "If {{name}} is told 'I have 4 hundreds, 3 tens, and 7 ones — what number is that?', can they put it together and tell you 437?", "standards": [ "uk-nc-2013:Ma/KS2/Y3/NPV/6" ] }, { "id": "mt_VFsuftfvYM", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading and writing numbers to 1000", "description": "Read and write numbers to 1000 in numerals, number names, and expanded form", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03009575923392613, "evidence": [ "Read a three-digit numeral aloud correctly", "Write a three-digit number in words (e.g. 'three hundred and forty-two')", "Write a number in expanded form (e.g. 600 + 30 + 7)" ], "assessmentPrompt": "Can {{name}} read and write numbers up to 1,000 — both as numerals and in words — like reading '642' as 'six hundred and forty-two'?", "standards": [ "ccss-math:2.NBT.3", "uk-nc-2013:Ma/KS2/Y3/NPV/5" ] }, { "id": "mt_R2ccrI-nKD", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "The multiples of 100", "description": "Understand that the multiples of 100 (100–900) each represent a number of hundreds with 0 tens and 0 ones", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.05745554035567715, "evidence": [ "Identify that 300 means 3 hundreds, 0 tens, 0 ones", "Place multiples of 100 on a number line to 1000", "Read and write multiples of 100 and explain their place-value structure" ], "assessmentPrompt": "Can {{name}} explain that 700 means 7 hundreds with no tens and no ones — and show what that looks like using base-ten blocks or a drawing?", "standards": [ "ccss-math:2.NBT.1.b" ] }, { "id": "mt_aPBzD28_mT", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "The three digits of a three-digit number", "description": "Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.3105335157318742, "evidence": [ "State the value of each digit in a three-digit number (e.g. in 362, the 3 represents 3 hundreds)", "Partition a three-digit number into hundreds, tens, and ones (e.g. 485 = 400 + 80 + 5)", "Explain why 706 has 7 hundreds, 0 tens, and 6 ones" ], "assessmentPrompt": "If {{name}} sees the number 348, can they tell you there are 3 hundreds, 4 tens, and 8 ones — rather than just reading the digits as 'three four eight'?", "standards": [ "ccss-math:2.NBT.1", "uk-nc-2013:Ma/KS2/Y3/NPV/2" ] }, { "id": "mt_9XVFje6Tyr", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "1000 More or Less", "description": "Find 1000 more or less than a given number", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Given 4,562, state that 1000 more is 5,562 and 1000 less is 3,562", "Explain using place value that only the thousands digit changes", "Apply this skill to numbers beyond 10,000" ], "assessmentPrompt": "Can {{name}} quickly work out '1,000 more than 3,456' or '1,000 less than 7,200' in their head — knowing only the thousands digit changes?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/2" ] }, { "id": "mt_MHaiUd2FLA", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Comparing Large Numbers", "description": "Order and compare numbers beyond 1000", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06019151846785226, "evidence": [ "Compare two four-digit numbers using >, <, and = by examining digits from the highest place value", "Order a set of numbers up to 10,000 from smallest to largest", "Justify the ordering using place-value reasoning" ], "assessmentPrompt": "Can {{name}} put a set of four-digit numbers like 4,321, 1,876, and 9,045 in order from smallest to largest — comparing them digit by digit?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/5" ] }, { "id": "mt_vXRzMbiPff", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Negative Numbers", "description": "Count backwards through zero to include negative numbers", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06019151846785226, "evidence": [ "Count backwards from 5 through zero: 5, 4, 3, 2, 1, 0, −1, −2 …", "Place negative numbers on a number line", "Understand that negative numbers are less than zero and use them in context (e.g. temperature)" ], "assessmentPrompt": "Can {{name}} count backwards past zero into negative numbers — like 3, 2, 1, 0, −1, −2, −3 — without hesitating at zero?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/3" ] }, { "id": "mt_lC_Q5mSL_I", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Numbers to 10,000", "description": "Identify, represent, and estimate numbers up to 10,000 using different representations", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.0533515731874145, "evidence": [ "Represent a four-digit number on a place-value chart or with base-ten materials", "Estimate where a number falls on a 0–10,000 number line", "Match different representations of the same number (e.g. expanded form, place-value counters, numeral)" ], "assessmentPrompt": "Can {{name}} mark a number like 6,400 roughly in the right place on a number line that goes from 0 to 10,000 — and explain how they decided where to put it?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/6" ] }, { "id": "mt_jY7uf0Cb7o", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Place value of each digit", "description": "Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1217510259917921, "evidence": [ "State the value of each digit in a four-digit number (e.g. in 7,345 the 7 represents 7 thousands)", "Partition a four-digit number into thousands, hundreds, tens, and ones", "Compose a four-digit number from given place-value parts (e.g. 3000 + 400 + 50 + 2 = 3,452)" ], "assessmentPrompt": "If {{name}} sees the number 5,347, can they tell you the value of each digit — that the 5 means 5,000, the 3 means 300, the 4 means 40, and the 7 means 7?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/4" ] }, { "id": "mt__sMrmOv3bx", "type": "META", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Place Value Problem-Solving", "description": "Solve number and practical problems involving place value with increasingly large positive numbers", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04240766073871409, "evidence": [ "Solve a problem requiring rounding, comparing, or ordering numbers beyond 1000", "Apply place-value knowledge in a practical context (e.g. population figures, distances)", "Explain the strategy used, referencing place-value understanding" ], "assessmentPrompt": "If {{name}} is asked 'what is the largest 4-digit even number you can make from the digits 3, 7, 1, and 8?', can they work through it systematically and give you an answer?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/8" ] }, { "id": "mt_MewIRdzpzz", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Roman numerals to 100", "description": "Read Roman numerals to 100 (I to C) and understand that the numeral system changed over time to include zero and place value", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Read and write Roman numerals I, V, X, L, C and combinations up to 100", "Convert between Roman numerals and Hindu-Arabic numerals (e.g. XLIV = 44)", "Explain that Roman numerals have no zero and no place-value system" ], "assessmentPrompt": "Can {{name}} read Roman numerals like XIV (14) or XLII (42) — and do they know why we stopped using Roman numerals for most things once zero and place value were invented?", "standards": [ "uk-nc-2013:Ma/KS2/Y4/NPV/9" ] }, { "id": "mt_NLSfvB9vUl", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Rounding to 10, 100, 1000", "description": "Round any number to the nearest 10, 100, or 1000", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.0560875512995896, "evidence": [ "Round 4,367 to the nearest 10 (4,370), 100 (4,400), and 1000 (4,000)", "Explain the rounding rule using a number line (which multiple is closer)", "Apply rounding to estimate calculations" ], "assessmentPrompt": "Can {{name}} round a number like 4,738 to the nearest 10 (4,740), 100 (4,700), or 1,000 (5,000) — and explain which digit they look at to decide?", "standards": [ "ccss-math:3.NBT.1", "uk-nc-2013:Ma/KS2/Y4/NPV/7" ] }, { "id": "mt_tAtMET4EIU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Counting forwards and backwards (age 9+)", "description": "Count forwards and backwards in steps of powers of 10 (10, 100, 1000, 10,000, 100,000) for any given number up to 1,000,000", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02188782489740082, "evidence": [ "Count on in 10,000s from 462,000", "Count back in 100,000s from 800,000", "Identify the next three terms: 375,000; 475,000; 575,000; ..." ], "assessmentPrompt": "Can {{name}} count forwards and backwards in steps of 1,000 or 10,000 from any starting number — like 34,500, 44,500, 54,500 — without losing track?", "standards": [] }, { "id": "mt_1KkvzwYxbR", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Negative numbers in context", "description": "Interpret negative numbers in context (temperature, sea level, bank balance); count forwards and backwards with positive and negative whole numbers, including through zero", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06019151846785226, "evidence": [ "Place –3, –1, 0, 2, 5 on a number line", "The temperature is –4°C and rises by 7 degrees — what is the new temperature?", "Count backwards from 3 in ones: 3, 2, 1, 0, –1, –2" ], "assessmentPrompt": "If the temperature drops to −5°C overnight and rises to 3°C by day, can {{name}} place both on a number line and say how many degrees warmer the daytime temperature is?", "standards": [] }, { "id": "mt_QqG6IdmTSE", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Place Value × 10 Pattern", "description": "Recognise that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g. 700 ÷ 70 = 10)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.1039671682626539, "evidence": [ "Explain that the 3 in 3,000 is ten times the 3 in 300", "Complete: 700 ÷ 70 = __ and explain using place-value reasoning", "State how many times greater the value of the 5 in 50,000 is than the 5 in 5,000" ], "assessmentPrompt": "Can {{name}} explain that in 700, the 7 is worth 10 times more than in 70 — because moving one place to the left multiplies the value by 10?", "standards": [] }, { "id": "mt_JwP9QFv6gQ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading and writing numbers (age 9+)", "description": "Read, write, order, and compare whole numbers up to at least 1,000,000 using base-ten numerals, number names, expanded form, and place-value understanding", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06155950752393981, "evidence": [ "Write 403,072 in words and in expanded form", "Compare 548,301 and 543,801 using < and explain the reasoning", "Order four six-digit numbers from smallest to largest" ], "assessmentPrompt": "Can {{name}} read and write numbers into the millions — like 1,340,000 — and put a set of large numbers in order correctly?", "standards": [] }, { "id": "mt_To9HdLy8vq", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Roman numerals to 1000", "description": "Read Roman numerals to 1000 (M) and recognise years written in Roman numerals", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01641586867305062, "evidence": [ "Read MCMXCIX as 1999", "Write 2024 in Roman numerals (MMXXIV)", "Explain the subtractive principle: IV = 4 not IIII" ], "assessmentPrompt": "Can {{name}} read Roman numerals like MMXIX (2019) or CDXLIV (444) — and recognise the year a film or building was made when it's shown in Roman numerals?", "standards": [] }, { "id": "mt_5NwqN6pf_A", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Rounding Large Numbers", "description": "Round any whole number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000, or 100,000 using place-value understanding", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.05471956224350205, "evidence": [ "Round 456,782 to the nearest 10,000 (460,000)", "Round 950,500 to the nearest 100,000 and explain the boundary case", "Use rounding to estimate the sum of 387,412 + 214,560" ], "assessmentPrompt": "Can {{name}} round a large number like 346,712 to the nearest 1,000 (347,000) or 10,000 (350,000) — identifying which digit to look at for each rounding?", "standards": [] }, { "id": "mt_xMt1TLTs--", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Working with Large Numbers", "description": "Solve number and practical problems involving reading, writing, ordering, comparing, and rounding whole numbers up to 1,000,000", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.05198358413132695, "evidence": [ "What is the largest six-digit number with digits summing to 15?", "A stadium holds 67,450 people. Round to the nearest thousand for a news report", "Order the populations of five cities and find the difference between the largest and smallest" ], "assessmentPrompt": "If {{name}} is told the population of a city is 2,347,819, can they read that number aloud correctly and say roughly how many millions it is?", "standards": [] }, { "id": "mt__casygEB85", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Decimal place value", "description": "Round decimals to any place using place-value understanding; round any whole number to a required degree of accuracy", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.09302325581395349, "evidence": [ "Round 3.4567 to 2 decimal places (3.46)", "Round 7,654,321 to the nearest 100,000 (7,700,000)", "Use rounding to estimate 4.83 × 2.17 ≈ 5 × 2 = 10" ], "assessmentPrompt": "Can {{name}} round a decimal like 3.748 to one decimal place (3.7) or two decimal places (3.75) — and explain which digit they look at to decide?", "standards": [] }, { "id": "mt_RVK655t391", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Measuring temperature", "description": "Use negative numbers in context (temperature, finance, sea level); calculate intervals across zero", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06019151846785226, "evidence": [ "The temperature falls from 3°C to −5°C — what is the drop? (8 degrees)", "Calculate the difference between a bank balance of −£120 and £350", "Order −7, −3, 0, 2, 5 on a number line and find the interval from −7 to 5" ], "assessmentPrompt": "If a bank account goes from −£45 to +£120, can {{name}} work out the total change — counting through zero to get £165?", "standards": [] }, { "id": "mt_XNmGwNggdU", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Numbers to Ten Million", "description": "Solve number and practical problems involving reading, writing, ordering, comparing, rounding, and negative numbers up to 10,000,000", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1025991792065663, "evidence": [ "A country's population is 8,274,500 — round to the nearest million for a headline", "Order the depths of three ocean trenches given in metres including negative values", "Estimate the total attendance at three events by rounding each to the nearest 100,000" ], "assessmentPrompt": "If {{name}} reads that the distance to the Moon is about 384,400 km, can they round it to the nearest 10,000 km and say whether it's closer to 380,000 or 390,000?", "standards": [] }, { "id": "mt_HLUqHJ9Y7n", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Patterns with Powers of Ten", "description": "Explain patterns in zeros when multiplying by powers of 10 and in decimal-point placement when multiplying/dividing by a power of 10; use whole-number exponents to denote powers of 10 (e.g. 10³ = 1000)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.05882352941176471, "evidence": [ "Write 10⁴ = 10,000 and explain the exponent means four factors of 10", "Explain why 3.4 × 10² = 340 by describing the decimal shift", "Predict 2.56 × 10³ without calculating and explain the pattern" ], "assessmentPrompt": "Can {{name}} explain why 10² = 100 and 10³ = 1,000, and why multiplying by 10 just adds a zero — connecting the pattern of zeros to place value?", "standards": [] }, { "id": "mt_EDgw64OmfA", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Place Value × 10 and ÷ 10", "description": "Recognise that in a multi-digit number, a digit in one place represents 10 times as much as in the place to its right and 1/10 of what it represents in the place to its left", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1258549931600547, "evidence": [ "Explain that the 4 in 0.04 is 1/10 of the 4 in 0.4", "State that a digit moving one place left is ×10 and one place right is ÷10", "Compare the value of the 6 in 6,000 and in 0.006" ], "assessmentPrompt": "Can {{name}} explain that in 4.56, the digit 5 is worth 5 tenths — ten times less than the 5 in 54, and ten times more than the 5 in 0.056?", "standards": [] }, { "id": "mt_Ac7oMWhyPw", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading and writing numbers (age 10+)", "description": "Read, write, and compare decimals to thousandths using base-ten numerals, number names, and expanded form; compare using >, =, < based on place-value meaning", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1080711354309166, "evidence": [ "Write 347.392 in expanded form: 3×100 + 4×10 + 7×1 + 3×(1/10) + 9×(1/100) + 2×(1/1000)", "Compare 0.372 and 0.38 using place-value reasoning", "Write 'five and sixty-two thousandths' as 5.062" ], "assessmentPrompt": "Can {{name}} read and write decimals like 3.047 or 0.625, say what each digit means (3 ones, 0 tenths, 4 hundredths, 7 thousandths), and put a set of decimals in order?", "standards": [] }, { "id": "mt_Gag_h98jWP", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading and writing numbers to 10,000,000", "description": "Read, write, order, and compare numbers up to 10,000,000 and determine the value of each digit", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.09986320109439124, "evidence": [ "Write 4,302,561 in words", "Order four seven-digit numbers from smallest to largest", "State the value of the 7 in 7,045,200 as seven million" ], "assessmentPrompt": "Can {{name}} read and write numbers up to 10 million — like 4,302,617 — and say the value of any digit in the number?", "standards": [] }, { "id": "mt_lNGpnILM5C", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Reading Decimal Places", "description": "Identify the value of each digit in numbers given to three decimal places (e.g. in 4.378, the 7 represents 7 hundredths)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.09712722298221614, "evidence": [ "State the value of each digit in 2.635 (2 ones, 6 tenths, 3 hundredths, 5 thousandths)", "Explain the relationship between adjacent decimal places (each place is ten times smaller)", "Write a number given digit values (e.g. 4 ones, 0 tenths, 7 hundredths, 3 thousandths = 4.073)" ], "assessmentPrompt": "In the number 4.378, can {{name}} tell you that the 7 represents 7 hundredths — not 7 tenths or 7 thousandths?", "standards": [ "uk-nc-2013:Ma6/2.3g" ] }, { "id": "mt_U9sme87C32", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Decimal place value (age 11+)", "description": "Round numbers and measures to an appropriate degree of accuracy including to a specified number of decimal places or significant figures", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.08891928864569083, "evidence": [ "Round numbers to a given number of decimal places", "Round numbers to a given number of significant figures", "Choose an appropriate degree of accuracy for a given context" ], "assessmentPrompt": "Can {{name}} round a measurement like 12.3746 km to 2 decimal places (12.37 km) or 3 significant figures (12.4 km) — and explain when each level of precision is appropriate?", "standards": [ "uk-nc-2013:KS3.Maths.Num.13" ] }, { "id": "mt_PsylzZ9lHW", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Fractions on a number line", "description": "Understand and use place value for decimals, measures, and integers of any size; extend the number system to include all positive and negative integers, decimals, and fractions on a single number line", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.09712722298221614, "evidence": [ "Identify the value of any digit in numbers of any size including decimals", "Place positive and negative integers, decimals, and fractions on a number line", "Use place value to compare and order numbers across the full number system" ], "assessmentPrompt": "Can {{name}} place a mix of numbers — like 3, −2, 0.5, −1.75, and ¼ — all on the same number line, in the right order?", "standards": [ "uk-nc-2013:KS3.Maths.Num.1" ] }, { "id": "mt_uDJY0X0hgo", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Fractions on a number line (age 11+)", "description": "Order positive and negative integers, decimals, and fractions on a number line; use the symbols =, ≠, <, >, ≤, ≥ to compare values including negative numbers and mixed representations", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1053351573187414, "evidence": [ "Order a mixed set of positive and negative integers, decimals, and fractions", "Use the symbols =, ≠, <, >, ≤, ≥ correctly in mathematical statements", "Compare numbers presented in different forms such as 0.75 and 3/4" ], "assessmentPrompt": "If {{name}} is given a mixed list like 2.5, −3, ¾, 0, and −0.5, can they put them in order from least to greatest using a number line if needed?", "standards": [ "ccss-math:6.NS.7", "ccss-math:6.NS.7a", "ccss-math:6.NS.7b", "uk-nc-2013:KS3.Maths.Num.2" ] }, { "id": "mt_RWUY7_IXvw", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Numbers on a number line", "description": "Understand the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as magnitude in real-world contexts; distinguish absolute value comparisons from ordering statements", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02325581395348837, "evidence": [ "Define absolute value as distance from zero on a number line", "Calculate the absolute value of positive and negative rational numbers", "Distinguish between comparing absolute values and comparing signed numbers in real-world contexts" ], "assessmentPrompt": "Can {{name}} tell you that the absolute value of −7 is 7 — because it's 7 steps from zero on a number line regardless of direction — and use this idea to compare distances?", "standards": [ "ccss-math:6.NS.7c", "ccss-math:6.NS.7d" ] }, { "id": "mt_hCVPYlF-7Y", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Square and cube numbers", "description": "Use integer powers and associated real roots (square, cube, and higher); recognise powers of 2, 3, 4, and 5; distinguish between exact representations of roots and their decimal approximations", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.08344733242134063, "evidence": [ "Calculate squares, cubes, and higher integer powers of whole numbers", "Find square roots and cube roots of perfect squares and perfect cubes", "Recognise key powers (powers of 2 up to 2¹⁰, powers of 3 up to 3⁵, etc.) and distinguish exact roots from approximations" ], "assessmentPrompt": "Can {{name}} work out that √25 = 5 and ∛27 = 3 — knowing these are the inverse of squaring and cubing — and say whether √50 is closer to 7 or 8?", "standards": [ "ccss-math:8.EE.2", "uk-nc-2013:KS3.Maths.Num.7" ] }, { "id": "mt_VVn1IXjkzn", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Estimating by rounding", "description": "Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a < x ≤ b; understand upper and lower bounds of rounded values", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.08891928864569083, "evidence": [ "Estimate the answer to a calculation by rounding all values appropriately", "Calculate upper and lower bounds of a rounded measurement", "Express error intervals using inequality notation" ], "assessmentPrompt": "If a length is measured as 7 cm to the nearest cm, can {{name}} say the actual length could be anywhere from 6.5 cm to 7.5 cm — understanding that rounding creates a range of possible values?", "standards": [ "uk-nc-2013:KS3.Maths.Num.14" ] }, { "id": "mt_bO-njVOige", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Powers of Ten Notation", "description": "Interpret and compare numbers in standard form A × 10ⁿ where 1 ≤ A < 10 and n is an integer; convert between ordinary numbers and standard form", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.08207934336525308, "evidence": [ "Convert large and small numbers into standard form A × 10ⁿ", "Convert numbers from standard form back to ordinary notation", "Compare and order numbers given in standard form" ], "assessmentPrompt": "Can {{name}} write 3,400,000 as 3.4 × 10⁶ and convert back — understanding that standard form is a shorthand for very large or very small numbers?", "standards": [ "ccss-math:8.EE.3", "ccss-math:8.EE.4", "uk-nc-2013:KS3.Maths.Num.8" ] }, { "id": "mt_b4lbTOJYwI", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Number Representation & Place Value", "name": "Number Sets & Infinity", "description": "Appreciate the infinite nature of the sets of integers, real numbers, and rational numbers; position integers on a number line and distinguish between rational and irrational numbers", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1231190150478796, "evidence": [ "Explain that rational numbers can be written as a fraction of two integers and have terminating or repeating decimals", "Give examples of irrational numbers and explain why their decimal expansions neither terminate nor repeat", "Appreciate that between any two numbers there are infinitely many other numbers" ], "assessmentPrompt": "Can {{name}} explain that numbers like √2 and π can't be written as exact fractions — and that their decimal expansions go on forever without repeating?", "standards": [ "ccss-math:8.NS.1", "ccss-math:8.NS.2", "uk-nc-2013:KS3.Maths.Num.16" ] }, { "id": "mt_xSgAgg9Ej_", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Probability", "name": "Equally Likely Outcomes", "description": "Understand that 'equally likely' means every outcome has exactly the same chance of occurring; identify whether a given situation has equally likely outcomes (a fair coin, a fair die, a spinner with equal sections) or unequally likely outcomes (a bag with more of one colour, a spinner with unequal sections)", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Explain that a fair coin has equally likely outcomes because heads and tails each have the same chance", "Identify whether a spinner with unequal sections has equally likely outcomes or not, and explain why", "Give an example of a situation with equally likely outcomes and one without, explaining the difference" ], "assessmentPrompt": "Can {{name}} tell the difference between a fair situation — like rolling a normal die where every number has the same chance — and an unfair one, like a bag with many more of one colour than another?", "standards": [] }, { "id": "mt_iFFKZd-Vgv", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Probability", "name": "Likelihood Language", "description": "Use probability language to describe and compare the likelihood of everyday events using words such as certain, likely, even chance, unlikely, impossible", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01915184678522572, "evidence": [ "Place five everyday events (e.g. 'the sun will rise tomorrow', 'it will snow in July', 'I'll flip heads') on a scale from impossible to certain", "Use 'likely', 'unlikely', 'certain', 'impossible', and 'even chance' correctly to describe different events", "Explain why pulling a red ball from a bag of mostly red balls is 'likely' but not 'certain'" ], "assessmentPrompt": "Does {{name}} use words like \"certain,\" \"likely,\" \"unlikely,\" and \"impossible\" correctly — for example, knowing that rolling a 7 on a normal die is impossible but rolling an even number is likely?", "standards": [] }, { "id": "mt_UcGn2hjhYU", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Probability", "name": "Ordering Likelihoods", "description": "Compare the likelihood of different events and order them from least to most likely — including situations with unequal outcomes such as a bag with more of one colour than another, or a spinner with sections of different sizes — and explain reasoning using informal language", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Order four or more events from least likely to most likely and justify each placement", "Compare likelihoods when outcomes are not equally likely — e.g. 'Drawing red from a bag with 7 red and 3 blue is more likely than drawing blue'", "Explain why some events are closer to 'even chance' and others are closer to 'certain' or 'impossible'" ], "assessmentPrompt": "If a bag has 8 red counters and 2 blue ones, does {{name}} understand that picking red is much more likely than picking blue — and can they put different events in order from least to most likely?", "standards": [] }, { "id": "mt_-c4Ca_nBzX", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Probability", "name": "Probability as a Fraction", "description": "Describe the probability of simple equally-likely outcomes using unit fractions: the probability of rolling a 6 on a fair die is 1/6, flipping heads is 1/2, picking one specific colour from three equally represented colours is 1/3; place these fractional probabilities on a 0-to-1 probability scale", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03967168262653899, "evidence": [ "State that the probability of rolling a 6 on a fair die is 1/6 and explain why", "Express the probability of picking a red card from a standard deck as 26/52 or 1/2", "Write the probability of a simple event as a fraction: favourable outcomes over total outcomes" ], "assessmentPrompt": "If {{name}} flips a fair coin, do they know the probability of getting heads is 1/2 — and can they express similar simple probabilities as fractions and place them on a 0-to-1 scale?", "standards": [] }, { "id": "mt_J4j7d3iAfg", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Probability", "name": "Simple Chance Experiments", "description": "Conduct simple probability experiments — flipping a coin, rolling a die, pulling coloured counters from a bag — record results, and compare experimental outcomes with expected theoretical outcomes", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02735978112175103, "evidence": [ "Flip a coin 20 times, record heads and tails in a tally chart, and describe what they notice about the results", "Roll a die 30 times and compare how often each number came up with what they expected", "Pull counters from a bag, record results, and explain whether the outcomes matched their prediction" ], "assessmentPrompt": "Has {{name}} ever done an experiment like flipping a coin or rolling a die lots of times, recorded the results in a tally chart, and noticed any patterns in what came up?", "standards": [] }, { "id": "mt_Zt30Gxi-qp", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Probability", "name": "Calculating Simple Probability", "description": "Calculate the probability of a simple event with equally likely outcomes using the formula: probability = number of favourable outcomes ÷ total number of possible outcomes; express the result as a fraction in its simplest form; apply to rolling dice, drawing from bags, and other simple chance situations", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04924760601915185, "evidence": [ "Calculate the probability of drawing a blue marble from a bag of 3 blue and 7 red as 3/10", "Use the formula P(event) = favourable outcomes ÷ total outcomes to solve at least three different problems", "Explain why increasing the number of favourable outcomes increases the probability" ], "assessmentPrompt": "If there are 3 red and 7 blue balls in a bag, can {{name}} work out the probability of picking a red one and express it as a fraction in its simplest form?", "standards": [] }, { "id": "mt_-bMnJcPJy8", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Probability", "name": "Experimental vs Theoretical", "description": "Run repeated probability experiments and compare experimental (relative frequency) results with theoretical predictions; understand and demonstrate that as the number of trials increases, the experimental probability tends towards the theoretical probability — and that short runs can give very different results", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04240766073871409, "evidence": [ "Roll a die 60 times and compare experimental frequencies with the expected 10 per number", "Explain why experimental results don't exactly match theoretical predictions but get closer with more trials", "Predict what would happen if the experiment were repeated 600 times instead of 60" ], "assessmentPrompt": "If {{name}} flips a coin 10 times and gets 7 heads, do they understand why this doesn't mean heads is \"more likely\" — and that the more times you flip, the closer the results get to 50:50?", "standards": [] }, { "id": "mt_3fwYu7imd4", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Probability", "name": "Probabilities Sum to One", "description": "Understand that when all possible outcomes of a trial are listed, their probabilities must add up to 1; use this to find the probability of an event NOT happening: P(not A) = 1 − P(A); apply this shortcut to avoid counting all unfavourable outcomes directly", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04514363885088919, "evidence": [ "List all outcomes of spinning a 4-colour spinner and verify their probabilities add up to 1", "Calculate P(not rolling a 3) as 1 − 1/6 = 5/6 using the complement rule", "Spot an error in a probability table where the values don't sum to 1 and explain what's wrong" ], "assessmentPrompt": "If the probability of it raining tomorrow is 0.3, can {{name}} work out the probability of it NOT raining — and explain why all probabilities in a situation must add up to 1?", "standards": [] }, { "id": "mt_t0g2SlP404", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Probability", "name": "The 0-to-1 Probability Scale", "description": "Understand probability as a measure expressed as a number between 0 (impossible) and 1 (certain); place events on the probability scale; express probabilities as fractions, decimals, and percentages", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04924760601915185, "evidence": [ "Place events on a number line from 0 (impossible) to 1 (certain), expressing positions as fractions or decimals", "Explain that a probability of 0.5 means 'even chance' and connect this to the informal word 'likely'", "Convert between informal language ('very unlikely') and a numerical position on the 0-to-1 scale" ], "assessmentPrompt": "Can {{name}} write the same probability as a fraction, a decimal, and a percentage — for example, knowing that an even chance is ½, 0.5, and 50%?", "standards": [] }, { "id": "mt_XfyqXLqzpx", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Probability", "name": "Complementary events", "description": "Understand and apply the rule that probabilities of all mutually exclusive outcomes sum to one; use this to find the probability of a complementary event (P(not A) = 1 − P(A))", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1545827633378933, "evidence": [ "Verify that probabilities of all outcomes listed for a spinner sum to 1", "Calculate the probability of NOT rolling a 6 as 1 − 1/6 = 5/6", "Identify an error in a probability distribution where the values do not sum to 1" ], "assessmentPrompt": "If a spinner has three sections and one has a probability of 0.4 and another has 0.35, can {{name}} work out the probability of landing on the third section without being told?", "standards": [ "ccss-math:7.SP.5", "ccss-math:7.SP.7a", "uk-nc-2013:KS3.Maths.Prob.2" ] }, { "id": "mt_sHJqh6UUya", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Probability", "name": "Experimental probability", "description": "Record, describe, and analyse the frequency of outcomes from probability experiments to develop an understanding of relative frequency as an estimate of probability", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1518467852257182, "evidence": [ "Conduct a coin-toss experiment, record results in a frequency table, and calculate relative frequencies", "Compare experimental results with theoretical probability and explain discrepancies", "Predict that relative frequency approaches theoretical probability as the number of trials increases" ], "assessmentPrompt": "If {{name}} rolls a die 60 times and records the results, can they compare how often each number came up with what they'd expect in theory — and explain why they might not match perfectly?", "standards": [ "ccss-math:7.SP.6", "ccss-math:7.SP.7b", "uk-nc-2013:KS3.Maths.Prob.1" ] }, { "id": "mt_vmQJAtAFuy", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Probability", "name": "The Probability Scale", "description": "Understand probability as a measure on a scale from 0 (impossible) to 1 (certain); use the language of probability including likely, unlikely, certain, and impossible", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1545827633378933, "evidence": [ "Place everyday events on a 0-to-1 probability scale with justification", "Explain why a fair six-sided die gives each number a probability of 1/6", "Distinguish between equally likely outcomes (fair coin) and unequally likely outcomes (biased spinner)" ], "assessmentPrompt": "Can {{name}} explain that probability goes from 0 (impossible) to 1 (certain), place events on that scale as numbers, and tell you whether a game is fair or not?", "standards": [ "ccss-math:7.SP.5", "uk-nc-2013:KS3.Maths.Prob.1" ] }, { "id": "mt_1YwOCMMwD8", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Probability", "name": "Sets & Venn Diagrams", "description": "Enumerate sets and their unions and intersections systematically using tables, grids, and Venn diagrams to organise and count outcomes", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1545827633378933, "evidence": [ "List the elements in the union and intersection of two sets using a Venn diagram", "Use a two-way table to enumerate all possible outcomes of two combined events", "Shade regions of a Venn diagram to represent A ∪ B, A ∩ B, and A′ (complement)" ], "assessmentPrompt": "Can {{name}} use a table or Venn diagram to systematically list all the possible outcomes of two events — like rolling two dice — and use it to count favourable outcomes?", "standards": [ "ccss-math:7.SP.8b", "uk-nc-2013:KS3.Maths.Prob.3" ] }, { "id": "mt_GDtFU5fyUv", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Probability", "name": "Tree diagrams", "description": "Generate theoretical sample spaces for single and combined events using listing, tables, and tree diagrams, and calculate theoretical probabilities as the number of favourable outcomes divided by the total number of equally likely outcomes", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1573187414500684, "evidence": [ "List all 36 outcomes when rolling two dice and find P(total = 7)", "Draw a tree diagram for two successive events and multiply along branches for combined probabilities", "Calculate the probability of a combined event using a sample space diagram and simplify the fraction" ], "assessmentPrompt": "Can {{name}} draw a tree diagram to map out all possible outcomes of a two-step probability situation — like flipping a coin and then rolling a die — and calculate the probability of any particular combination?", "standards": [ "ccss-math:7.SP.8", "ccss-math:7.SP.8a", "ccss-math:7.SP.8b", "uk-nc-2013:KS3.Maths.Prob.4" ] }, { "id": "mt_eSv_w46u6H", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Probability", "name": "Venn Diagrams and Counting Outcomes", "description": "Construct and interpret Venn diagrams with two or three sets to organise and count outcomes; use systematic listing and the product rule for counting to enumerate all possible outcomes of combined events", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.1532147742818057, "evidence": [ "Draw a two-circle Venn diagram to sort 30 students by whether they like football, like cricket, or like both", "Shade the intersection A ∩ B and the union A ∪ B on a Venn diagram and explain what each region represents", "Use a completed Venn diagram to calculate P(A), P(B), P(A ∩ B), and P(A ∪ B)" ], "assessmentPrompt": "If {{name}} surveys a class about which sports they play and draws a Venn diagram to show the results, can they use it to find out how many students play both sports — and calculate the probability of picking one of those students at random?", "standards": [ "ccss-math:7.SP.8b", "uk-nc-2013:KS3.Maths.Prob.3" ] }, { "id": "mt_ePXg_XyCKU", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Bar Models for Ratios", "description": "Represent ratio and proportion problems using bar models (rectangular strips divided into equal parts labelled with quantities) and tape diagrams (segmented strips showing part-to-part and part-to-whole relationships); use these visual models to set up and solve unequal sharing, scaling, and percentage problems — drawing the diagram first, then reading off the answer", "ageRangeStart": 9, "ageRangeEnd": 12, "centrality": 0.03967168262653899, "evidence": [ "Draw a bar model to represent a ratio problem — e.g. sharing £20 in the ratio 3:2 by drawing 5 equal blocks", "Use a bar model to solve a proportion problem and explain each step", "Compare bar models with other representations (tables, double number lines) and explain when each is most useful" ], "assessmentPrompt": "If {{name}} needs to share 30 stickers between two friends in a 2:3 ratio, can they draw a bar model — splitting a strip into 5 equal boxes — and use it to work out each share without just guessing?", "standards": [] }, { "id": "mt_ESgc4YBw-a", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Percentages (age 9+)", "description": "Know and use the vocabulary of ratio and proportion — ratio, proportion, percentage, scale, equivalent, unequal, relative size, part-to-part, part-to-whole, and out of — and understand the difference between ratio (comparing parts to parts) and proportion (comparing a part to the whole)", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03967168262653899, "evidence": [ "Explain the difference between a 'ratio' and a 'proportion' using a concrete example like mixing paint", "Use 'per cent' correctly and convert between fractions, decimals, and percentages in context", "Define 'scale factor' and use it to describe how a shape has been enlarged or reduced" ], "assessmentPrompt": "If {{name}} is sharing something 3 ways and 2 ways, can they explain the difference between a ratio (like 3:2) and a proportion (like 3 out of 5) — showing they know what each word means?", "standards": [] }, { "id": "mt_PNSyfH56eQ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Calculating Percentages", "description": "Solve problems involving the calculation of percentages of amounts (e.g. 15% of 360) and the use of percentages for comparison", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1422708618331053, "evidence": [ "Calculate 15% of 360 by finding 10% and 5% and combining", "Compare two discounts given as percentages of different original prices", "Explain a strategy for finding any percentage of an amount using known percentage facts" ], "assessmentPrompt": "If a jumper originally costs £40 and is 15% off, can {{name}} work out how much the discount is and what the sale price would be?", "standards": [] }, { "id": "mt_h0gJcSuwdL", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Ratio Problems", "description": "Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08755129958960328, "evidence": [ "If the ratio of red to blue beads is 3:5 and there are 15 blue beads, find the number of red beads", "Use multiplication facts to find the missing value: 'For every 2 apples there are 5 oranges; if there are 20 oranges, how many apples?'", "Explain the multiplicative relationship between two quantities in a ratio context" ], "assessmentPrompt": "If a recipe uses 3 eggs for every 200g of flour, can {{name}} work out how many eggs would be needed for 600g of flour?", "standards": [] }, { "id": "mt_2OtRUM_0zW", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Scale and similar shapes", "description": "Solve problems involving similar shapes where the scale factor is known or can be found", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1367989056087551, "evidence": [ "Find the missing side of a similar rectangle given a scale factor of 3", "Determine the scale factor between two similar triangles from given side lengths", "Use a scale factor to enlarge or reduce a shape and verify that all sides are in the same ratio" ], "assessmentPrompt": "If {{name}} has a scale drawing where 1 cm represents 5 m, and a room measures 3.5 cm on the plan, can they work out the real length of the room?", "standards": [] }, { "id": "mt_FnUJMXPUZX", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Understanding fractions", "description": "Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08071135430916553, "evidence": [ "Share 40 sweets between two children in the ratio 3:5", "Solve: 'Tom gets twice as many as Sam and Sam gets three times as many as Jo. If there are 30 altogether, how many does each get?'", "Use fraction knowledge to explain why sharing in ratio 2:3 means one person gets 2/5 of the total" ], "assessmentPrompt": "If three friends share a bag of 24 sweets so that one person gets twice as many as each of the others, can {{name}} work out how many each person receives?", "standards": [] }, { "id": "mt_kLQOzZYrd5", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Compound Units", "description": "Use compound units such as speed (distance ÷ time), unit pricing (cost ÷ quantity), and density (mass ÷ volume); solve problems involving compound units", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.2612859097127223, "evidence": [ "Calculate average speed given distance and time, converting between km/h and m/s if needed", "Compare unit prices of two products sold in different quantities to find the better deal", "Use the density formula to find mass, volume, or density given the other two values" ], "assessmentPrompt": "If a car travels 150 miles in 2.5 hours, can {{name}} work out its average speed — and use the same idea to solve problems about price per kilogram or density of a material?", "standards": [ "ccss-math:6.RP.3b", "ccss-math:7.RP.1", "uk-nc-2013:KS3.Maths.Ratio.10" ] }, { "id": "mt_nOCPx5qw0Z", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Dividing Quantities by Ratio", "description": "Divide a given quantity into two parts in a given part:part or part:whole ratio, and express the division as a fraction of the whole", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.07934336525307797, "evidence": [ "Share £60 between two people in the ratio 2:3 by finding the value of one part", "Express the result of sharing 24 sweets as 10 and 14 in ratio form as 5:7", "Solve problems involving three-part ratios (e.g. divide 180 in the ratio 1:2:3)" ], "assessmentPrompt": "If £60 is shared between two people in the ratio 2:3, can {{name}} work out how much each person gets?", "standards": [ "ccss-math:6.RP.3", "uk-nc-2013:KS3.Maths.Ratio.5" ] }, { "id": "mt_xAf2bu9wYK", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "One Quantity as a Fraction", "description": "Express one quantity as a fraction of another where the result may be less than 1 or greater than 1, and interpret the meaning in context", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1436388508891929, "evidence": [ "Express 45 minutes as a fraction of 2 hours (= 3/8)", "Express a larger quantity as a fraction of a smaller one and explain why the result exceeds 1", "Simplify the resulting fraction and interpret its meaning in the original context" ], "assessmentPrompt": "If there are 15 boys and 20 girls in a class, can {{name}} express the number of boys as a fraction of the whole class and say whether that fraction is less than or greater than a half?", "standards": [ "ccss-math:6.RP.1", "uk-nc-2013:KS3.Maths.Ratio.3" ] }, { "id": "mt_ALUrJpY0cZ", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Percentages as Fractions", "description": "Define percentage as 'number of parts per hundred'; interpret percentages and percentage changes as a fraction or a decimal; express one quantity as a percentage of another; compare quantities using percentages; work with percentages greater than 100%", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1313269493844049, "evidence": [ "Convert fluently between percentages, fractions, and decimals", "Express one quantity as a percentage of another", "Calculate percentage increases and decreases and interpret percentages greater than 100%" ], "assessmentPrompt": "If a shop says a TV is 130% of its original price, does {{name}} understand what that means — and can they work out the new price from the original?", "standards": [ "ccss-math:6.RP.3c", "uk-nc-2013:KS3.Maths.Num.10" ] }, { "id": "mt_ATYLKt0je-", "type": "LANGUAGE", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Proportional Reasoning Vocabulary", "description": "Know and use advanced vocabulary of multiplicative reasoning — direct proportion, inverse proportion, ratio, rate, unit rate, compound unit, scale factor — accurately in problem-solving contexts", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.03556771545827633, "evidence": [ "Distinguish between 'direct proportion' and 'inverse proportion' with real-world examples", "Use 'rate', 'speed', and 'density' correctly and explain what units they are measured in", "Calculate using compound measures — e.g. work out the speed of a car that travels 120 miles in 2 hours" ], "assessmentPrompt": "If {{name}} is solving a problem about speed or density, can they explain what 'compound unit' means and tell the difference between direct proportion (more of one means more of the other) and inverse proportion (more of one means less of the other)?", "standards": [] }, { "id": "mt_FspV_imUGK", "type": "REPRESENTATIONAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Proportion Graphs", "description": "Represent proportional relationships using double number lines (two parallel number lines aligned at 0) and ratio tables; recognise that equivalent ratios generate straight lines through the origin when graphed", "ageRangeStart": 11, "ageRangeEnd": 14, "centrality": 0.01504787961696306, "evidence": [ "Plot pairs of proportional values on a coordinate grid and draw the straight line through the origin", "Explain why a directly proportional relationship always passes through (0,0)", "Read a proportion graph to find an unknown value — e.g. 'If 3 kg costs £6, how much does 5 kg cost?'" ], "assessmentPrompt": "If {{name}} is comparing the cost of buying different numbers of cinema tickets, can they sketch a proportion graph — a straight line through zero — and use it to read off the cost of any number of tickets without recalculating each time?", "standards": [] }, { "id": "mt_XWSGuFW7It", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Ratio Notation", "description": "Use ratio notation to describe the relationship between two or more quantities, simplify ratios to their simplest form, and convert between ratio and fraction representations", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.08207934336525308, "evidence": [ "Write a ratio from a word problem and simplify it (e.g. 12:8 = 3:2)", "Convert a ratio to equivalent fractions of a whole (e.g. 3:2 means 3/5 and 2/5)", "Simplify ratios involving decimals or fractions by finding a common multiplier" ], "assessmentPrompt": "If a smoothie recipe uses orange juice and mango juice in the ratio 3:2, can {{name}} simplify that ratio, express it as a fraction, and work out how much of each is needed for a given total amount?", "standards": [ "ccss-math:6.RP.1", "uk-nc-2013:KS3.Maths.Ratio.4" ] }, { "id": "mt_1badik7iKJ", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Scale and similar shapes (age 11+)", "description": "Use scale factors to interpret and create scale diagrams and maps, calculating real-life distances from map measurements and vice versa", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.1723666210670315, "evidence": [ "Calculate a real-life distance from a map measurement using a given scale (e.g. 1:25,000)", "Draw a scale diagram of a room using a chosen scale factor", "Convert between map distance and actual distance in problems involving different units" ], "assessmentPrompt": "If {{name}} looks at a map where 1 cm = 50 km, can they work out the real distance between two cities that are 4.5 cm apart on the map?", "standards": [ "ccss-math:7.RP.2b", "uk-nc-2013:KS3.Maths.Ratio.2" ] }, { "id": "mt_tpT9brpI6D", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Unit Conversions", "description": "Convert freely between related standard units of measurement (time, length, area, volume/capacity, mass) using decimal notation to up to three decimal places where appropriate", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1039671682626539, "evidence": [ "Convert between area units such as cm² and m² using the square of the linear scale factor", "Perform multi-step conversions (e.g. convert 2.5 hours to seconds via minutes)", "Convert volume units such as cm³ to litres and explain the relationship" ], "assessmentPrompt": "Can {{name}} convert between units confidently — for example, changing kilometres to metres, kilograms to grams, or hours and minutes to just minutes — including multi-step problems?", "standards": [ "ccss-math:6.RP.3d", "uk-nc-2013:KS3.Maths.Ratio.1" ] }, { "id": "mt_iEXqN48w3x", "type": "PROCEDURAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Percentages (age 12+)", "description": "Solve problems involving percentage increase, percentage decrease, finding the original value after a percentage change, and calculating simple interest", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1354309165526676, "evidence": [ "Calculate a 15% increase on £240 using a decimal multiplier (× 1.15)", "Find the original price before a 20% discount resulted in a sale price of £64", "Calculate simple interest on £500 at 3% per annum for 4 years" ], "assessmentPrompt": "If a bike originally costs £250 and its price goes up by 8%, can {{name}} work out the new price — and if a savings account earns 3% simple interest per year, how much interest would £500 earn in 4 years?", "standards": [ "ccss-math:7.RP.3", "uk-nc-2013:KS3.Maths.Ratio.8" ] }, { "id": "mt_5mIcmKRCgA", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Proportion", "description": "Recognise and solve problems involving direct proportion (as one quantity increases, the other increases at a constant rate) and inverse proportion (as one increases, the other decreases), including graphical and algebraic representations", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2366621067031464, "evidence": [ "Identify whether a real-world relationship is direct or inverse proportion and justify the choice", "Set up and solve a direct-proportion equation (e.g. if 4 pens cost £6, find the cost of 10)", "Sketch graphs showing direct proportion (straight line through origin) and inverse proportion (curve)" ], "assessmentPrompt": "Does {{name}} understand the difference between quantities that grow together at the same rate (direct proportion) and ones where one goes up as the other goes down — like more workers meaning fewer days to finish a job (inverse proportion)?", "standards": [ "ccss-math:7.RP.2", "ccss-math:7.RP.2d", "uk-nc-2013:KS3.Maths.Ratio.9" ] }, { "id": "mt_yK51ZnKA8m", "type": "CONCEPTUAL", "subject": "Mathematics", "domain": "Ratio & Proportion", "name": "Ratio Notation and Relationships", "description": "Understand that a multiplicative relationship between two quantities can be expressed as a ratio; use ratio notation; simplify ratios", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2352941176470588, "evidence": [ "Explain why 'for every 2 red beads there are 5 blue beads' can be written as 2:5 or as 2/5 of the blue count", "Identify the multiplicative relationship in a table of values (e.g. y is always 3 times x)", "Connect the ratio a:b to the fraction a/b and to the linear function y = (a/b)x" ], "assessmentPrompt": "Can {{name}} explain why a ratio like 3:4 is really the same as the fraction ¾ — and show how that relationship connects to a straight-line graph through the origin?", "standards": [ "ccss-math:7.RP.2", "ccss-math:7.RP.2a", "ccss-math:7.RP.2c", "uk-nc-2013:KS3.Maths.Ratio.6", "uk-nc-2013:KS3.Maths.Ratio.7" ] }, { "id": "mt_kvrvpQris4", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Expressing Feelings with Words", "description": "Express their own feelings appropriately using words rather than actions — saying 'I feel angry because...' instead of hitting, shouting, or withdrawing", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.07797537619699042, "evidence": [ "Use an 'I feel ___ when ___' statement during a disagreement", "Choose to tell an adult how they feel instead of acting out physically", "Describe their feelings about a difficult situation using at least two emotion words" ], "assessmentPrompt": "When {{name}} is frustrated — say a sibling takes their toy — do they use words to say how they feel rather than snatching it back or crying?", "standards": [ "ib-pyp-pspe:PSPE.INT.P1.LO.4" ] }, { "id": "mt_ggcamLzXAy", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Feelings Change and Differ", "description": "Understand that everyone has feelings, that feelings change throughout the day, and that the same event can make different people feel different things", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1108071135430917, "evidence": [ "Give an example of a time their feelings changed during a single day", "Explain why two children might feel differently about the same event", "Recognise that feelings are temporary and can change" ], "assessmentPrompt": "If you and {{name}} watch the same film and you find it funny but {{name}} finds it scary, can they understand why you both felt differently?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P1-3" ] }, { "id": "mt_LhkP_KKIRS", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Naming Basic Emotions", "description": "Name and recognise basic emotions — happy, sad, angry, scared, excited, and surprised — in themselves and in others by looking at facial expressions and body language", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1381668946648427, "evidence": [ "Label at least five basic emotions from pictures or real situations", "Match facial expressions to emotion words in a sorting activity", "Say 'I feel ___' using a correct emotion word when asked about their own day" ], "assessmentPrompt": "If {{name}} sees a friend crying at a birthday party, can they tell you what that friend might be feeling and name the emotion?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P1-5", "ib-pyp-pspe:PSPE-ID-LO-P1-6" ] }, { "id": "mt_9Y5-GjF2B0", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Triggers and Causes of Feelings", "description": "Understand that feelings have causes — something happens (a trigger) and that makes us feel a certain way — and begin to identify what triggers their own emotions", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.08755129958960328, "evidence": [ "Describe a trigger for at least three different emotions from their own experience", "Complete 'I felt ___ because ___' sentences accurately", "Identify what made a character in a story feel a particular way" ], "assessmentPrompt": "When {{name}} gets upset about something at school, can they explain to you what happened that made them feel that way?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-3", "ib-pyp-pspe:PSPE-ID-LO-P2-4" ] }, { "id": "mt_MOY_2Cqalz", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Emotion Vocabulary", "description": "Use a wider vocabulary of emotion words beyond the basics — including frustrated, worried, anxious, embarrassed, jealous, proud, disappointed, grateful, and lonely — and distinguish between similar emotions", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.0506155950752394, "evidence": [ "Use at least five emotion words beyond the basic six in everyday conversation", "Explain the difference between two similar emotions such as angry and frustrated", "Choose a precise emotion word that fits a described scenario" ], "assessmentPrompt": "If {{name}} doesn't get invited to a classmate's party, can they describe whether they feel disappointed, jealous, lonely, or a mix — rather than just saying 'sad'?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-3" ] }, { "id": "mt_E5ju6kQSu3", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Hidden and Masked Feelings", "description": "Recognise that people sometimes hide or mask their true feelings — smiling when they're actually sad, or saying 'I'm fine' when they're not — and understand why someone might do this", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01504787961696306, "evidence": [ "Give an example of a time someone might hide their feelings and explain why", "Identify mismatches between someone's words and their body language", "Explain that hiding feelings is common but that it's usually better to share with someone trusted" ], "assessmentPrompt": "If a friend at school says 'I'm fine' but looks upset and is being very quiet, can {{name}} recognise that the friend might not actually be fine?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P3-8" ] }, { "id": "mt_Ytd8XC3eQr", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "How Emotions Feel in Your Body", "description": "Understand the connection between emotions and the body — recognising physical signals like butterflies in the stomach (nervous), clenched fists (angry), racing heart (scared or excited), and tight shoulders (stressed)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "Name at least three body sensations and match them to the emotions they signal", "Notice a physical feeling in their own body and identify the emotion behind it", "Explain why the body reacts physically when we have strong emotions" ], "assessmentPrompt": "Before a school performance or sports day, can {{name}} notice and tell you about the physical feelings in their body — like butterflies in their tummy — and connect them to being nervous or excited?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P2-3" ] }, { "id": "mt_rymBfJmvFl", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Mild to Strong Emotions", "description": "Understand that emotions come in different intensities — from mild to strong — and that the same emotion can feel very different depending on how intense it is (e.g., annoyed → angry → furious, or nervous → anxious → panicked)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Place three related emotion words in order from mild to strong", "Rate their own emotion on a simple scale (e.g., 1-5) in a real situation", "Explain why recognising intensity matters for choosing how to respond" ], "assessmentPrompt": "Can {{name}} tell the difference between being a bit annoyed about losing a game and being truly furious — and explain that they're different levels of the same feeling?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-10" ] }, { "id": "mt_nIl1kKZHsk", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Culture and Experience Shape Emotions", "description": "Understand that emotional responses are shaped by personal experiences, culture, and context — the same situation triggers different emotions in different people because of their backgrounds and past experiences", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Explain why two people might have very different emotional reactions to the same event", "Give an example of how a past experience shaped someone's emotional response", "Describe how cultural background might influence what makes someone feel proud or embarrassed" ], "assessmentPrompt": "If one child in {{name}}'s class gets very scared during a thunderstorm while others think it's exciting, can {{name}} understand that the scared child might have had a frightening experience with storms before?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P3-1" ] }, { "id": "mt_cEQqskOaoo", "type": "META", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Emotional Patterns Over Time", "description": "Reflect on their own emotional patterns over time — noticing recurring triggers, understanding their typical responses, and recognising how their emotional awareness has grown", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1244870041039672, "evidence": [ "Identify a recurring emotional trigger and their typical response to it", "Describe how their emotional understanding has changed compared to when they were younger", "Set a personal goal related to emotional awareness, such as noticing when stress is building" ], "assessmentPrompt": "Can {{name}} tell you something like 'I always get stressed before tests but I've learned that's normal for me' — showing they understand their own emotional patterns?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P3-5" ] }, { "id": "mt_KA5j5OeGvw", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Emotions and Decision-Making", "description": "Understand how emotions influence thinking and decision-making — that strong feelings can cloud judgement, that we often make different choices when calm versus when upset, and that recognising this gives us more control", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.08481532147742818, "evidence": [ "Give an example of a time a strong emotion led them or someone else to a poor decision", "Explain the idea of 'cooling off' before making an important choice", "Describe how the same situation looks different when you're calm versus upset" ], "assessmentPrompt": "If {{name}} sends an angry message to a friend during an argument and later regrets it, can they explain how their anger affected their decision and what they might do differently next time?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P3-3" ] }, { "id": "mt_dlm3NspUyy", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Mixed and Conflicting Emotions", "description": "Understand that people can experience mixed or conflicting emotions at the same time — feeling excited and nervous about starting a new school, or happy for a friend who won but disappointed for yourself", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Describe a personal situation where they felt two emotions simultaneously", "Explain why mixed feelings are normal and not something to worry about", "Identify mixed emotions in a character from a book or film" ], "assessmentPrompt": "When {{name}}'s best friend gets picked for the team and they don't, can {{name}} explain that they feel happy for their friend AND disappointed for themselves at the same time?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P4-5" ] }, { "id": "mt_gf4RUcACLg", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Brain Science of Emotions", "description": "Understand how the amygdala triggers emotional responses and how the prefrontal cortex (still developing in adolescence) regulates them; explain why stress hormones (cortisol, adrenaline) affect thinking and memory; understand that the adolescent brain's dopamine system makes feelings more intense; distinguish between emotion regulation (managing feelings effectively) and emotion suppression (pushing feelings down, which is counterproductive); introduce cognitive reappraisal as a research-backed technique for changing how we interpret a situation", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.08618331053351573, "evidence": [], "assessmentPrompt": "Can {{name}} explain, in basic terms, why teenagers tend to feel emotions more intensely than adults — what's happening in the developing brain that makes feelings so powerful during adolescence, and what's the difference between managing a feeling and suppressing it?", "standards": [] }, { "id": "mt_p-8Hlf6_9k", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Identity and Belonging in Adolescence", "description": "Understand that adolescence involves active construction of identity, leading to emotional complexity around questions of 'who am I?'; explore the emotional dynamics of belonging to multiple groups simultaneously (family, peer group, cultural or religious identity); understand social comparison and its intensification through social media; recognise that identity is not fixed and that uncertainty about identity is normal, not a sign of failure; develop language for navigating emotions tied to group membership and personal values", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.09439124487004104, "evidence": [], "assessmentPrompt": "If {{name}} goes through a phase of feeling unsure about who they are or where they belong, can they explain why this kind of uncertainty is a completely normal and even necessary part of adolescence — not a sign that something is wrong?", "standards": [] }, { "id": "mt_mydcMoa8gN", "type": "META", "subject": "Personal & Social Development", "domain": "Emotional Literacy", "name": "Emotional Intelligence", "description": "Introduce Goleman's emotional intelligence model (self-awareness, self-regulation, motivation, empathy, social skills); develop vocabulary for complex emotional states (ambivalence, ennui, schadenfreude, awe, nostalgia, cognitive dissonance); understand the evidence linking emotional intelligence to wellbeing, relationship quality, and long-term life outcomes; reflect on personal emotional growth over the secondary school years; explore the relationship between emotional literacy and mental health, and know when to seek professional support", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1313269493844049, "evidence": [], "assessmentPrompt": "Can {{name}} describe a real situation where being aware of their own emotions — knowing what they were feeling and why — helped them handle a difficult moment better than if they had just reacted automatically?", "standards": [] }, { "id": "mt_lAvS72LOUO", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Everyday Kindness and Care", "description": "Show kindness and care towards others in simple everyday ways — comforting a friend who is upset, helping someone who has dropped their things, sharing without being asked, and saying kind words", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01915184678522572, "evidence": [ "Spontaneously offer comfort to someone who is visibly upset", "Help another person with a practical task without being asked", "Use kind words to encourage or cheer up someone who is struggling" ], "assessmentPrompt": "If a younger child at school falls over in the playground, does {{name}} go over to help or comfort them without being told to by an adult?", "standards": [] }, { "id": "mt_wzUzVEBqJb", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Other People's Feelings and Thoughts", "description": "Understand that other people have their own feelings and thoughts, and that these might be different from your own — a foundational awareness that not everyone sees or feels things the same way", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03967168262653899, "evidence": [ "State that other people can feel differently about the same thing", "Give an example of a time someone felt differently from them about the same situation", "Accept another child's feeling as valid even when it differs from their own" ], "assessmentPrompt": "If {{name}} loves dogs but their friend is scared of dogs, can {{name}} understand that their friend's fear is real even though they don't feel it themselves?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P1-6" ] }, { "id": "mt_OJVkWvIaM_", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Similarities & Differences", "description": "Notice and appreciate ways that people are similar to and different from each other — including appearance, family structures, languages spoken, foods eaten, and celebrations observed — and understand that differences make communities interesting", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01778385772913817, "evidence": [ "Name several ways people in their class or community are different from each other", "Describe at least one thing they have learned from someone who is different from them", "Express a positive attitude about differences rather than judging them" ], "assessmentPrompt": "Can {{name}} talk positively about how families in their class are different — some have two mums, some speak another language at home, some celebrate different holidays — and see this as interesting rather than strange?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P1-5", "ib-pyp-pspe:PSPE-ID-LO-P1-4" ] }, { "id": "mt_wRlf0g2MbB", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Vocabulary: understanding others", "description": "Know and use the key vocabulary for understanding others — empathy, perspective, kind, fair, community, similar, different, and care — and understand that these words describe real habits of thinking and feeling", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.04103967168262654, "evidence": [ "Use the word 'empathy' correctly and distinguish it from 'sympathy' — e.g. 'Empathy means I try to feel what they feel'", "Explain what 'perspective' and 'point of view' mean and demonstrate by describing how two people might see the same event differently", "Use words like 'community', 'belonging', and 'inclusion' accurately when talking about their school or neighbourhood" ], "assessmentPrompt": "When {{name}} sees someone who seems sad or left out, can they describe what that person might be feeling using words like 'empathy' or 'perspective' — showing they're thinking about the other person, not just themselves?", "standards": [] }, { "id": "mt_S7UTAhptLi", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Different Lives and Experiences", "description": "Understand that people's lives and experiences can be very different from their own — that some children face challenges like disability, poverty, family difficulties, or being new to a country — and develop compassion rather than judgement", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02462380300957592, "evidence": [ "Describe at least two ways another child's life experience might differ significantly from their own", "Explain why it's important not to judge someone based on their circumstances", "Suggest a kind action they could take to help someone facing a difficult situation" ], "assessmentPrompt": "If a new child joins {{name}}'s class who doesn't speak much English or whose family situation is very different, does {{name}} show understanding and try to include them rather than avoiding them?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-1" ] }, { "id": "mt_mDp-1vlL3R", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Fairness, Equality and Equity", "description": "Understand what fairness means and why it matters — recognising that fair doesn't always mean equal (everyone getting the same) but can mean equitable (everyone getting what they need), and applying this understanding in group situations", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01367989056087551, "evidence": [ "Explain the difference between treating everyone the same and treating everyone fairly", "Give an example of a situation where equal treatment wouldn't be fair", "Apply fairness thinking when sharing resources or making group decisions" ], "assessmentPrompt": "If a child with a broken arm gets extra time to finish a task at school, can {{name}} explain why that's fair even though other children don't get extra time?", "standards": [ "ib-pyp-pspe:PSPE.INT.P2.CU.2" ] }, { "id": "mt_9NQEiYLQA3", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Seeing Someone Else's Point of View", "description": "Practise perspective-taking by imagining how someone else might feel in a given situation — using prompts like 'How would you feel if that happened to you?' and applying this when reading stories or during real interactions", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04240766073871409, "evidence": [ "Describe how a character in a story feels and give reasons based on the plot", "Predict how another child would feel in a described scenario", "Use perspective-taking during a real disagreement to understand the other person's view" ], "assessmentPrompt": "When reading a story together, can {{name}} pause and explain how a character might be feeling and why — putting themselves in the character's shoes?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P2-2", "ib-pyp-pspe:PSPE-ID-LO-P2-8" ] }, { "id": "mt_a6AYrbb7x4", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Vocabulary: social awareness", "description": "Know and use the vocabulary of social awareness — including stereotype, prejudice, discrimination, equality, equity, bias, compassion, and fairness — and understand what distinguishes these closely related concepts", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Explain what 'stereotype' and 'prejudice' mean and give an example of each from everyday life", "Use words like 'equality', 'equity', and 'bias' correctly when discussing a scenario — e.g. 'That's not equity because not everyone got what they needed'", "Identify an example of discrimination in a story or news article and explain why it is unfair using the correct vocabulary" ], "assessmentPrompt": "If {{name}} hears a classmate say something that groups all people of a certain background together, can they explain why that's a stereotype and how it differs from a fact about an individual person?", "standards": [] }, { "id": "mt_HFN1pGASpZ", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Prejudice and Discrimination", "description": "Understand the impact of prejudice and discrimination on individuals and communities — that treating people unfairly because of their identity causes real harm — and recognise their own responsibility to stand against it", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03283173734610123, "evidence": [ "Define prejudice and discrimination in their own words with examples", "Describe the emotional and social impact of discrimination on the person experiencing it", "Identify at least one action they can personally take to challenge unfair treatment" ], "assessmentPrompt": "If {{name}} sees someone at school being excluded or teased because of their race, religion, or disability, can they explain why that's wrong and describe what they could do about it?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P4-8" ] }, { "id": "mt_cOknxrYhwL", "type": "META", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Questioning Your Own Biases", "description": "Reflect on their own assumptions and biases — recognising that everyone carries unconscious assumptions about others, and that actively questioning these assumptions is an ongoing practice that leads to greater fairness and empathy", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.07113543091655267, "evidence": [ "Describe a time they made an assumption about someone that turned out to be wrong", "Explain what unconscious bias means in simple terms", "Describe a strategy for checking their own assumptions, such as asking questions before judging" ], "assessmentPrompt": "Can {{name}} catch themselves making an assumption about someone — like assuming a quiet child is unfriendly — and then question whether that assumption is fair?", "standards": [] }, { "id": "mt_2oswCNuapH", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Stereotypes and Individual Differences", "description": "Recognise stereotypes — oversimplified beliefs about groups of people based on gender, race, age, or other characteristics — and understand that stereotypes are unfair because they ignore individual differences", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "Define what a stereotype is in their own words", "Identify a common stereotype and explain why it is inaccurate", "Challenge a stereotype they encounter by giving a counter-example" ], "assessmentPrompt": "If someone says 'boys don't cry' or 'girls aren't good at maths', can {{name}} explain why those statements are unfair stereotypes that don't apply to everyone?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P4-3", "ib-pyp-pspe:PSPE-ID-LO-P4-6" ] }, { "id": "mt_DkzsZdyaL2", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "The world contains many cultures, traditions", "description": "Understand that the world contains many cultures, traditions, and belief systems, and that learning about others' perspectives enriches our own understanding — developing genuine curiosity about and respect for cultural diversity", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Describe a cultural practice different from their own and explain what they find interesting about it", "Ask respectful questions to learn about someone else's traditions or beliefs", "Explain why understanding different cultures makes communities stronger" ], "assessmentPrompt": "Does {{name}} show genuine interest when learning about how families from different cultures celebrate, eat, or worship — asking questions respectfully rather than dismissing things that are unfamiliar?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P3-7", "ib-pyp-pspe:PSPE.INT.P3.CU.3" ] }, { "id": "mt_oqvJJKCJXw", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Systemic Inequality and Allyship", "description": "Move beyond 'treating everyone the same' to understand that structural advantages and disadvantages exist regardless of individual effort or intention; explore concrete examples of systemic inequality (educational attainment gaps, gender pay gap, representation in leadership); distinguish between individual prejudice and structural discrimination; understand intersectionality — how multiple aspects of identity interact; develop informed compassion rooted in evidence rather than pity; explore what being a genuine ally means in practice", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02735978112175103, "evidence": [], "assessmentPrompt": "Can {{name}} explain the difference between treating everyone 'the same' and actually making things fair — and give a real example of a structural barrier that means two people starting in different positions face unequal opportunities even if they try equally hard?", "standards": [] }, { "id": "mt_VA126P6Wp5", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Sympathy Versus Empathy", "description": "Distinguish sympathy ('I feel sorry for you') from empathy ('I understand what you're experiencing'); develop active listening skills: reflecting, paraphrasing, asking open questions, resisting the urge to problem-solve too quickly; understand empathic curiosity as genuine interest in another person's inner world; practise being present for someone in distress without trying to fix or minimise their experience; understand vicarious trauma and compassion fatigue, and how empathetic people can protect their own wellbeing while staying present for others", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.06839945280437756, "evidence": [], "assessmentPrompt": "When a friend is going through something really difficult, can {{name}} describe what makes a listener genuinely helpful — and explain the difference between empathy and sympathy, using an example of something that sounds supportive but actually isn't?", "standards": [] }, { "id": "mt_5XLhiqmocP", "type": "META", "subject": "Personal & Social Development", "domain": "Empathy & Social Awareness", "name": "Global Citizenship", "description": "Understand what it means to be a citizen in an interconnected world where decisions in one place affect people elsewhere; explore global issues (climate justice, forced migration, global health, poverty) through an empathy lens, distinguishing facts from value judgements; engage with the ethical tension between obligations to those close to us and obligations to distant strangers; introduce evidence-based giving and effective altruism as one framework for thinking about global responsibility; develop a personal, reasoned stance on global citizenship that acknowledges complexity", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.06976744186046512, "evidence": [], "assessmentPrompt": "When {{name}} reads about a crisis happening in another country, can they describe how they think about their own responsibility — and name one practical thing young people can genuinely do about large-scale problems rather than just feeling helpless?", "standards": [] }, { "id": "mt_PdYlsA33jB", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Asking for Help", "description": "Ask for help when they need it — from a friend, teacher, or family member — and understand that asking for help is a sign of strength, not weakness", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01094391244870041, "evidence": [ "Approach an appropriate person and ask for help clearly", "Identify who to go to for different kinds of help (academic, emotional, practical)", "Explain why asking for help is sensible rather than something to be embarrassed about" ], "assessmentPrompt": "If {{name}} is stuck on something at school or feeling worried about something, will they ask a teacher or friend for help rather than struggling in silence?", "standards": [ "ib-pyp-pspe:PSPE.INT.P1.LO.7" ] }, { "id": "mt_YbX3LD0Eca", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Listening to Others", "description": "Listen to others when they are speaking — looking at the speaker, waiting until they finish, and showing they have heard by responding to what was said rather than just talking about their own ideas", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02188782489740082, "evidence": [ "Face the speaker and maintain attention while someone else is talking", "Wait until the other person has finished before responding", "Respond to what was actually said rather than changing the subject to their own idea" ], "assessmentPrompt": "When a friend is telling {{name}} about their weekend, does {{name}} actually listen and ask questions about it — rather than immediately jumping in to talk about their own weekend?", "standards": [ "ib-pyp-pspe:PSPE.INT.P1.LO.3" ] }, { "id": "mt_HBcvu0UxYe", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Makes someone a good friend", "description": "Understand what makes someone a good friend — being kind, honest, reliable, and including others — and recognise behaviours that are not friendly, such as being bossy, leaving people out, or saying mean things", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01641586867305062, "evidence": [ "List at least four qualities of a good friend", "Identify unfriendly behaviour in a story or real situation", "Reflect on a time they were a good friend and explain what they did" ], "assessmentPrompt": "Can {{name}} describe what makes a good friend and recognise when someone — including themselves — isn't being a good friend?", "standards": [ "ib-pyp-pspe:PSPE.INT.P1.CU.4" ] }, { "id": "mt_FwI7q7DSIx", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Taking Turns and Sharing", "description": "Take turns, share materials, and play cooperatively with others — understanding that group activities work better when everyone gets a fair go and that waiting for your turn is part of being a good friend", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01231190150478796, "evidence": [ "Take turns in a game or group activity without needing adult reminders", "Share materials willingly during a shared task or playtime", "Explain why taking turns makes games and group work more fun for everyone" ], "assessmentPrompt": "When {{name}} is playing a board game with friends or siblings, can they wait for their turn and share the pieces without grabbing or getting upset?", "standards": [ "ib-pyp-pspe:PSPE.INT.P1.CU.2", "ib-pyp-pspe:PSPE.INT.P1.LO.2" ] }, { "id": "mt_NS5t-Jzlh8", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Vocabulary: working with others", "description": "Know and use the vocabulary of working with others — cooperate, share, take turns, team, listen, agree, disagree respectfully, and include — and understand that these words describe habits that friendships and group work depend on", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.02325581395348837, "evidence": [ "Use 'cooperate' and 'compromise' correctly — e.g. 'We cooperated by taking turns choosing the game'", "Explain what 'active listening' means and demonstrate it: facing the speaker, not interrupting, responding to what was said", "Use 'share', 'take turns', and 'include' to describe how they work with others in a group activity" ], "assessmentPrompt": "When {{name}} is working on something with a friend or sibling, can they use words like 'cooperate' or 'take turns' to describe what they're doing — and actually practise those things?", "standards": [] }, { "id": "mt_Ag9NSWJu-X", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Communication Vocabulary", "description": "Know and use the vocabulary of healthy communication and conflict — assertive, passive, aggressive, compromise, conflict, resolution, mediate, bystander, upstander, and peer pressure — and understand the difference between these contrasting approaches", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.01778385772913817, "evidence": [ "Use 'assertive' correctly and distinguish it from 'aggressive' — e.g. 'Being assertive means saying what I need calmly'", "Explain what 'conflict resolution' means and describe one strategy such as using 'I feel...' statements", "Use words like 'negotiate', 'boundary', and 'respect' accurately in a discussion about friendships" ], "assessmentPrompt": "If {{name}} and a friend have a disagreement, can they describe it using words like 'conflict' or 'compromise' — and explain how assertive communication is different from aggressive or passive behaviour?", "standards": [] }, { "id": "mt_X7Tu94-a2m", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Friendships change over time", "description": "Understand that friendships change over time — that it's normal for friends to drift apart or for new friendships to form — and develop strategies for making new friends and handling friendship changes without feeling like something is wrong with them", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Explain that friendships changing is normal and doesn't mean something is wrong", "Describe a strategy for making new friends, such as joining a club or inviting someone to play", "Talk about a friendship that changed and how they handled it" ], "assessmentPrompt": "If {{name}}'s best friend starts spending more time with someone else, can they handle it without falling apart — understanding that friendships shift and they can make new friends too?", "standards": [] }, { "id": "mt_iWGnyUyN2j", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Resolving Disagreements with Friends", "description": "Resolve simple disagreements with peers by talking it through — explaining how they feel, listening to the other person's side, and finding a compromise or solution that both can accept", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03419972640218878, "evidence": [ "Explain their own point of view calmly during a disagreement", "Listen to the other person's perspective without interrupting", "Suggest a compromise or solution that addresses both sides" ], "assessmentPrompt": "If {{name}} and a friend disagree about which game to play at break time, can they talk it through and find a compromise — rather than one person always getting their way or the argument escalating?", "standards": [ "ib-pyp-pspe:PSPE.INT.P2.LO.9" ] }, { "id": "mt_w4nSIDhIgC", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Roles in a Group", "description": "Understand different roles people play in groups — leader, supporter, mediator, idea-generator — and recognise that effective groups need a mix of roles, not everyone trying to be the leader", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01778385772913817, "evidence": [ "Name at least three different roles people can play in a group", "Identify their own preferred role and describe its strengths", "Explain why groups work better when different people take different roles" ], "assessmentPrompt": "In a group project, can {{name}} recognise that they don't always have to be in charge — and that sometimes the group works better when they support someone else's idea rather than pushing their own?", "standards": [ "ib-pyp-pspe:PSPE.INT.P2.LO.5", "ib-pyp-pspe:PSPE.INT.P2.LO.6" ] }, { "id": "mt_QxsoqVUt6u", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Working Well in a Group", "description": "Work effectively as part of a small group — contributing their own ideas, listening to others' ideas, taking on a fair share of the work, and supporting the group to reach a shared goal", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Contribute at least one idea during a group discussion", "Listen to and build on another group member's idea", "Complete their assigned part of a group task on time" ], "assessmentPrompt": "When {{name}} has to do a group project at school, do they pull their weight — sharing ideas and doing their part — rather than sitting back or trying to take over?", "standards": [ "ib-pyp-pspe:PSPE.INT.P2.CU.1", "ib-pyp-pspe:PSPE.INT.P2.LO.3" ] }, { "id": "mt_rqLMfiw61L", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Assertive Communication", "description": "Use assertive communication — expressing needs, opinions, and boundaries clearly and respectfully without being aggressive (pushy/demanding) or passive (giving in/staying silent) — including saying no when something doesn't feel right", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04787961696306429, "evidence": [ "Explain the difference between assertive, aggressive, and passive responses", "Role-play saying no in a peer pressure scenario", "Express a personal boundary clearly and respectfully in a real situation" ], "assessmentPrompt": "If friends want {{name}} to do something they're uncomfortable with — like excluding another child or breaking a rule — can {{name}} say 'I don't want to do that' firmly but politely?", "standards": [ "ib-pyp-pspe:PSPE.INT.P2.LO.8" ] }, { "id": "mt_33zncDHC3N", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Giving and Receiving Feedback", "description": "Give and receive constructive feedback — telling someone what they did well and what could be improved in a way that is helpful rather than hurtful, and receiving feedback about their own work without becoming defensive", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.07113543091655267, "evidence": [ "Give feedback that includes both a specific positive point and a constructive suggestion", "Receive feedback about their own work without getting upset or dismissive", "Explain why constructive feedback helps people improve" ], "assessmentPrompt": "If {{name}} reviews a classmate's story and finds mistakes, can they give feedback that's helpful — like 'I loved this part, and this bit could be clearer' — rather than just saying 'it's wrong'?", "standards": [ "ib-pyp-pspe:PSPE.INT.P3.LO.8" ] }, { "id": "mt_AbnwmKD8oe", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Helping Others Resolve Conflicts", "description": "Mediate conflicts between others — helping two friends who are arguing by listening to both sides, helping them see each other's perspective, and guiding them toward a fair resolution", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03556771545827633, "evidence": [ "Listen to both sides of a conflict without taking sides initially", "Help each person articulate their perspective to the other", "Suggest a fair resolution or compromise that both parties can accept" ], "assessmentPrompt": "If two of {{name}}'s friends are arguing and both come to {{name}} for support, can {{name}} help them talk it out fairly rather than just taking one side?", "standards": [ "ib-pyp-pspe:PSPE.INT.P3.LO.7", "ib-pyp-pspe:PSPE.INT.P4.LO.3" ] }, { "id": "mt_z98J_Zg2L3", "type": "META", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Self-Reflection in Relationships", "description": "Reflect on their own role and behaviour in relationships — recognising patterns in how they interact with others, understanding what they contribute to friendships, and identifying areas where they could improve as a friend or team member", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.08071135430916553, "evidence": [ "Identify a pattern in their own social behaviour, such as always wanting to lead or avoiding confrontation", "Describe what they do well in relationships and one area they'd like to improve", "Set a specific social goal, such as 'I will ask others for their ideas before sharing mine'" ], "assessmentPrompt": "Can {{name}} honestly reflect on their friendships and say something like 'I think I sometimes take over in group work and I'm trying to listen more' — showing awareness of their own social patterns?", "standards": [ "ib-pyp-pspe:PSPE.INT.P4.CU.2", "ib-pyp-pspe:PSPE.INT.P4.LO.1" ] }, { "id": "mt_nqM2OW0Qlm", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Social Cues and Group Dynamics", "description": "Understand subtext, indirect communication, and social cues in adolescent peer groups; analyse the psychology of in-group and out-group dynamics and why belonging can come at the cost of exclusion; understand gossip as a social bonding and status mechanism, and its costs; develop strategies for navigating social hierarchies without compromising values; distinguish between assertiveness and aggression in peer settings; understand how to respond to exclusion — whether experiencing it or witnessing it", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.08071135430916553, "evidence": [], "assessmentPrompt": "When {{name}} senses tension or unspoken 'undercurrents' in a group of friends, can they describe what social cues they pick up on and explain the difference between being assertive and being aggressive when they choose to address it?", "standards": [] }, { "id": "mt_NCrbQe0LdB", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Honest Conversations and Conflict Repair", "description": "Understand how to have honest, direct conversations that address problems without attacking the person; apply the principles of non-violent communication (observation, feeling, need, request); understand the repair process after significant conflicts: taking responsibility without defensiveness, offering a genuine apology (without blame-shifting), and rebuilding trust through consistent behaviour over time; distinguish between a real apology and a face-saving 'sorry'; understand how friendships survive and deepen through navigated conflict rather than avoidance", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.08891928864569083, "evidence": [], "assessmentPrompt": "When {{name}} falls out seriously with a friend, can they describe what makes an apology actually repair a relationship — and what the difference is between a genuine apology and just saying sorry to end the awkwardness?", "standards": [] }, { "id": "mt_8StiXnYq1u", "type": "META", "subject": "Personal & Social Development", "domain": "Friendship & Cooperation", "name": "Leadership Styles and Influence", "description": "Distinguish different leadership styles (directive, democratic, servant, transformational) and understand when each is appropriate; understand that influence in a group comes with responsibility, and explore the difference between leading through inspiration versus coercion; practise inclusive leadership: actively creating space for quieter voices and diverse perspectives; understand the ethics of influence and the boundary between persuasion and manipulation; explore concepts of consent and coercion in peer relationships; reflect on what kind of influence they want to have in their communities", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.08891928864569083, "evidence": [], "assessmentPrompt": "If {{name}} were leading a group project where one person was dominating all the decisions, can they describe two different leadership approaches they could take and explain why the most authoritative person in a group isn't always the best leader?", "standards": [] }, { "id": "mt_UHQfb-n-w3", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Actions and Their Consequences", "description": "Understand that actions have consequences — that what you choose to do affects both yourself and other people — and begin to think about what might happen before they act", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03967168262653899, "evidence": [ "Describe what happened as a consequence of a specific action they took", "Predict what might happen if they choose a particular action before doing it", "Explain that actions can have good or bad consequences for themselves and others" ], "assessmentPrompt": "Before {{name}} does something — like taking a toy from a sibling or running in the corridor — can they stop and think about what might happen as a result?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-9", "ib-pyp-pspe:PSPE.INT.P1.LO.8" ] }, { "id": "mt_q3vRl4dddK", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Everyday Safety Awareness", "description": "Keep themselves safe in everyday situations — knowing basic safety rules about roads, strangers, water, and the internet — and understanding who their trusted adults are and when to tell them something", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.005471956224350205, "evidence": [ "State at least three basic safety rules and explain why each matters", "Name their trusted adults and describe when they should tell them something", "Demonstrate safe behaviour in a familiar everyday situation without being reminded" ], "assessmentPrompt": "Does {{name}} know their basic safety rules — like not going off with someone they don't know, looking both ways before crossing, and telling you if something online makes them uncomfortable?", "standards": [] }, { "id": "mt_Wc6cOTQ1bA", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Right and Wrong Choices", "description": "Know the difference between right and wrong in familiar everyday situations — understanding basic rules about honesty, not hurting others, respecting others' property, and being fair — and choose to do the right thing even when it's harder", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02462380300957592, "evidence": [ "Identify the right and wrong choice in a simple moral scenario", "Choose to be honest even when lying would avoid trouble", "Explain why rules about not hurting others and being honest matter" ], "assessmentPrompt": "If {{name}} accidentally breaks something at a friend's house, do they tell the truth about it rather than hiding it or blaming someone else?", "standards": [] }, { "id": "mt_rkrG2w7WXI", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Rules and agreements exist", "description": "Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01231190150478796, "evidence": [ "Explain the reason behind at least two rules at home or school", "Follow a rule consistently without needing to be reminded or monitored", "Describe what would happen if nobody followed the rules in a specific context" ], "assessmentPrompt": "Does {{name}} follow the class rules or family agreements even when no adult is watching — not because they're scared of punishment but because they understand why the rules matter?", "standards": [ "ib-pyp-pspe:PSPE.INT.P2.CU.2", "ib-pyp-pspe:PSPE.INT.P3.CU.5" ] }, { "id": "mt_uTKgmWqSoI", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Vocabulary: making decisions and keeping safe", "description": "Know and use the vocabulary of making decisions and keeping safe — choice, consequence, rule, safe, fair, honest, trusted adult, and right and wrong — and understand that naming these ideas clearly helps make better choices", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.04103967168262654, "evidence": [ "Explain what 'consequence' means and give an example of a positive and a negative consequence of a choice", "Use 'responsible' and 'safe' correctly when talking about everyday decisions — e.g. 'The responsible choice is to tell an adult'", "Define 'rule' and 'fairness' and explain why rules exist using their own examples from school or home" ], "assessmentPrompt": "If {{name}} faces a situation where they need to make a choice — like whether to tell the truth about something that went wrong — can they talk through what might happen using words like 'consequence' and 'fair'?", "standards": [] }, { "id": "mt_zIzJGkaj0Q", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Basic digital citizenship", "description": "Understand basic digital citizenship — being kind online, protecting personal information, recognising that people behind screens are real people with real feelings, and knowing what to do if something online makes them uncomfortable", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "State at least three rules for staying safe and being kind online", "Explain why hurtful messages online are just as harmful as saying them in person", "Describe what they should do if someone online makes them feel uncomfortable or asks for personal information" ], "assessmentPrompt": "When {{name}} is chatting with friends online or playing multiplayer games, do they treat people kindly and know not to share personal details like their address or school name?", "standards": [ "ib-pyp-pspe:PSPE.INT.P2.CU.5" ] }, { "id": "mt_yCmYV9ruQu", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Bystanders and Upstanders", "description": "Understand the bystander role — that when someone witnesses unkind or unfair behaviour, they have a choice: they can be a passive bystander (doing nothing), join in, or be an upstander (speaking up or getting help) — and develop the confidence to be an upstander", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Explain the difference between a bystander and an upstander", "Describe at least two safe actions an upstander can take", "Give an example of a time they or someone they know stood up for someone else" ], "assessmentPrompt": "If {{name}} sees a group of children being mean to someone at school, do they have the courage to say something, walk away with the person being targeted, or tell a teacher — rather than just watching?", "standards": [ "ib-pyp-pspe:PSPE.INT.P1.CU.5", "ib-pyp-pspe:PSPE.INT.P2.LO.11" ] }, { "id": "mt_RhntJz7p_6", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Stop, Think, Then Choose", "description": "Use a simple decision-making process when faced with a choice — stopping to think, identifying the options, considering the consequences of each option, and then choosing — rather than acting impulsively", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.08755129958960328, "evidence": [ "Describe at least two options when facing a decision", "Predict a likely consequence for each option", "Explain which option they chose and why, showing they considered the consequences" ], "assessmentPrompt": "When {{name}} faces a tricky choice — like whether to tell the teacher that a friend cheated — can they think through their options and the consequences rather than just reacting?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-6" ] }, { "id": "mt_I9iSzpGRn5", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Understanding Bullying", "description": "Understand what bullying is — repeated behaviour intended to hurt someone, including physical, verbal, social (exclusion, spreading rumours), and cyberbullying — and know that it is always wrong and what to do if they experience or witness it", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Define bullying and distinguish it from a one-off conflict", "Name at least three forms of bullying including cyberbullying", "Describe the steps they should take if they experience or witness bullying" ], "assessmentPrompt": "Does {{name}} understand the difference between a one-off argument and bullying, and do they know what to do if they see someone being bullied — rather than just ignoring it?", "standards": [] }, { "id": "mt_h-z88yf9Pn", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Vocabulary: ethics and citizenship", "description": "Know and use the vocabulary of ethics and citizenship — bullying, cyberbullying, bystander, upstander, peer pressure, digital citizenship, rights, responsibility, and ethical — and understand the distinctions between these closely related terms", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.03556771545827633, "evidence": [ "Explain what 'ethics' means in their own words and give an example of an ethical dilemma", "Use 'citizen', 'rights', and 'responsibilities' correctly — e.g. 'A citizen has the right to vote and the responsibility to follow laws'", "Define 'consent' and 'integrity' and explain why they matter in relationships and online behaviour" ], "assessmentPrompt": "If {{name}} saw someone being treated unkindly online and you asked them about it, could they explain the difference between being a bystander and an upstander — and what 'digital citizenship' means?", "standards": [] }, { "id": "mt_h_shhH-6DC", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Community Rights and Responsibilities", "description": "Understand their rights and responsibilities as a member of a community — that everyone has a right to be treated with respect and to feel safe, and that with rights come responsibilities to treat others the same way", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Name at least three rights that every child has (e.g., safety, education, respect)", "Describe the responsibilities that go along with those rights", "Give an example of how exercising their own rights responsibly supports the community" ], "assessmentPrompt": "Can {{name}} explain that they have a right to feel safe at school AND a responsibility to help make school safe for others — understanding that rights and responsibilities go together?", "standards": [ "ib-pyp-pspe:PSPE.INT.P3.CU.5" ] }, { "id": "mt_6xj94tmpi-", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Difficult Ethical Choices", "description": "Understand that ethical decisions are not always black and white — that sometimes there is no perfect answer and reasonable people can disagree — and practise weighing up competing values when making difficult choices", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1518467852257182, "evidence": [ "Describe a moral dilemma where both sides have valid points", "Explain the values in tension (e.g., loyalty vs safety, honesty vs kindness)", "Describe how they would make a decision in such a situation and justify their reasoning" ], "assessmentPrompt": "If {{name}}'s friend tells them a secret but the secret involves something dangerous, can {{name}} think through the tension between loyalty to their friend and the need to keep someone safe?", "standards": [] }, { "id": "mt_RNeEF1JU4J", "type": "META", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Ethics in Real-World Issues", "description": "Evaluate the ethical dimensions of real-world issues they encounter — such as environmental responsibility, fairness in sport, digital ethics, or social justice — considering multiple perspectives and forming a reasoned personal position", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1846785225718194, "evidence": [ "Identify an ethical issue and describe at least two different perspectives on it", "Explain which perspective they agree with most and give reasons for their position", "Acknowledge that the other perspective has some validity even if they disagree" ], "assessmentPrompt": "Can {{name}} discuss a real issue — like whether it's fair that some children have more than others, or whether animals should be kept in zoos — considering different viewpoints and explaining their own position thoughtfully?", "standards": [ "ib-pyp-pspe:PSPE.INT.P4.CU.4", "ib-pyp-pspe:PSPE.INT.P4.LO.5" ] }, { "id": "mt_JivEBTD_KV", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Peer Pressure and Resisting It", "description": "Understand peer pressure — the influence friends and peers can have on your choices and behaviour — and develop strategies for resisting pressure to do something they know is wrong or that makes them uncomfortable", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.106703146374829, "evidence": [ "Define peer pressure in their own words and give a real-world example", "Describe at least two strategies for resisting peer pressure, such as walking away or using humour", "Explain why going along with something wrong to fit in usually makes things worse" ], "assessmentPrompt": "If {{name}}'s friends dare them to do something risky or unkind — like shoplifting a sweet or posting an embarrassing photo of someone — can they resist the pressure and explain why they won't do it?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P4-4" ] }, { "id": "mt_JiZ3H90Xg8", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Risk, Uncertainty, and Cognitive Bias", "description": "Distinguish between risk (decisions with known probabilities) and uncertainty (decisions with unknown outcomes); identify cognitive biases that distort risk assessment: availability heuristic (judging likelihood by how easily examples come to mind), present bias (overvaluing the immediate over the future), optimism bias (underestimating personal risk), and groupthink; understand why adolescent brains are biologically calibrated toward higher risk tolerance; apply a structured decision-making framework to real choices; understand the role of personal values in decisions where facts alone cannot determine the answer", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1846785225718194, "evidence": [], "assessmentPrompt": "Can {{name}} explain why taking a risk isn't always irrational — and describe one cognitive bias that causes people to misjudge risk in their everyday decisions, such as why teenagers tend to underestimate certain dangers?", "standards": [] }, { "id": "mt_WtO50EZQkf", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Online Identity and Misinformation", "description": "Understand the ethics of online identity and the importance of consistency between who you are online and offline; explain how recommendation algorithms and filter bubbles narrow information exposure; evaluate the psychology of misinformation: why it spreads, why smart people believe it, and how to apply source evaluation (lateral reading, checking evidence, recognising emotional manipulation); understand digital consent around sharing images or personal information; explore the ethics of AI, surveillance, and data privacy as they affect everyday life; reflect on responsible content creation and online influence", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.1874145006839945, "evidence": [], "assessmentPrompt": "When {{name}} sees a convincing claim shared on social media, can they describe their process for deciding whether to believe or share it — and explain why even intelligent people are regularly misled online?", "standards": [] }, { "id": "mt_LPYPuSaxv_", "type": "META", "subject": "Personal & Social Development", "domain": "Responsible Decision-Making", "name": "Ethical Frameworks and Moral Reasoning", "description": "Introduce the three main ethical frameworks: consequentialism (judge actions by outcomes and overall welfare), deontology (judge actions by adherence to rules and duties regardless of consequences), and virtue ethics (judge actions by the character they reflect); apply each framework to real-world moral dilemmas: climate responsibility, AI ethics, civil disobedience, wealth inequality, healthcare rationing; understand the strengths and limitations of each framework; develop the capacity for careful moral reasoning — the ability to think through ethical questions systematically rather than relying only on intuition or group opinion", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.2024623803009576, "evidence": [], "assessmentPrompt": "Can {{name}} take a real ethical dilemma — like whether it's ever right to break a rule to help someone — and explain how a consequentialist, a deontologist, and someone focused on virtue ethics would each think about it differently, and which approach they find most persuasive?", "standards": [] }, { "id": "mt_69hFD2NgGe", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Awareness", "name": "Naming Your Feelings", "description": "Notice what you are feeling and put a name to it — being able to label an emotion is the first step to understanding and managing it", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.03146374829001368, "evidence": [ "emotional literacy research", "Fostering Emotional Literacy in Young Children (HeadStart.gov)", "emotion vocabulary development 4-11 years (PMC)" ], "assessmentPrompt": "When {{name}} seems upset, excited, or frustrated, can they stop and tell you what emotion they're feeling — even if they can't fully explain why?", "standards": [] }, { "id": "mt_H4YZ1rSKP3", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Self-Awareness", "name": "Vocabulary: self", "description": "Know and use the vocabulary of self-reflection — self-awareness, reflect, pattern, trigger, assumption, impact, perspective, and notice — and understand that having precise words for these inner experiences makes them easier to understand and talk about", "ageRangeStart": 5, "ageRangeEnd": 10, "centrality": 0.02872777017783858, "evidence": [ "Use words like 'reflect', 'pattern', and 'trigger' accurately when describing their own behaviour — e.g. 'I notice a pattern: I get frustrated when I rush'", "Explain what 'self-awareness' means in their own words and give a personal example", "Use the word 'perspective' correctly — e.g. 'From my perspective it felt unfair, but I can see theirs too'" ], "assessmentPrompt": "After a difficult moment — a falling-out with a friend or a frustrating task — can {{name}} talk about what happened using words like 'trigger' or 'reflect', showing they're thinking about their own reactions rather than just what the other person did?", "standards": [] }, { "id": "mt_TU3BcLOgiV", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Awareness", "name": "Feelings Versus Actions", "description": "Understand that feelings and actions are separate — you can feel something strongly without having to act on it straight away", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.03146374829001368, "evidence": [ "emotion regulation development research", "Effects of Age and Gender in Emotion Regulation (PMC 2020)", "expressive control to emotion regulation (PMC)" ], "assessmentPrompt": "Does {{name}} understand that feeling angry, scared, or jealous doesn't mean they have to act on it immediately — that there's a gap between the feeling and what they choose to do next?", "standards": [] }, { "id": "mt_H8dEMH_wik", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Awareness", "name": "Patterns in Your Own Reactions", "description": "Notice patterns in your own reactions — 'I tend to respond like this when I'm tired, left out, or put on the spot'", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03693570451436388, "evidence": [ "middle childhood self-reliance in emotion regulation", "7-year developmental shift in self-understanding research" ], "assessmentPrompt": "Has {{name}} ever noticed a pattern in how they react — for example, that they get more upset at certain times of day, or that a particular type of situation reliably triggers a strong feeling?", "standards": [] }, { "id": "mt_rpug2tkYhb", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Awareness", "name": "Your Impact on Others", "description": "Reflect on how your behaviour lands on others — consider not just what you intended but what the actual impact was on the other person", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.0560875512995896, "evidence": [ "Describe how something they said or did affected someone else — e.g. 'When I didn't include them, they looked upset'", "Predict what might happen before acting — e.g. 'If I take the last one without asking, they'll feel it's unfair'", "After a conflict, explain what they could have done differently and what effect that would have had" ], "assessmentPrompt": "Can {{name}} think about how something they said or did might have felt to the other person — not just what they meant by it, but what the impact actually was?", "standards": [] }, { "id": "mt_Mb1JUJmnbX", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Awareness", "name": "Questioning First Impressions", "description": "Notice when your first reading of a social situation might be wrong — your assumptions about why someone acted a certain way are not always facts", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.05198358413132695, "evidence": [ "Pause before reacting to a classmate's behaviour and consider an alternative explanation — e.g. 'Maybe they bumped me by accident, not on purpose'", "Describe a time they assumed the worst about someone's intention and later found out they were wrong", "When told about an ambiguous social situation, suggest at least two possible reasons for the other person's behaviour instead of jumping to one conclusion" ], "assessmentPrompt": "If {{name}} felt sure someone was being unfair or unkind, could they pause and consider whether there might be another explanation for what happened?", "standards": [] }, { "id": "mt_bkMDDstwwG", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Awareness", "name": "Personal Growth Over Time", "description": "Reflect on your own growth over time — the things that challenge you now are not fixed, and noticing how you have already changed builds genuine self-knowledge", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04924760601915185, "evidence": [ "emotion vocabulary development continues to age 11 (PMC)", "self-reflection importance in children research" ], "assessmentPrompt": "Can {{name}} look back over the past year or two and point to something they used to find really difficult that they now handle better — and explain what changed?", "standards": [] }, { "id": "mt_aS-Gdh-MHx", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Coping with Life Changes", "description": "Understand that change is a normal part of life — such as starting school, getting a new teacher, a new baby arriving, or moving house — and identify simple strategies that help them cope with changes", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01367989056087551, "evidence": [ "Name at least two changes they have experienced and how they felt", "Identify a person they can talk to when a change feels hard", "Describe one strategy that helps them cope with change, such as keeping a familiar routine" ], "assessmentPrompt": "When something changes in {{name}}'s life — like getting a new teacher at school — can they talk about how it makes them feel and think of ways to help themselves adjust?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-7" ] }, { "id": "mt_UGf6jICEhs", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Learning from Mistakes", "description": "Understand that making mistakes is a normal part of learning and that everyone — including adults — makes mistakes, and begin to see mistakes as opportunities to learn rather than reasons to give up", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "Describe a time they made a mistake and what they learned from it", "Respond to a mistake by trying again rather than giving up", "Explain why mistakes help people learn" ], "assessmentPrompt": "If {{name}} gets an answer wrong in class or messes up during a game, do they bounce back and keep trying rather than shutting down or saying 'I can't do it'?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P1-2", "ib-pyp-pspe:PSPE-ID-LO-P1-9" ] }, { "id": "mt_nNDX_jZ-cb", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Patience and Delayed Gratification", "description": "Wait for things they want without becoming very distressed — practising patience and delayed gratification in everyday situations like waiting their turn, waiting for a treat, or waiting for help", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.004103967168262654, "evidence": [ "Wait for their turn in a game or activity without constant complaints", "Describe what they do to help themselves wait, such as thinking about something else", "Explain why sometimes we have to wait and that it is a skill they can practise" ], "assessmentPrompt": "If {{name}} has to wait their turn for something they really want — like a go on the iPad or being served dinner — can they wait without a big fuss?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P1-11" ] }, { "id": "mt_Iwg2diBSyW", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Simple Calming Strategies", "description": "Use simple calming strategies when feeling upset or overwhelmed — such as taking deep breaths, counting to ten, or going to a quiet space — and understand that these help the body and mind settle down", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.08755129958960328, "evidence": [ "Demonstrate at least two calming strategies when prompted", "Choose to use a calming strategy independently during a real upset", "Explain in simple terms why calming down helps them think better" ], "assessmentPrompt": "When {{name}} gets really upset — say they lose a game or argue with a sibling — can they use a strategy like deep breaths to calm themselves down rather than staying in meltdown mode?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P1-7" ] }, { "id": "mt_SeNxOZTHCN", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Words for Big Feelings", "description": "Know and use the key words for managing big feelings — calm, strategy, cope, settle, patience, overwhelmed, and breathe — and understand that having words for these ideas is the first step to using them", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.09439124487004104, "evidence": [ "Use words like 'frustrated', 'anxious', 'overwhelmed', and 'disappointed' accurately to describe how they feel in difficult moments", "Explain what 'calm down' strategies are in their own words and name at least two they have tried (e.g. deep breaths, counting, walking away)", "Distinguish between similar feelings — e.g. explain the difference between being angry and being disappointed" ], "assessmentPrompt": "When {{name}} is feeling really upset or frustrated, can they use words like 'I need to calm down' or 'I'm feeling overwhelmed' instead of just acting out?", "standards": [] }, { "id": "mt_miGrca8zaS", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Breaking Tasks into Steps", "description": "Break a challenging task into smaller, manageable steps rather than feeling overwhelmed by the whole thing — and celebrate progress along the way", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04514363885088919, "evidence": [ "Take a challenging task and list at least three smaller steps to complete it", "Start with the first step rather than procrastinating on the whole task", "Acknowledge progress after completing each step" ], "assessmentPrompt": "If {{name}} has a big school project that feels overwhelming, can they break it down into smaller steps — like 'first I'll research, then I'll write the introduction' — rather than panicking about the whole thing?", "standards": [] }, { "id": "mt_j8Pv3s7TZR", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Choosing the Right Coping Strategy", "description": "Understand that different situations require different coping strategies — what works for anger might not work for sadness, and what helps at school might be different from what helps at home", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Name at least two different coping strategies and explain when each one is most useful", "Choose an appropriate strategy based on the specific situation and emotion", "Reflect on a time a strategy didn't work and explain what they might try instead" ], "assessmentPrompt": "Can {{name}} recognise that when they're angry they need to do something physical like walk around, but when they're worried they need to talk it through — rather than using the same approach for every difficult feeling?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P2-7" ] }, { "id": "mt_pAuo9Op89t", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Growth Mindset", "description": "Understand the concept of a growth mindset — that abilities and intelligence can grow with effort, practice, and good strategies — as opposed to a fixed mindset where you believe you're either good at something or you're not", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03693570451436388, "evidence": [ "Explain the difference between growth mindset and fixed mindset in their own words", "Use 'yet' language when describing something they find difficult", "Give an example of something they got better at through practice and effort" ], "assessmentPrompt": "When {{name}} finds something difficult like learning to ride a bike or mastering times tables, do they say 'I can't do it YET' rather than 'I'm just not good at this'?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P2-4", "ib-pyp-pspe:PSPE-ID-LO-P2-12" ] }, { "id": "mt_35-DhMh_Yr", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Positive Self-Talk", "description": "Use positive self-talk to manage difficult situations — replacing unhelpful thoughts like 'I'm stupid' or 'I'll never be able to do this' with encouraging ones like 'This is hard but I can keep trying' or 'I've done hard things before'", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Give an example of an unhelpful thought and rephrase it as a helpful one", "Use positive self-talk aloud or in writing when facing a challenge", "Explain how the words we say to ourselves affect how we feel and perform" ], "assessmentPrompt": "When {{name}} is struggling with homework and starts saying 'I'm rubbish at this', can they catch that thought and replace it with something more helpful like 'I just need to try a different approach'?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-11", "ib-pyp-pspe:PSPE-ID-LO-P3-10" ] }, { "id": "mt_i1kk9HDctI", "type": "LANGUAGE", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Vocabulary: resilience and self", "description": "Know and use the vocabulary of resilience and self-management — including regulate, resilience, growth mindset, fixed mindset, self-talk, trigger, setback, persevere, and distress — and understand what each word means in practice", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.03146374829001368, "evidence": [ "Explain what 'resilience' means in their own words and give an example of a time they kept going when something was hard", "Use 'growth mindset' correctly — e.g. 'I can't do it yet, but I can improve with practice'", "Define 'self-regulation' and describe a strategy they use to manage frustration or setbacks" ], "assessmentPrompt": "If {{name}}'s team loses a match or they fail a test, can they talk about what happened using words like 'resilience' or 'growth mindset' — showing they understand the difference between giving up and bouncing back?", "standards": [] }, { "id": "mt_Jd2aWEUJ9G", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Personal Coping Toolkit", "description": "Reflect on which self-regulation and coping strategies work best for them personally, building a 'toolkit' of approaches they can draw on in different situations and sharing what works with others", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1149110807113543, "evidence": [ "Describe at least three personal coping strategies and when each is most effective", "Recommend a strategy to a friend based on the friend's specific situation", "Evaluate whether a strategy they tried worked well and explain their reasoning" ], "assessmentPrompt": "Can {{name}} tell you 'When I'm stressed about exams I go for a walk and that helps, but when I'm sad I need to talk to someone' — showing they know their own coping toolkit?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P3-6", "ib-pyp-pspe:PSPE-ID-CU-P4-7" ] }, { "id": "mt_cJjnPjuvCU", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Personal Goal-Setting", "description": "Set realistic personal goals, create a simple plan to achieve them, monitor their own progress, and adjust their approach when things aren't working", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.09028727770177838, "evidence": [ "Write or state a specific, achievable personal goal with a timeframe", "Describe the steps they will take to reach the goal", "Review their progress and adjust their plan when something isn't working" ], "assessmentPrompt": "Can {{name}} set themselves a goal — like improving their swimming or finishing a book series — and actually work towards it step by step, adjusting their plan if needed?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P2-5" ] }, { "id": "mt_Amw5ikSSQI", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Resilience and Bouncing Back", "description": "Understand resilience as the ability to recover from setbacks, adapt to difficult circumstances, and keep going — recognising that resilience is a skill that develops through experience, not a trait you either have or don't", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.09165526675786594, "evidence": [ "Define resilience in their own words and explain why it matters", "Describe a time they bounced back from a setback and what helped them recover", "Explain that resilience grows through experience and that struggling doesn't mean you're weak" ], "assessmentPrompt": "After a real disappointment — like not getting a part in the school play or failing a test they studied for — can {{name}} feel upset but then pick themselves up and figure out what to do next?", "standards": [ "ib-pyp-pspe:PSPE-ID-CU-P4-8", "ib-pyp-pspe:PSPE-ID-LO-P4-7" ] }, { "id": "mt_HoJGVsMO7H", "type": "PROCEDURAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Time and Attention Management", "description": "Manage their own time and attention effectively — prioritising tasks, minimising distractions, and maintaining focus on important work even when it's not the most exciting option", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Create a simple plan for completing multiple tasks in a sensible order", "Identify their own common distractions and describe strategies to manage them", "Complete a less enjoyable task before a more enjoyable one without constant reminders" ], "assessmentPrompt": "When {{name}} has homework to finish but also wants to play a game, can they manage their time — doing the homework first or setting a timer — rather than always needing you to enforce it?", "standards": [ "ib-pyp-pspe:PSPE-ID-LO-P3-12" ] }, { "id": "mt_0VOZSVjo6c", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Good Stress and Bad Stress", "description": "Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.08891928864569083, "evidence": [], "assessmentPrompt": "When {{name}} is under pressure from exams or social situations, can they name two or three strategies that genuinely help them manage the stress — and explain why each one actually works, not just that it 'makes them feel better'?", "standards": [] }, { "id": "mt_0ewYhTSHtP", "type": "CONCEPTUAL", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Habits and Motivation", "description": "Understand habit formation through the cue-routine-reward loop and how to design new habits intentionally; distinguish intrinsic motivation (doing something for its own value) from extrinsic motivation (rewards/punishments) and understand when each is more effective; understand procrastination as primarily an emotion regulation problem (avoiding discomfort) rather than a time management failure; apply self-determination theory (autonomy, competence, relatedness) to boost intrinsic motivation; design environments that reduce friction for desired behaviours", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.1053351573187414, "evidence": [], "assessmentPrompt": "If {{name}} keeps meaning to do something important but finds themselves putting it off, can they explain the real reason people procrastinate — it's not laziness — and describe one practical change they could make to their environment to make starting easier?", "standards": [] }, { "id": "mt__J2BO4V95l", "type": "META", "subject": "Personal & Social Development", "domain": "Self-Regulation & Resilience", "name": "Growth Through Adversity", "description": "Understand that facing serious challenges can lead to genuine growth in three domains: new perspectives on life, improved relationships, and a strengthened sense of personal capability (post-traumatic growth); distinguish genuine growth from toxic positivity ('everything happens for a reason') and from denial; understand that resilience does not mean being unaffected by adversity but recovering and growing through it; develop a personal philosophy for handling setbacks based on meaning-making; explore how to support others going through serious difficulty without minimising their experience", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1149110807113543, "evidence": [], "assessmentPrompt": "Has {{name}} ever come through something genuinely hard and found it changed them in a meaningful way? Can they explain what post-traumatic growth means and how it differs from just 'getting over it' or pretending something difficult was fine?", "standards": [] }, { "id": "mt_pwo81ls_J-", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Animal Camouflage", "description": "Know that many animals use camouflage — colours and patterns that help them blend into their surroundings — to hide from predators or to sneak up on prey, like a leaf insect that looks like a leaf or an Arctic hare that turns white in winter", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03830369357045144, "evidence": [ "Explains that camouflage means blending in with surroundings", "Gives at least 3 examples of camouflaged animals", "Explains that camouflage helps animals hide from predators or sneak up on food" ], "assessmentPrompt": "If {{name}} tries to spot a grasshopper in the garden, can they explain that it's hard to see because its green colour helps it hide in the grass — and give other examples of animals that use camouflage?", "standards": [] }, { "id": "mt_oLHXfLujmh", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Animal Homes", "description": "Know that animals make or find many different kinds of homes — birds build nests, rabbits dig burrows, bees live in hives, hermit crabs use empty shells, spiders spin webs — and that these shelters protect them and their young", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.13406292749658, "evidence": [ "Names at least 4 different types of animal homes (nest, burrow, hive, web, shell, den, lodge)", "Explains that animals need homes for shelter and to keep their babies safe", "Matches common animals to their homes" ], "assessmentPrompt": "If you ask {{name}} where different animals live, can they describe several animal homes — like a bird's nest, a rabbit's burrow, or a bee's hive — and say why animals need shelter?", "standards": [] }, { "id": "mt_goZW_hQUa4", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Animal Record-Holders", "description": "Know some of the world's animal record-holders — the blue whale is the largest animal ever, the cheetah is the fastest land animal, the bee hummingbird is the smallest bird, the giraffe is the tallest — and compare their sizes to familiar objects", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.001367989056087551, "evidence": [ "Names at least 4 animal record-holders with their record (fastest, biggest, tallest, smallest, etc.)", "Compares an animal's size or ability to a familiar reference", "Shows enthusiasm for superlative animal facts" ], "assessmentPrompt": "If you ask {{name}} which animal is the fastest or the biggest in the world, can they name some record-holders like the cheetah or blue whale and compare their size to something familiar, like 'a blue whale is as long as three buses'?", "standards": [] }, { "id": "mt_v3Vz_Pgjjv", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Animals Everywhere", "description": "Know that animals live all over the world — on land, in water, and in the air — and that every continent, even icy Antarctica, is home to animals, each suited to the conditions where they live", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1532147742818057, "evidence": [ "Names at least 3 animals from different environments (e.g., forest, ocean, desert)", "States that animals live on land, in water, and some can fly", "Recognises that animals live on every continent" ], "assessmentPrompt": "If you show {{name}} pictures of a polar bear, a parrot, a camel, and a penguin, can they tell you that animals live in all sorts of different places around the world?", "standards": [] }, { "id": "mt_-vsLvsxp0L", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "How Animals Have Babies", "description": "Know that different animals have their babies in different ways — some lay eggs (birds, reptiles, fish, insects), some give birth to live young (most mammals) — and that babies may look like miniature adults or look very different from their parents", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.0533515731874145, "evidence": [ "Gives examples of animals that lay eggs and animals that give birth to live young", "Describes at least one example of a baby that looks different from its parent (e.g., tadpole/frog, caterpillar/butterfly)", "Shows curiosity about how different animals have their babies" ], "assessmentPrompt": "If {{name}} sees a nest with eggs in a nature programme, can they explain that birds lay eggs and the babies hatch out, but dogs and cats have their babies born alive?", "standards": [] }, { "id": "mt_V_wIdRZLsG", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Nocturnal Animals", "description": "Know that some animals are nocturnal — active at night and sleeping during the day — and that nocturnal animals often have special features like big eyes (owls, tarsiers), large ears (bats, fennec foxes), or sensitive whiskers to help them find food in the dark", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03967168262653899, "evidence": [ "Explains what 'nocturnal' means", "Names at least 3 nocturnal animals (e.g., owl, bat, fox, hedgehog, moth)", "Describes one feature that helps a nocturnal animal (e.g., big eyes, echolocation, whiskers)" ], "assessmentPrompt": "If {{name}} hears an owl hooting at bedtime, can they explain that owls are nocturnal — meaning they sleep during the day and come out at night — and that their big eyes help them see in the dark?", "standards": [] }, { "id": "mt_muxjw0fxxN", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Wild, Farm & Pet Animals", "description": "Understand the difference between wild animals, farm animals, and pets — wild animals find their own food and shelter in nature; farm animals are kept by people for food, wool, or eggs; pets are animals people keep for companionship — and know that wild animals should be observed from a distance", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04103967168262654, "evidence": [ "Sorts animals into wild, farm, and pet categories with examples", "Explains one key difference between each category", "Understands that wild animals should be observed, not approached" ], "assessmentPrompt": "If {{name}} sees a fox in the garden, can they explain that it's a wild animal — different from their pet cat or a farm sheep — and that wild animals look after themselves and shouldn't be touched?", "standards": [] }, { "id": "mt_wHN14Unk7h", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Animal Communication", "description": "Understand that animals communicate in many different ways — birds sing to attract mates and defend territory, whales call across vast ocean distances, bees dance to show other bees where food is, wolves howl to keep the pack together, and fireflies flash light signals — and that communication is essential for survival", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Describes at least 4 different methods of animal communication (sound, dance, light, scent, body language)", "Gives a specific animal example for each method", "Explains that animals communicate to find mates, warn of danger, or share food locations" ], "assessmentPrompt": "If {{name}} hears birds singing in the morning, can they explain that birdsong is a way of communicating — and describe at least two other ways different animals send messages to each other?", "standards": [] }, { "id": "mt_bK84sPehyP", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Animal Migration", "description": "Know that many animals make incredible journeys called migrations — Arctic terns fly from pole to pole, monarch butterflies travel thousands of miles across North America, wildebeest cross the Serengeti following rain, and humpback whales swim between polar feeding grounds and tropical breeding waters — and that these journeys are linked to food, breeding, and seasons", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04377564979480164, "evidence": [ "Defines migration as a regular long journey animals make", "Names at least 3 migratory animals with their routes or destinations", "Explains that migration is driven by food availability, breeding, or seasonal changes" ], "assessmentPrompt": "If {{name}} learns about the monarch butterfly's journey, can they explain what migration means and name at least two other animals that make long journeys — and say why they travel?", "standards": [] }, { "id": "mt_0zqOTjjW2k", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Desert Animals", "description": "Explore animals of the desert — camels, fennec foxes, scorpions, rattlesnakes, meerkats — and understand how desert animals survive extreme heat and lack of water through being active at night, storing water or fat, burrowing underground during the day, and having large ears to lose heat", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03556771545827633, "evidence": [ "Names at least 4 desert animals", "Explains at least two desert survival adaptations (nocturnal behaviour, water storage, burrowing, large ears for cooling)", "Knows deserts can be hot or cold but are always dry" ], "assessmentPrompt": "If {{name}} reads about camels in a desert, can they explain at least two ways desert animals cope with the heat and lack of water — like being active at night or having special body features?", "standards": [] }, { "id": "mt_D4lyx0iYyB", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Polar Animals", "description": "Explore animals of the Arctic and Antarctic — polar bears, Arctic foxes, and walruses in the north; penguins, seals, and albatrosses in the south — and understand how polar animals survive extreme cold through thick fur or blubber, huddling behaviour, and seasonal changes like white winter coats", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04924760601915185, "evidence": [ "Names at least 3 animals each from the Arctic and Antarctic", "Explains at least two adaptations for surviving cold (blubber, thick fur, huddling, white camouflage)", "Knows polar bears live only in the Arctic and penguins only in the Antarctic/Southern Hemisphere" ], "assessmentPrompt": "If {{name}} sees a nature programme about the Arctic, can they explain how polar bears stay warm in freezing temperatures and name at least two differences between Arctic animals (north) and Antarctic animals (south)?", "standards": [] }, { "id": "mt_Bztatrv-_v", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Predator Hunting Strategies", "description": "Understand that predators have evolved hunting strategies — wolves hunt in packs, chameleons use their long tongues, spiders build webs, crocodiles ambush at water's edge — and prey animals have evolved defences — porcupine spines, skunk spray, poison dart frog toxins, zebra stripes confusing predators, playing dead", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04240766073871409, "evidence": [ "Describes at least 3 predator hunting strategies with examples", "Describes at least 3 prey defence mechanisms with examples", "Understands the concept of an 'arms race' between predators and prey" ], "assessmentPrompt": "If {{name}} watches a nature programme showing a lion hunting, can they describe at least two different ways predators catch food and two ways prey animals defend themselves?", "standards": [] }, { "id": "mt_DCelLx_H1A", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Rainforest Animals", "description": "Explore animals of the tropical rainforest — the most species-rich habitat on Earth — learning that the forest has layers (canopy, understory, forest floor) with different animals at each level: toucans and monkeys in the canopy, jaguars and frogs on the floor, and that rainforests are found near the equator", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Names at least 4 rainforest animals from different layers", "Describes the rainforest as having layers (canopy, understory, forest floor)", "Explains that rainforests are near the equator and are hot and wet", "Recognises that rainforests have more species than almost any other habitat" ], "assessmentPrompt": "If {{name}} watches a documentary about rainforests, can they describe at least three animals that live there and explain that different animals live at different heights in the forest — some in the treetops and some on the ground?", "standards": [] }, { "id": "mt_YynJoQcm_M", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Savanna & Grassland Animals", "description": "Explore animals of the grasslands and savanna — lions, zebras, wildebeest, elephants, cheetahs in African savanna; bison and prairie dogs in American grasslands — understanding why large herds form on open grasslands and how predators and prey interact in these wide-open spaces", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04103967168262654, "evidence": [ "Names at least 5 grassland/savanna animals", "Explains that herding provides safety in numbers against predators", "Describes the predator-prey relationship (e.g., lions hunt zebras)", "Knows grasslands/savannas are wide-open habitats with few trees" ], "assessmentPrompt": "If {{name}} sees pictures of the African savanna, can they name at least four animals that live there and explain why some animals like zebras live in large herds?", "standards": [] }, { "id": "mt_R7LEuZjTmx", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "The World of Minibeasts", "description": "Know that insects and other minibeasts (spiders, worms, snails, centipedes) are the most numerous and diverse group of animals on Earth — there are more species of beetle than any other animal — and that they play vital roles as pollinators (bees, butterflies), decomposers (woodlice, worms), and food for other animals", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03283173734610123, "evidence": [ "Knows that insects/minibeasts are the most numerous animal group", "Names at least 3 roles minibeasts play: pollinators, decomposers, food source", "Distinguishes insects (6 legs) from spiders (8 legs) from other minibeasts", "Shows appreciation for the importance of invertebrates" ], "assessmentPrompt": "If {{name}} spots a bee in the garden, can they explain why bees are important — and name at least two other jobs that insects and minibeasts do that help the natural world?", "standards": [] }, { "id": "mt_fpPLWFIRVo", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Animal Intelligence", "description": "Explore animal intelligence and complex behaviour — chimpanzees and crows use tools, dolphins recognise themselves in mirrors, octopuses solve puzzles and escape enclosures, elephants mourn their dead, meerkats teach their young to handle scorpions — understanding that many animals think, learn, and have social lives more complex than once believed", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Gives at least 4 examples of animal intelligence or complex behaviour", "Explains what 'tool use' means and names at least 2 tool-using animals", "Discusses how scientists test animal intelligence (mirror test, puzzle boxes, observation)", "Shows understanding that intelligence takes different forms in different species" ], "assessmentPrompt": "If {{name}} watches a video of a crow using a stick to get food from a tube, can they explain that this shows animal intelligence and give other examples of animals that use tools, solve problems, or show complex behaviour?", "standards": [] }, { "id": "mt_NDZYiLvApW", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Biodiversity", "description": "Understand that biodiversity — the variety of different species in an ecosystem — is essential for healthy ecosystems, and that keystone species (like wolves in Yellowstone, sea otters in kelp forests, or bees as pollinators) have an outsized impact on their ecosystem, so that losing one key species can cause a cascade of changes affecting many others", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1805745554035568, "evidence": [ "Defines biodiversity as the variety of species in an ecosystem", "Explains why biodiversity matters (stability, resilience, ecosystem services)", "Defines keystone species and gives at least 2 examples", "Describes a trophic cascade or chain reaction from removing/adding a species" ], "assessmentPrompt": "If {{name}} learns about how wolves were brought back to Yellowstone and the whole ecosystem changed, can they explain what a 'keystone species' is and why having many different species in an area matters?", "standards": [] }, { "id": "mt_5S4byWDX6n", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Endangered & Extinct Species", "description": "Understand why some animal species become endangered or go extinct — habitat destruction, hunting/poaching, pollution, climate change, and invasive species — and know examples like the giant panda, mountain gorilla, Amur leopard, and the now-extinct dodo and thylacine, using the IUCN Red List as the system scientists use to track threatened species", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1778385772913817, "evidence": [ "Defines endangered as a species at risk of extinction", "Names at least 3 causes of species becoming endangered", "Gives at least 3 examples of endangered or extinct animals", "Knows the IUCN Red List exists as a tracking system" ], "assessmentPrompt": "If {{name}} sees a news story about an endangered animal, can they explain what 'endangered' means and describe at least three reasons why some animals are at risk of disappearing forever?", "standards": [] }, { "id": "mt_CBxOcjh69x", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Invasive Species", "description": "Understand that invasive species are animals (or plants) that have been introduced to a place where they don't naturally belong — like grey squirrels outcompeting red squirrels in the UK, cane toads poisoning native predators in Australia, or rabbits devastating ecosystems in Australia — and that they can cause serious harm to native wildlife by competing for food, spreading disease, or having no natural predators", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1682626538987688, "evidence": [ "Defines invasive species as non-native animals introduced to a new environment", "Names at least 2 examples of invasive species and their impacts", "Explains at least 2 reasons invasive species are harmful (no predators, outcompete natives, spread disease)", "Understands the difference between a species naturally expanding its range and being introduced by humans" ], "assessmentPrompt": "If {{name}} learns that grey squirrels were brought to the UK from America, can they explain why introduced animals can be a problem for the animals that were already living there?", "standards": [] }, { "id": "mt_pWwV_8OgXD", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Protecting Endangered Animals", "description": "Know how people work to protect endangered animals — through national parks and marine reserves, captive breeding programmes (like those that saved the California condor and Arabian oryx), anti-poaching patrols, wildlife corridors connecting habitats, and laws banning trade in endangered species — and understand that children can contribute through habitat-friendly choices", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1792065663474692, "evidence": [ "Describes at least 3 conservation strategies with specific examples", "Names an animal saved from near-extinction by conservation efforts", "Suggests at least one action children or families can take to help wildlife", "Understands that conservation requires both protecting habitats and helping individual species" ], "assessmentPrompt": "If {{name}} visits a zoo with a breeding programme, can they explain how zoos help save endangered species and describe at least two other ways people protect wildlife?", "standards": [] }, { "id": "mt_EaWjCyn8W2", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Structural Adaptations", "description": "Understand that animals have structural adaptations (body features like the giraffe's long neck, eagle's talons, dolphin's streamlined shape), behavioural adaptations (migration, hibernation, tool use), and physiological adaptations (antifreeze in Arctic fish blood, echolocation in bats) — and that these developed over many generations through natural selection", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1285909712722298, "evidence": [ "Defines adaptation as a feature or behaviour that helps an animal survive in its environment", "Gives examples of structural, behavioural, and physiological adaptations", "Explains that adaptations develop over many generations, not during one animal's lifetime", "Connects adaptations to the concept of natural selection at a basic level" ], "assessmentPrompt": "If {{name}} sees a woodpecker pecking a tree, can they explain that its strong beak, long tongue, and shock-absorbing skull are all adaptations — and describe what the word 'adaptation' means with other examples?", "standards": [] }, { "id": "mt_H8OgKZbgGe", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Symbiosis", "description": "Understand symbiosis — close relationships between different species — including mutualism (both benefit, like clownfish and anemones), commensalism (one benefits without harming the other, like remora fish riding sharks), and parasitism (one benefits at the other's expense, like ticks on deer) — and recognise these relationships in nature", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1244870041039672, "evidence": [ "Defines symbiosis as a close relationship between different species", "Distinguishes mutualism, commensalism, and parasitism with an example of each", "Identifies symbiotic relationships when presented with new scenarios" ], "assessmentPrompt": "If {{name}} sees a nature programme showing a small bird picking insects off a buffalo's back, can they explain that both animals benefit from this relationship and name the type of symbiosis?", "standards": [] }, { "id": "mt_mKNmXqz_Oo", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "The Red Queen Hypothesis", "description": "Introduce the Red Queen hypothesis — species must keep evolving just to maintain fitness relative to co-evolving partners; describe predator-prey arms races (cheetah speed vs gazelle speed, bat echolocation vs moth hearing jamming) and parasite-host co-evolution (myxomatosis in rabbits); explain Darwin's hawk moth and orchid as a classic example of mutualistic co-evolution predicting an unknown species; understand that co-evolution is a major driver of biological diversification", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.1094391244870041, "evidence": [], "assessmentPrompt": "Can {{name}} explain the idea of an evolutionary arms race — how a predator and its prey keep evolving better attack and defence strategies in response to each other, never quite getting ahead?", "standards": [] }, { "id": "mt_ot9rcUwBtK", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Deep-Sea Survival", "description": "Explain how deep-sea animals cope with crushing pressure (no gas-filled spaces, flexible proteins, pressure-adapted enzymes); describe thermoregulation extremes — antifreeze glycoproteins in Antarctic fish, supercooling in wood frogs; introduce tardigrades and cryptobiosis (surviving desiccation, extreme temperatures, radiation, vacuum); survey other extremophiles (thermophiles at hydrothermal vents, halophiles in salt flats); consider what these organisms tell us about the limits of life", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.106703146374829, "evidence": [], "assessmentPrompt": "Can {{name}} describe an animal that can survive being frozen solid, completely dried out, or exposed to the vacuum of space — and explain roughly how it manages to survive conditions that would kill almost any other living thing?", "standards": [] }, { "id": "mt_YNrrNE23dZ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Sexual Selection", "description": "Explain sexual selection as a form of natural selection: runaway selection for peacock tails, bird of paradise displays, and frog calls; explain kin selection and altruistic behaviour — why worker bees die to protect the hive, why meerkats stand guard at personal risk (Hamilton's rule, inclusive fitness); introduce game theory in animal behaviour using the hawk-dove model; define cognitive ethology and survey evidence for animal emotions, play, and culture", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.1176470588235294, "evidence": [], "assessmentPrompt": "Can {{name}} explain why a worker bee dying to protect the hive actually makes evolutionary sense — even though the bee never has its own offspring? What's the logic that makes this a successful strategy?", "standards": [] }, { "id": "mt_44HkROUnzE", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "The Biodiversity Crisis", "description": "Quantify the current biodiversity crisis: extinction rates 100-1000x the background rate; explain methods for measuring biodiversity loss (species-area relationship, population viability analysis, IUCN Red List categories); evaluate rewilding case studies — Yellowstone wolf reintroduction triggering a trophic cascade that changed river courses; Iberian lynx recovery; describe minimum viable population theory and conservation triage; examine ethical debates in deciding which species to prioritise", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1792065663474692, "evidence": [], "assessmentPrompt": "Can {{name}} describe what happened to Yellowstone National Park after wolves were reintroduced — what unexpected changes rippled through the whole ecosystem, including effects on rivers, as a result of one predator coming back?", "standards": [] }, { "id": "mt_fqAkSv3cUE", "type": "CONCEPTUAL", "subject": "Science", "domain": "Animals of the World", "name": "Grouping Species Using DNA", "description": "Explain cladistics: organisms are grouped by shared derived characters, not just similarity; how phylogenetic trees are built using molecular data (DNA sequence alignment) and the molecular clock; explain why birds are technically a group within dinosaurs (crown Avemetatarsalia); distinguish convergent evolution (unrelated species evolving similar traits) from parallel evolution; introduce horizontal gene transfer and why the tree of life is more accurately a web; explain why classification systems keep changing as new data emerge", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.1778385772913817, "evidence": [], "assessmentPrompt": "Can {{name}} explain why biologists now say that birds ARE a type of dinosaur — not just their descendants but literally within the dinosaur family tree? What does that tell us about how scientists classify animals?", "standards": [] }, { "id": "mt_u0TeRwRII_", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Dinosaur Sizes", "description": "Compare dinosaur sizes to familiar things — some dinosaurs were as tall as a house, others were as small as a chicken — and understand that dinosaurs came in a huge range of sizes", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01641586867305062, "evidence": [ "Compare the size of a large dinosaur to a familiar object like a bus or house", "Name a very large dinosaur (e.g. Brachiosaurus) and a small one (e.g. Compsognathus)", "Use words like 'taller than', 'longer than', 'heavier than' when comparing" ], "assessmentPrompt": "Can {{name}} tell you that some dinosaurs were enormous and others were tiny — maybe using comparisons like 'as tall as a building' or 'as small as a cat'?", "standards": [] }, { "id": "mt_dpM1l5IOk6", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Dinosaurs Were Real", "description": "Understand that dinosaurs were real animals that lived on Earth a very long time ago and are now extinct — none are alive today", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.07797537619699042, "evidence": [ "State that dinosaurs were real animals, not made up", "Explain that 'extinct' means no living ones are left anywhere", "Distinguish between 'a long time ago' and recent events like last year" ], "assessmentPrompt": "If {{name}} sees a dinosaur toy, can they tell you that real dinosaurs lived long ago but aren't alive any more?", "standards": [] }, { "id": "mt_BnabTHkNIp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Famous Dinosaur Species", "description": "Recognise and name common well-known dinosaur species: Tyrannosaurus rex, Triceratops, Stegosaurus, and Brachiosaurus/Diplodocus, describing a basic feature of each", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03693570451436388, "evidence": [ "Name at least four common dinosaur species from pictures or models", "Describe one visible feature of each (e.g. T. rex has tiny arms, Triceratops has three horns)", "Match a dinosaur name to a picture or model without help" ], "assessmentPrompt": "If {{name}} sees pictures of different dinosaurs, can they name at least three — like T. rex, Triceratops, and Stegosaurus?", "standards": [] }, { "id": "mt_bKlnc7dyVK", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Fossils & Palaeontologists", "description": "Understand that fossils are the remains of ancient living things preserved in rock, and that scientists called palaeontologists study fossils to learn about dinosaurs", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.06566347469220246, "evidence": [ "Describe a fossil as the remains of a living thing preserved in rock", "Name the job of a palaeontologist as someone who studies fossils", "Identify examples of fossils: bones, teeth, footprints in rock" ], "assessmentPrompt": "If {{name}} found a fossil-shaped rock on a beach or at a museum, could they explain what a fossil is and who studies them?", "standards": [] }, { "id": "mt_DJh2JPwTf6", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Plant-Eaters vs Meat-Eaters", "description": "Sort dinosaurs into plant-eaters (herbivores) and meat-eaters (carnivores) by looking at clues like tooth shape — flat teeth for plants, sharp teeth for meat", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "Sort a set of dinosaur pictures or models into herbivore and carnivore groups", "Explain that sharp pointed teeth are for tearing meat and flat teeth are for grinding plants", "Give an example of one herbivore and one carnivore dinosaur" ], "assessmentPrompt": "If you showed {{name}} a picture of a dinosaur's teeth, could they guess whether it ate plants or meat?", "standards": [] }, { "id": "mt_JednrdYqpt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Real Dinosaurs vs Fiction", "description": "Distinguish real dinosaurs from fictional or commonly confused creatures — pterosaurs (flying reptiles) and plesiosaurs (marine reptiles) were not dinosaurs, and movie dinosaurs are not always accurate", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01641586867305062, "evidence": [ "State that pterosaurs could fly but were not dinosaurs", "State that plesiosaurs lived in the sea but were not dinosaurs", "Identify at least one way a movie or cartoon dinosaur differs from the real animal" ], "assessmentPrompt": "If {{name}} sees a flying reptile in a dinosaur book, can they tell you it's actually not a dinosaur but a different kind of prehistoric animal?", "standards": [] }, { "id": "mt_oH1XC8aQYn", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Dinosaurs Around the World", "description": "Understand that different dinosaurs lived on different continents and that fossil discoveries around the world show dinosaurs were a global phenomenon, with some species found only in certain regions", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.008207934336525308, "evidence": [ "State that dinosaur fossils have been found on every continent including Antarctica", "Name at least one dinosaur discovery location (e.g. T. rex in North America, Velociraptor in Mongolia)", "Suggest a reason why the same type of dinosaur is sometimes found on continents now far apart" ], "assessmentPrompt": "If you showed {{name}} a world map, could they tell you that dinosaur fossils have been found on every continent — and maybe name a place where a famous dinosaur was discovered?", "standards": [] }, { "id": "mt_1dXhJp6qLJ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Fossilised Dinosaur Dung", "description": "Describe what coprolites are (fossilised dinosaur dung) and how palaeontologists analyse them to discover what dinosaurs ate, including plant fragments, bones, and seeds", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Define a coprolite as fossilised dung (animal droppings preserved as rock)", "Explain that scientists cut coprolites open to find plant seeds, bone fragments, or fish scales inside", "State one example of what coprolite contents reveal about a dinosaur's diet" ], "assessmentPrompt": "Does {{name}} know what a coprolite is? Can they explain — with a giggle — how fossilised poo helps scientists figure out what a dinosaur ate?", "standards": [] }, { "id": "mt_fKwgN61ttR", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Fossils Reveal Ancient Environments", "description": "Understand that fossils tell us not only about ancient animals but also about ancient environments — for example, marine fossils found on a mountaintop show that area was once underwater", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04377564979480164, "evidence": [ "Give an example of a fossil that reveals a past environment different from today's", "Explain that finding marine fossils inland means that area was once covered by sea", "State that plant fossils can show whether an area was once a forest, desert, or swamp" ], "assessmentPrompt": "If {{name}} heard that seashell fossils were found on a mountain, could they explain what that tells us about what the area used to be like?", "standards": [] }, { "id": "mt_iycQEai3dK", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "How Fossils Form", "description": "Explain in simple terms how fossils form: an organism dies and is quickly buried in sediment; over millions of years minerals replace the remains and the sediment turns to rock, preserving the shape", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03283173734610123, "evidence": [ "Describe the basic sequence: organism dies, buried in sediment, minerals replace remains over time", "Explain why fossilisation is rare — most organisms decompose before being buried", "Use the words 'sediment', 'minerals', and 'rock' correctly when explaining" ], "assessmentPrompt": "If {{name}} made a salt-dough fossil at school, could they explain how real fossils form underground over millions of years?", "standards": [] }, { "id": "mt_excSPNHJWZ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Mary Anning, Fossil Hunter", "description": "Know who Mary Anning was — a pioneering fossil hunter from Lyme Regis, England, who discovered ichthyosaur and plesiosaur skeletons in the early 1800s and contributed to our understanding of prehistoric life", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.002735978112175103, "evidence": [ "State that Mary Anning lived in England in the early 1800s and hunted for fossils along the coast", "Name at least one of her major discoveries (ichthyosaur or plesiosaur)", "Explain why her work was important — she helped scientists understand that extinct creatures once lived on Earth" ], "assessmentPrompt": "Has {{name}} heard of Mary Anning? Can they tell you who she was and why she was important to the study of fossils?", "standards": [] }, { "id": "mt_Wpvuz3mvBq", "type": "PROCEDURAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Reading Dinosaur Trackways", "description": "Use dinosaur trackways (fossilised footprints) to make inferences about a dinosaur's size, speed, and behaviour — widely spaced prints suggest running, closely spaced suggest walking", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02735978112175103, "evidence": [ "Explain that larger footprints generally mean a larger dinosaur", "Compare spacing between prints to infer walking versus running", "Suggest what a set of parallel trackways might mean (e.g. dinosaurs travelling in a group)" ], "assessmentPrompt": "If {{name}} saw a line of dinosaur footprints at a museum, could they figure out whether the dinosaur was walking or running based on how far apart the prints are?", "standards": [] }, { "id": "mt_uQljqc0J5j", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "The Mesozoic Era", "description": "Place the three periods of the Mesozoic Era — Triassic, Jurassic, and Cretaceous — in order and understand that different dinosaurs lived in different periods, not all at the same time", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "List Triassic, Jurassic, and Cretaceous in the correct chronological order", "Assign at least one well-known dinosaur to the correct period", "Explain that millions of years separated these periods and different species lived in each" ], "assessmentPrompt": "Does {{name}} know that T. rex and Stegosaurus didn't actually live at the same time — and can they name the three dinosaur time periods in order?", "standards": [] }, { "id": "mt_1VSFoM44JU", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Types of Fossils", "description": "Distinguish body fossils (preserved bones, teeth, shells) from trace fossils (footprints, trackways, eggs, burrows, coprolites) and explain what each type can tell scientists", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02872777017783858, "evidence": [ "Sort examples into body fossils (bones, teeth, shells) and trace fossils (footprints, eggs, dung)", "Explain that body fossils show what an animal looked like physically", "Explain that trace fossils show how an animal behaved — how it moved, what it ate, where it nested" ], "assessmentPrompt": "If {{name}} saw a dinosaur footprint in rock at a museum, could they explain how it's different from a fossil bone and what scientists can learn from it?", "standards": [] }, { "id": "mt_6Z42wJaKYG", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Fossils as Evidence", "description": "Analyse and interpret data from fossils to provide evidence of organisms and environments that existed long ago", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.07387140902872777, "evidence": [ "Explain that fossils are preserved remains or traces of organisms that lived long ago", "Use fossil evidence to make inferences about past organisms and their environments", "Describe how comparing fossils with living organisms helps us understand how life has changed" ], "assessmentPrompt": "If {{name}} sees a fossil of a fish in a rock on a hillside, can they explain that the area must have been underwater millions of years ago?", "standards": [ "ngss-k5:3-LS4-1", "uk-nc-2013:Y6.Sci.EI.1" ] }, { "id": "mt_T8JGTJ-oNI", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Birds Evolved from Dinosaurs", "description": "Understand that modern birds evolved from a group of small feathered theropod dinosaurs, using evidence such as the fossil Archaeopteryx, feathered dinosaur fossils from China, and shared skeletal features", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.09986320109439124, "evidence": [ "State that birds evolved from small theropod dinosaurs", "Name Archaeopteryx or Chinese feathered dinosaurs as key fossil evidence", "List at least two features birds share with theropods (e.g. hollow bones, wishbone, three-toed feet)" ], "assessmentPrompt": "Can {{name}} explain why scientists say birds are actually living dinosaurs — and point to evidence like feathered dinosaur fossils?", "standards": [] }, { "id": "mt_0T0Zf0YG6k", "type": "META", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Changing Scientific Knowledge", "description": "Evaluate competing scientific explanations about dinosaurs by weighing fossil evidence — understanding that scientific knowledge changes as new fossils are discovered and new methods of analysis are developed", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.2872777017783858, "evidence": [ "Give an example of a scientific idea about dinosaurs that changed when new evidence was found", "Explain that different scientists may interpret the same fossil evidence differently", "State that the best scientific explanation is the one supported by the most evidence from multiple sources" ], "assessmentPrompt": "If {{name}} read two different explanations for why dinosaurs went extinct, could they discuss what evidence supports each idea and why scientists sometimes change their minds?", "standards": [] }, { "id": "mt_yrSdVrXrsF", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Dinosaur Hip Groups", "description": "Classify dinosaurs into the two major groups based on hip structure: Saurischia (lizard-hipped, including theropods and sauropods) and Ornithischia (bird-hipped, including Triceratops and Stegosaurus)", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "Name the two major dinosaur groups: Saurischia and Ornithischia", "Explain the difference is based on hip bone structure (lizard-hipped vs bird-hipped)", "Correctly classify at least two dinosaurs into each group (e.g. T. rex = Saurischia, Triceratops = Ornithischia)" ], "assessmentPrompt": "Can {{name}} explain that scientists divide dinosaurs into two big groups based on their hip bones — and tell you which group includes T. rex?", "standards": [] }, { "id": "mt_JBWMqZVO7S", "type": "PROCEDURAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "How Palaeontologists Work", "description": "Describe how palaeontologists work in the field and lab: prospecting for exposed fossils, careful excavation with hand tools, plaster jacketing for transport, preparation in the lab, and scientific description and publication", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03146374829001368, "evidence": [ "List the main stages: prospecting, excavation, jacketing, transport, preparation, study, display", "Explain why careful excavation with small tools is necessary to avoid damaging the fossil", "Describe plaster jacketing as wrapping fossils in plaster for safe transport to a lab" ], "assessmentPrompt": "Can {{name}} describe the steps a palaeontologist goes through from first spotting a fossil in a cliff to it ending up on display in a museum?", "standards": [] }, { "id": "mt_M8UQTURODF", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Palaeoart & Speculation", "description": "Understand that palaeoart — scientific illustrations and models of dinosaurs — is based on fossil evidence but involves informed speculation about skin colour, feathers, and soft tissues that don't usually fossilise", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.09165526675786594, "evidence": [ "Explain that bones and teeth are known from fossils but skin colour and soft tissues usually are not", "State that recent discoveries of preserved skin impressions and feather fossils have improved reconstructions", "Give an example of how our picture of a dinosaur has changed over time (e.g. feathered vs scaly Velociraptor)" ], "assessmentPrompt": "Does {{name}} understand that pictures of dinosaurs are educated guesses? Can they explain what parts are based on evidence and what parts scientists have to imagine?", "standards": [] }, { "id": "mt_cSPtyLF3q1", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Reading Cladograms", "description": "Read and create simple cladograms (branching diagrams) that show how groups of dinosaurs are related based on shared features, understanding that species sharing more features are more closely related", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1053351573187414, "evidence": [ "Explain that a cladogram shows evolutionary relationships based on shared features", "Read a simple cladogram to identify which two dinosaurs share the most recent common ancestor", "Add a new species to a partially completed cladogram based on its listed features" ], "assessmentPrompt": "If {{name}} saw a branching tree diagram showing dinosaur relationships, could they explain which dinosaurs are most closely related by looking at where the branches split?", "standards": [] }, { "id": "mt_EGIlsfHxb6", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Rock Layers & Relative Dating", "description": "Understand that rock layers (strata) form in sequence with the oldest at the bottom and the youngest at the top, and that fossils found in deeper layers are older — this is the principle of relative dating", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03283173734610123, "evidence": [ "Explain that sedimentary rock forms in layers with the oldest at the bottom", "Use a diagram of rock strata to determine which fossil is older based on its position", "Define relative dating as working out the age of something by comparing its position in rock layers" ], "assessmentPrompt": "If {{name}} saw a cliff with layers of rock, could they explain that the bottom layers are the oldest and that fossils found deeper down lived longer ago?", "standards": [] }, { "id": "mt_QHKqckBdAk", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "The K-Pg Extinction Event", "description": "Describe the Cretaceous–Palaeogene (K-Pg) extinction event approximately 66 million years ago, including the asteroid impact theory and its evidence (iridium layer, Chicxulub crater), and understand that this ended the reign of non-avian dinosaurs", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "State that the K-Pg extinction happened about 66 million years ago and wiped out non-avian dinosaurs", "Describe the asteroid impact hypothesis and name the Chicxulub crater in Mexico", "Explain one piece of evidence: the iridium-rich layer found worldwide in rocks from that time" ], "assessmentPrompt": "Can {{name}} explain what scientists think caused the dinosaurs to go extinct — and describe at least one piece of evidence for the asteroid theory?", "standards": [] }, { "id": "mt_gTDqxYkLs9", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Life Changed Over Time", "description": "Recognise that living things have changed over time and that fossils provide information about organisms that inhabited the Earth millions of years ago", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.08891928864569083, "evidence": [ "State that living things have changed (evolved) over millions of years", "Describe how fossils form and what information they provide about the past", "Compare a fossil organism with a modern relative, noting similarities and differences" ], "assessmentPrompt": "Can {{name}} explain that the animals and plants alive today are different from those that lived millions of years ago, and that we know this from fossils?", "standards": [ "uk-nc-2013:Y6.Sci.EI.1" ] }, { "id": "mt_mqQ-DtH5m-", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Dinosaur-to-Bird Transition", "description": "Trace the evidence for the dinosaur-to-bird transition in depth: feathered theropods from the Liaoning Formation (China), the mix of dinosaur and bird features in Archaeopteryx, and the competing ground-up versus trees-down hypotheses for the origin of flight", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.09575923392612859, "evidence": [ "Describes at least three specific feathered theropod fossils (e.g. Microraptor, Anchiornis, Sinosauropteryx) and what each tells us", "Describes Archaeopteryx as showing a mix of bird features (feathers, wishbone) and dinosaur features (teeth, clawed wings, long bony tail)", "Outlines the ground-up (running and leaping) and trees-down (gliding from trees) hypotheses for flight origin and the evidence supporting each" ], "assessmentPrompt": "If {{name}} was told that a sparrow is technically a living dinosaur, could they explain the chain of fossil evidence that supports this — naming at least one key transitional fossil and describing what makes it part dinosaur, part bird?", "standards": [] }, { "id": "mt_bHbpLW1HUg", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Radiometric Dating", "description": "Explain how radiometric dating works — radioactive isotopes decay at a known rate (half-life), so measuring the ratio of parent to daughter isotope in a rock or fossil gives an absolute age; distinguish between carbon-14 (useful up to ~50,000 years) and uranium-lead (useful for millions to billions of years)", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.04240766073871409, "evidence": [ "Defines half-life as the time for half the radioactive parent isotope to decay to the daughter isotope", "Explains that the parent:daughter ratio in a sample gives an estimate of absolute age", "Distinguishes carbon-14 (for recent organic material) from uranium-lead or potassium-argon (for deep geological time), explaining why carbon-14 cannot be used for dinosaur bones" ], "assessmentPrompt": "If {{name}} was told a dinosaur bone was dated using uranium-lead radiometric dating, could they explain what that means — what is decaying, why the rate of decay is useful, and roughly why scientists don't use carbon-14 for 70-million-year-old bones?", "standards": [] }, { "id": "mt_IP0PTVfTXp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Mass Extinctions in Earth History", "description": "Compare the five major mass extinction events in Earth history (End-Ordovician, Late Devonian, End-Permian, End-Triassic, K-Pg), describe proposed kill mechanisms for each (glaciation, oceanic anoxia, volcanic mega-eruptions, asteroid impact), and explain why mass extinctions, while catastrophic, also open ecological space for subsequent evolutionary radiations", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2284541723666211, "evidence": [ "Names all five major mass extinctions in chronological order with approximate dates", "Describes the End-Permian extinction as the most severe and links it to the Siberian Traps volcanic eruption and its atmospheric consequences", "Explains how each mass extinction was followed by an adaptive radiation — e.g. the K-Pg extinction removing non-avian dinosaurs allowed mammals to diversify and eventually produce humans" ], "assessmentPrompt": "Can {{name}} explain that the asteroid that wiped out the dinosaurs was actually the fifth mass extinction in Earth history — and describe what happened in the worst one, which killed over 90% of all species?", "standards": [] }, { "id": "mt_8_BxtNDrLZ", "type": "PROCEDURAL", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Reconstructing Ancient Ecosystems", "description": "Reconstruct an ancient ecosystem using multiple independent lines of evidence: isotope analysis of teeth to infer diet and migration, bone histology (growth rings) to estimate age and growth rate, coprolite chemistry for diet, and palaeobotany for habitat — understanding that palaeontology is an evidence-synthesis discipline", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2735978112175103, "evidence": [ "Explains how stable oxygen isotope ratios in teeth shift with geographic location, allowing detection of seasonal migration", "Explains how annual growth rings in bone cross-sections reveal growth rate and approximate age at death", "Describes how combining evidence from teeth isotopes, coprolites, and fossil plant assemblages builds a richer picture of ancient ecology than any single source alone" ], "assessmentPrompt": "If {{name}} was asked how scientists know a large dinosaur migrated hundreds of kilometres every year, could they explain what kind of evidence they look for and how they rule out alternative explanations?", "standards": [] }, { "id": "mt_tGZ2sMzMGz", "type": "META", "subject": "Science", "domain": "Dinosaurs & Paleontology", "name": "Megafauna Extinction & De-Extinction", "description": "Evaluate the debate over what drove Pleistocene megafauna to extinction — human overkill, climate change, or a combination — using evidence from fossil records, ancient DNA, and archaeological sites; connect to the present-day sixth mass extinction and consider the ethics and feasibility of de-extinction using ancient DNA", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.2284541723666211, "evidence": [ "Summarises the overkill hypothesis (human hunting pressure) and the climate hypothesis (rapid warming) for Pleistocene megafauna extinction, citing specific evidence for each", "Explains how ancient DNA sequencing from permafrost-preserved specimens provides information about genetics, diet, and relatedness of extinct species", "Evaluates the de-extinction concept — describing what it would take technically and raising at least two substantive scientific or ecological arguments for and against" ], "assessmentPrompt": "If {{name}} heard that scientists are trying to bring back the woolly mammoth using ancient DNA, could they explain what ancient DNA is, what challenges exist, and why some scientists think reviving extinct species might actually help ecosystems?", "standards": [] }, { "id": "mt_qixeaiswFP", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "How Organisms Shape Habitats", "description": "Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.005471956224350205, "evidence": [ "Give at least three examples of organisms changing their environment (beaver dams, bird nests, plant roots breaking rock)", "Explain why organisms change their environment (to meet needs for shelter, food, water)", "Construct an argument with evidence showing how a specific organism changes its environment" ], "assessmentPrompt": "Can {{name}} explain how a beaver builds a dam that changes a river into a pond, or how tree roots can crack rocks apart?", "standards": [ "ngss-k5:K-ESS2-2" ] }, { "id": "mt_HZvTriQWTh", "type": "PROCEDURAL", "subject": "Science", "domain": "Earth's Systems", "name": "Local weather patterns", "description": "Use and share observations of local weather conditions to describe patterns over time, recording temperature, rainfall, and other conditions", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.02188782489740082, "evidence": [ "Observe and record daily weather conditions (temperature, cloud cover, precipitation, wind)", "Identify patterns in weather data over days or weeks", "Use observations to make simple predictions about upcoming weather" ], "assessmentPrompt": "Has {{name}} kept a weather diary for a week or more, recording whether it was sunny, rainy, or windy, and noticed any patterns?", "standards": [ "ngss-k5:K-ESS2-1" ] }, { "id": "mt_go5i87u2b9", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Seasonal changes", "description": "Observe changes across the four seasons and describe weather associated with each season, including how day length varies", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.2079343365253078, "evidence": [ "Name the four seasons and describe typical weather for each", "Describe how day length changes through the year (longer in summer, shorter in winter)", "Give examples of changes in the natural world associated with each season (e.g. leaves, flowers, animal behaviour)" ], "assessmentPrompt": "Can {{name}} describe what happens in each season — like leaves falling in autumn, snow in winter — and notice that days are shorter in winter and longer in summer?", "standards": [ "ngss-k5:K-ESS2-1", "uk-nc-2013:Y1.Sci.SC.1", "uk-nc-2013:Y1.Sci.SC.2" ] }, { "id": "mt_zCGwH1OQZa", "type": "LANGUAGE", "subject": "Science", "domain": "Earth's Systems", "name": "Evaporation and condensation", "description": "Name and use vocabulary for the water cycle — evaporation, condensation, precipitation, collection, transpiration, water vapour, runoff, groundwater — and describe each stage of the cycle using these terms in the correct sequence", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01504787961696306, "evidence": [ "Describe the complete water cycle using at least four correct technical terms in the right order", "Distinguish 'evaporation' from 'condensation' and explain where each occurs in the water cycle", "Use 'water vapour' and 'precipitation' correctly in descriptions of weather and the water cycle" ], "assessmentPrompt": "Can {{name}} explain where the puddle goes after it stops raining — using words like 'evaporation' or 'water vapour' rather than just 'it dries up'?", "standards": [] }, { "id": "mt_mwirOvigWD", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "How fossils form", "description": "Describe in simple terms how fossils are formed when things that have lived are trapped within rock over millions of years", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06703146374829001, "evidence": [ "Describe the basic process: organism dies, gets buried in mud/sand, layers build up, material turns to rock over millions of years", "Explain that the organism's shape is preserved as a fossil within the rock", "Give examples of common fossils (shells, bones, leaf imprints, footprints)" ], "assessmentPrompt": "Can {{name}} explain how a shell or bone from an ancient creature ended up preserved inside a rock?", "standards": [ "uk-nc-2013:Y3.Sci.R.2" ] }, { "id": "mt_m6UaSmrQVG", "type": "PROCEDURAL", "subject": "Science", "domain": "Earth's Systems", "name": "Preventing Erosion", "description": "Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03009575923392613, "evidence": [ "Describe how wind and water can change the shape of land (erosion)", "Compare at least two design solutions for reducing erosion (e.g. retaining walls, plants, windbreaks)", "Evaluate which solution works best based on evidence from tests or observations" ], "assessmentPrompt": "If {{name}} sees a sandcastle being washed away by waves, can they think of ways to protect it — like building a wall or planting grass to hold the sand?", "standards": [ "ngss-k5:2-ESS2-1" ] }, { "id": "mt_R6YoRXkRxS", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Properties of materials", "description": "Compare and group different kinds of rocks based on their appearance and simple physical properties such as hardness, texture, and colour", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.08755129958960328, "evidence": [ "Describe at least three observable properties of rocks: hardness, texture, colour, grain size", "Sort a collection of rocks into groups based on chosen properties", "Compare two rocks and describe how their properties differ" ], "assessmentPrompt": "Can {{name}} examine a collection of rocks and sort them by whether they're hard or crumbly, rough or smooth, and light or dark?", "standards": [ "uk-nc-2013:Y3.Sci.R.1" ] }, { "id": "mt_yhhprm7dZK", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Rocks and soil", "description": "Recognise that soils are made from rocks and organic matter, and that different soils have different properties", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.009575923392612859, "evidence": [ "State that soil is a mixture of broken-down rock particles and decomposed organic matter (humus)", "Compare at least two types of soil (sandy, clay, loam) and describe their different properties", "Explain that soil formation takes a very long time as rocks gradually break down" ], "assessmentPrompt": "Can {{name}} explain that soil isn't just dirt — it's made from tiny broken-down bits of rock mixed with dead leaves and other organic material?", "standards": [ "uk-nc-2013:Y3.Sci.R.3" ] }, { "id": "mt_KsKLVW_ssY", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Shapes of land and water", "description": "Develop a model to represent the shapes and kinds of land (mountains, valleys, plains) and bodies of water (rivers, lakes, oceans) in an area", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.1272229822161423, "evidence": [ "Name and describe at least four types of landforms (mountain, valley, plain, hill, cliff)", "Name and describe at least three types of water bodies (river, lake, ocean, pond)", "Create or interpret a simple model or map showing land and water features of an area" ], "assessmentPrompt": "Can {{name}} look at a map or build a model showing mountains, rivers, and oceans, and explain what each type of land or water feature is?", "standards": [ "ngss-k5:2-ESS2-2" ] }, { "id": "mt_nRF_VRntrW", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Where water is found on Earth", "description": "Identify where water is found on Earth and understand that water can exist as solid (ice) or liquid, recognising water in oceans, rivers, glaciers, and underground", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.09849521203830369, "evidence": [ "List where water is found on Earth: oceans, rivers, lakes, glaciers, underground, atmosphere", "Explain that water exists as liquid (rivers, oceans) and solid (ice, glaciers, snow)", "Recognise that most of Earth's water is in the oceans" ], "assessmentPrompt": "Can {{name}} name the different places water is found on Earth — in oceans, rivers, ice caps, and even underground — and explain that ice is just frozen water?", "standards": [ "ngss-k5:2-ESS2-3" ] }, { "id": "mt_NYsz6QgaaE", "type": "PROCEDURAL", "subject": "Science", "domain": "Earth's Systems", "name": "Seasonal changes (age 8+)", "description": "Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03556771545827633, "evidence": [ "Collect and organise weather data in a table (temperature, precipitation, cloud cover)", "Create a graphical display (bar chart, pictogram) showing weather patterns for a season", "Use the data to describe typical weather conditions for that season and compare with other seasons" ], "assessmentPrompt": "Can {{name}} collect weather data over several weeks, put it in a chart, and use it to describe what weather is typical for that time of year?", "standards": [ "ngss-k5:3-ESS2-1" ] }, { "id": "mt_Gm12BzcCfX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Weather vs climate", "description": "Obtain and combine information to describe climates in different regions of the world, distinguishing between weather and climate", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03967168262653899, "evidence": [ "Define weather as day-to-day conditions and climate as the long-term pattern of weather in an area", "Describe at least three different climate types (tropical, temperate, polar, desert) with examples", "Explain that climate varies by region due to factors like distance from the equator" ], "assessmentPrompt": "Can {{name}} explain the difference between weather and climate, and describe why the Arctic is always cold while tropical areas are always warm?", "standards": [ "ngss-k5:3-ESS2-2" ] }, { "id": "mt_vAP_A986IQ", "type": "PROCEDURAL", "subject": "Science", "domain": "Earth's Systems", "name": "Erosion and weathering", "description": "Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03556771545827633, "evidence": [ "Define weathering (breaking down of rock in place) and erosion (movement of broken rock/soil)", "Describe the effects of at least three agents of weathering/erosion: water, ice, wind, vegetation", "Provide evidence from observations showing how weathering or erosion has changed a landscape" ], "assessmentPrompt": "Can {{name}} look at a crumbling cliff or a river bank and explain how water, wind, or ice has slowly worn away the rock or soil over time?", "standards": [ "ngss-k5:4-ESS2-1" ] }, { "id": "mt_-G6erQvLig", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Finding patterns in data", "description": "Analyse and interpret data from maps to describe patterns of Earth's features, recognising that many features result from processes that occur over long periods", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04787961696306429, "evidence": [ "Use a map to identify patterns in the location of mountains, rivers, lakes, and other features", "Describe patterns observed (e.g. mountains in chains, rivers flow from high to low ground)", "Explain that Earth's features result from processes like erosion, volcanic activity, and plate movement over long periods" ], "assessmentPrompt": "Can {{name}} look at a map and notice patterns like mountains running in lines, rivers flowing to the sea, or deserts clustered near the equator?", "standards": [ "ngss-k5:4-ESS2-2" ] }, { "id": "mt_bqL8DD1SbV", "type": "LANGUAGE", "subject": "Science", "domain": "Earth's Systems", "name": "Types of rocks", "description": "Use vocabulary for Earth's geological processes and rock types — igneous, sedimentary, metamorphic, erosion, weathering, deposition, fossil, sediment, strata, permeable, impermeable — and apply these when explaining how rocks form and how landscapes change over time", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Correctly classify igneous, sedimentary, and metamorphic rocks and explain in one sentence how each type forms", "Use 'erosion', 'weathering', and 'deposition' correctly as three distinct stages in a sequence", "Explain how fossils form using 'sediment' and 'sedimentary rock' correctly" ], "assessmentPrompt": "Could {{name}} explain the difference between a rock being weathered and being eroded — those are actually two different things?", "standards": [] }, { "id": "mt_LKagN9GJPX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Earth's atmosphere", "description": "Develop a model to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact as connected Earth systems", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.1409028727770178, "evidence": [ "Name the four Earth systems: geosphere (rock/land), hydrosphere (water), atmosphere (air), biosphere (living things)", "Describe at least two interactions between different Earth systems with examples", "Create or interpret a model showing how a change in one system affects others" ], "assessmentPrompt": "Can {{name}} explain how rain (atmosphere) falls on mountains (geosphere), flows into rivers (hydrosphere), and provides water for plants and animals (biosphere)?", "standards": [ "ngss-k5:5-ESS2-1" ] }, { "id": "mt_0_K-GrKQpd", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Earth's Systems", "name": "Rock layers and Earth's history", "description": "Interpret cross-section diagrams of the Earth's interior, geological strata, and rock cycle; read and label layers (crust, mantle, outer core, inner core); understand that deeper layers in sedimentary sequences are older", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03009575923392613, "evidence": [ "Label the four layers of the Earth on a cross-section diagram using the correct terms", "Interpret a diagram of sedimentary rock layers and identify which layer was deposited first", "Read a rock cycle diagram and trace the pathway of a rock from igneous to sedimentary to metamorphic" ], "assessmentPrompt": "If {{name}} sees a cut-away diagram of the Earth, can they point to and name the different layers — and if shown stacked rock layers, can they say which layer formed first?", "standards": [] }, { "id": "mt_LsY4-T2fU7", "type": "CONCEPTUAL", "subject": "Science", "domain": "Earth's Systems", "name": "Salt Water vs Fresh Water", "description": "Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.07523939808481532, "evidence": [ "State that about 97% of Earth's water is salt water in the oceans", "Describe where fresh water is found: glaciers/ice caps, groundwater, rivers, lakes", "Create or interpret a graph showing the relative amounts of salt water vs fresh water" ], "assessmentPrompt": "Can {{name}} explain that most of Earth's water is salty ocean water, and only a tiny fraction is the fresh water we drink, and show this on a graph?", "standards": [ "ngss-k5:5-ESS2-2" ] }, { "id": "mt_e6PP4ip39V", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Plants and animals in their habitats", "description": "Use a model to represent the relationship between the needs of different plants and animals and the places they live, connecting organism needs to habitat features", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.008207934336525308, "evidence": [ "Use a simple model (drawing, diagram) to show how a habitat provides what an organism needs", "Match at least three organisms to their habitats and explain why each needs that specific place", "Describe what would happen if an organism were placed in a habitat that doesn't meet its needs" ], "assessmentPrompt": "Can {{name}} explain why a fish needs to live in water but a cactus can live in a desert, by matching what each living thing needs to where it lives?", "standards": [ "ngss-k5:K-ESS3-1" ] }, { "id": "mt_deexfCHU9m", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Reducing Human Impact", "description": "Communicate solutions that will reduce the impact of humans on the land, water, air, and other living things in the local environment", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.008207934336525308, "evidence": [ "Identify at least three ways humans negatively impact the local environment (litter, pollution, habitat destruction)", "Propose at least three solutions to reduce human impact (recycling, reducing waste, conserving water, planting trees)", "Explain how each solution helps protect land, water, air, or living things" ], "assessmentPrompt": "Can {{name}} suggest ways people can help the environment — like recycling, not littering, saving water, or planting trees?", "standards": [ "ngss-k5:K-ESS3-3" ] }, { "id": "mt_cM8YS6NXqi", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Habitats & Basic Needs", "description": "Identify that most living things live in habitats to which they are suited and describe how habitats provide for basic needs and how organisms depend on each other", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.1395348837209302, "evidence": [ "Define a habitat as a place where an organism lives that provides what it needs", "Give examples of how specific habitats meet organisms' needs (e.g. pond provides water and food for frogs)", "Describe at least one way organisms in a habitat depend on each other (e.g. bees pollinate flowers, flowers feed bees)" ], "assessmentPrompt": "Can {{name}} explain why a polar bear lives in the Arctic and not in a desert, and how the animals and plants in a habitat help each other?", "standards": [ "ngss-k5:2-LS4-1", "uk-nc-2013:Y2.Sci.LTH.2" ] }, { "id": "mt_Fw0bbM1e_g", "type": "LANGUAGE", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Habitat Vocabulary", "description": "Name and use vocabulary for where living things are found — habitat, environment, microhabitat, conditions, woodland, ocean, desert, rainforest, pond — and use terms to describe what animals need to survive: food, water, shelter, space, and suitable conditions", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.1203830369357045, "evidence": [ "Match animals to their habitats and explain the match using 'adapted to', 'conditions', or 'shelter'", "Correctly use 'habitat' and 'microhabitat' to describe different scales of environment with examples", "Name at least three contrasting habitats and describe what makes each distinctive" ], "assessmentPrompt": "Can {{name}} explain why a polar bear couldn't survive in a rainforest — using the word 'habitat' or 'conditions' rather than just 'it's too hot'?", "standards": [] }, { "id": "mt_Sa48W7KXB5", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Living, Dead & Never Alive", "description": "Explore and compare the differences between things that are living, dead, and things that have never been alive", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1409028727770178, "evidence": [ "Sort a collection of objects into three groups: living, dead (was once alive), never alive", "Give reasons for each sorting decision (e.g. 'the leaf was on a tree so it was alive once')", "List characteristics of living things such as growing, breathing, reproducing, and moving" ], "assessmentPrompt": "If you show {{name}} a rock, a fallen leaf, and a caterpillar, can they tell you which is alive, which was once alive, and which was never alive?", "standards": [ "uk-nc-2013:Y2.Sci.LTH.1" ] }, { "id": "mt_ppENoD8vf1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Local Plants & Animals", "description": "Identify and name a variety of plants and animals in their habitats, including microhabitats such as under a log or in a pond", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.04514363885088919, "evidence": [ "Name at least three animals and plants found in a specific local habitat", "Explain what a microhabitat is (a very small habitat within a larger one)", "Describe conditions in a microhabitat (e.g. 'under a stone is damp and dark, woodlice like that')" ], "assessmentPrompt": "If you turn over a log in the garden with {{name}}, can they name the little creatures they find and explain why they live there?", "standards": [ "ngss-k5:2-LS4-1", "uk-nc-2013:Y2.Sci.LTH.3" ] }, { "id": "mt_EygMHKs8Ed", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Simple Food Chains", "description": "Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify different sources of food", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.1217510259917921, "evidence": [ "Draw a simple food chain with at least three organisms using arrows to show energy flow", "Explain that food chains always start with a plant (producer) that makes its own food", "Use the terms 'producer' and 'consumer' correctly when describing a food chain" ], "assessmentPrompt": "Can {{name}} draw a food chain showing how a caterpillar eats a leaf and then a bird eats the caterpillar?", "standards": [ "uk-nc-2013:Y2.Sci.LTH.4" ] }, { "id": "mt_i4bDqjyglj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Animal Groups & Survival", "description": "Construct an argument that some animals form groups that help members survive, such as herds, packs, or colonies", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Give at least two examples of animals that live in groups (e.g. wolves, ants, fish schools)", "Explain how group living provides survival advantages (protection, finding food, raising young)", "Construct a simple argument with evidence for why a specific animal benefits from group behaviour" ], "assessmentPrompt": "Can {{name}} explain why wolves hunt in packs or why fish swim in schools, and how being in a group helps them survive?", "standards": [ "ngss-k5:3-LS2-1" ] }, { "id": "mt_Wyd-l-6H7G", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Changing Environments", "description": "Recognise that environments can change and that this can sometimes pose dangers and challenges to living things", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.1108071135430917, "evidence": [ "Give at least two examples of environmental changes (natural and human-caused)", "Describe how a specific change affects the organisms in that environment", "Explain why some organisms may not survive if their environment changes too quickly" ], "assessmentPrompt": "Can {{name}} give examples of how changes like pollution, building, or drought can make it harder for animals and plants to survive?", "standards": [ "ngss-k5:3-LS4-4", "uk-nc-2013:Y4.Sci.LTH.3" ] }, { "id": "mt_brgde1Vx0P", "type": "PROCEDURAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Classification Keys", "description": "Explore and use classification keys to identify, group, and name living things in local and wider environments", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.0533515731874145, "evidence": [ "Follow a branching classification key to identify an unknown organism", "Create a simple yes/no classification key for a set of 6-8 organisms", "Use a key to identify organisms in the local environment during a field activity" ], "assessmentPrompt": "Can {{name}} use a simple yes/no key chart to work out the name of an insect or plant they've found outside?", "standards": [ "uk-nc-2013:Y4.Sci.LTH.2" ] }, { "id": "mt_M7XhBBzYof", "type": "LANGUAGE", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Ecology Vocabulary", "description": "Use vocabulary for feeding relationships and ecological roles — producer, consumer, predator, prey, herbivore, carnivore, omnivore, decomposer, food chain, food web, nutrient cycle — and describe how energy and matter flow through ecosystems using these terms", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.02599179206566347, "evidence": [ "Construct a food chain correctly using producer, consumer, predator, and prey in the right positions", "Distinguish between herbivore, carnivore, and omnivore with correct examples from a given ecosystem", "Explain what a decomposer does and why it matters, using the correct vocabulary" ], "assessmentPrompt": "Can {{name}} draw a food chain from a plant to a top predator and label each animal as a producer, consumer, predator, or prey?", "standards": [] }, { "id": "mt_oB-L8EVdIP", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Food Chains & Energy Transfer", "description": "Construct and interpret food chains identifying producers, predators, and prey, and understand energy transfer between trophic levels", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06566347469220246, "evidence": [ "Construct a food chain with at least four organisms, labelling producer, primary consumer, predator", "Define producer, predator, and prey with examples", "Interpret a given food chain to predict what happens if one organism is removed" ], "assessmentPrompt": "Can {{name}} build a food chain for a woodland and point out which organisms are producers, which are predators, and which are prey?", "standards": [ "uk-nc-2013:Y4.Sci.A.3" ] }, { "id": "mt_AylKwhbDWM", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Grouping Living Things", "description": "Recognise that living things can be grouped in a variety of ways based on observable features", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.0560875512995896, "evidence": [ "Group a set of organisms using at least two different criteria (e.g. by habitat, by body covering, by diet)", "Explain the reasoning behind each grouping choice", "Recognise that the same organism can belong to different groups depending on the criteria used" ], "assessmentPrompt": "Can {{name}} sort a set of animals or plants into groups using their own criteria, like 'has wings' or 'lives in water'?", "standards": [ "uk-nc-2013:Y4.Sci.LTH.1" ] }, { "id": "mt_YB0qF5KX9C", "type": "LANGUAGE", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Human impact on environments", "description": "Use vocabulary for human impact on the environment — pollution, habitat destruction, deforestation, biodiversity, conservation, renewable energy, non-renewable energy, fossil fuel, carbon footprint, sustainability, endangered, extinct — and apply these when discussing environmental issues and human choices", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.04240766073871409, "evidence": [ "Distinguish between renewable and non-renewable energy sources using the correct terms and give examples of each", "Use 'biodiversity' and 'conservation' correctly in discussing why protecting habitats matters", "Apply 'carbon footprint' and 'sustainability' correctly in a discussion about everyday human choices" ], "assessmentPrompt": "Can {{name}} explain what a carbon footprint is — not just that it's about pollution, but what it actually measures?", "standards": [] }, { "id": "mt_uVaS12lN1i", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Reading Food Web Diagrams", "description": "Read and interpret food web diagrams — identify producers, primary and secondary consumers, and decomposers; trace energy flow along food chains within the web; predict the effect of removing or adding a species", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Identify the producer, herbivore, and carnivore in a food web from a diagram", "Trace two food chains through the same food web and identify shared species", "Predict what would happen to fox numbers if rabbits were removed from a food web diagram" ], "assessmentPrompt": "If {{name}} is shown a diagram with arrows connecting plants, insects, frogs, and hawks, can they trace which animals eat which and explain what would happen if the frogs disappeared?", "standards": [] }, { "id": "mt_A1Xfu5p5KT", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Animal Life Cycles", "description": "Describe differences in the life cycles of mammals, amphibians, insects, and birds, comparing metamorphosis with direct development", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06566347469220246, "evidence": [ "Describe the life cycle of a mammal, amphibian, insect, and bird with key stages for each", "Compare metamorphosis (complete change of form) with direct development (gradual growth)", "Identify which groups undergo metamorphosis and which do not" ], "assessmentPrompt": "Can {{name}} explain how a butterfly's life cycle (egg, caterpillar, chrysalis, butterfly) is completely different from how a puppy grows into a dog?", "standards": [ "uk-nc-2013:Y5.Sci.LTH.1" ] }, { "id": "mt_yNWt3GQBNp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Plant & Animal Reproduction", "description": "Describe the life process of reproduction in some plants and animals, including sexual and asexual reproduction in plants", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06566347469220246, "evidence": [ "Describe sexual reproduction in plants: pollination, fertilisation, seed production", "Give examples of asexual reproduction in plants: runners (strawberries), bulbs, cuttings", "Compare reproduction in egg-laying animals (birds, frogs) vs live-bearing mammals" ], "assessmentPrompt": "Can {{name}} explain different ways plants reproduce — not just from seeds but also from cuttings or runners — and how animals reproduce by having babies or laying eggs?", "standards": [ "uk-nc-2013:Y5.Sci.LTH.2" ] }, { "id": "mt_IY3KwGLZgk", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Classifying Organisms", "description": "Describe how living things are classified into broad groups (micro-organisms, plants, animals) according to common observable characteristics, similarities, and differences", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.0533515731874145, "evidence": [ "Name the broad classification groups: micro-organisms, plants, animals (and fungi if known)", "Describe observable characteristics used for classification (e.g. plants make own food, animals move and eat)", "Give examples of organisms in each group, including micro-organisms like bacteria" ], "assessmentPrompt": "Can {{name}} explain the big groups that scientists sort all living things into — like plants, animals, and tiny micro-organisms — and give examples of each?", "standards": [ "uk-nc-2013:Y6.Sci.LTH.1" ] }, { "id": "mt_7e-lG7YOWa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Communities Protecting Resources", "description": "Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04924760601915185, "evidence": [ "Describe at least three real-world examples of communities protecting resources or the environment", "Explain the science ideas behind each example (e.g. solar panels convert sunlight to electricity, reducing fossil fuel use)", "Discuss how individual actions and community efforts combine to make a difference" ], "assessmentPrompt": "Can {{name}} describe real examples of how communities protect the environment — like using solar panels, creating nature reserves, or cleaning up rivers?", "standards": [ "ngss-k5:5-ESS3-1" ] }, { "id": "mt_B8lX8OCzGu", "type": "PROCEDURAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Evidence-Based Classification", "description": "Give reasons for classifying plants and animals based on specific characteristics, using evidence to justify classification decisions", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.06155950752393981, "evidence": [ "Classify an unfamiliar organism using specific observable characteristics with reasoning", "Compare two similar organisms and explain which characteristics distinguish their classification", "Justify a classification decision using at least two pieces of evidence from observation" ], "assessmentPrompt": "If {{name}} finds an unusual creature, can they explain step by step how they'd work out what group it belongs to based on its features?", "standards": [ "uk-nc-2013:Y6.Sci.LTH.2" ] }, { "id": "mt_0ajzcoKAKw", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Matter Cycling in Ecosystems", "description": "Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.186046511627907, "evidence": [ "Describe the role of decomposers (fungi, bacteria, worms) in breaking down dead matter", "Trace the movement of matter: plant grows using soil nutrients → animal eats plant → animal dies → decomposers return nutrients to soil", "Create or interpret a simple diagram showing matter cycling through an ecosystem" ], "assessmentPrompt": "Can {{name}} explain what happens to a fallen leaf on the forest floor — how tiny organisms break it down and the nutrients go back into the soil to help new plants grow?", "standards": [ "ngss-k5:5-LS2-1" ] }, { "id": "mt_BOG5zRYtQz", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Energy Loss Between Levels", "description": "Explain how energy is transferred between trophic levels in a food chain, why energy is lost at each stage, and use pyramids of biomass/numbers to represent this", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.04651162790697674, "evidence": [ "Explains that only about 10% of energy passes from one trophic level to the next", "Constructs a pyramid of biomass from data and explains its shape", "Identifies where energy is lost at each trophic level (heat, movement, waste)", "Explains why food chains rarely have more than five trophic levels" ], "assessmentPrompt": "If {{name}} was asked why there are so many more plants than foxes in a field, could they explain how energy gets lost at every step of a food chain and what that means for the size of each population?", "standards": [ "ngss-ms:MS-LS2-1", "ngss-ms:MS-LS2-4", "uk-nc-2013:KS3.Sci.Bio.Ecosystem.1" ] }, { "id": "mt_URTJbS3hhs", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Food Webs & Interdependence", "description": "Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.06292749658002736, "evidence": [ "Draws a food web from given data with arrows showing energy flow direction", "Predicts how the population of one species would change if another species increased or decreased", "Distinguishes a food web from a food chain and explains why webs are more realistic", "Identifies producers, primary consumers, secondary consumers, and apex predators" ], "assessmentPrompt": "If {{name}} was shown a diagram with lots of animals connected by arrows, could they explain what it means — tracing what eats what — and predict what would happen if one animal disappeared from the web?", "standards": [ "ngss-ms:MS-LS2-1", "uk-nc-2013:KS3.Sci.Bio.Ecosystem.1" ] }, { "id": "mt_wWpa5fFDZP", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Pollination & Pollinator Decline", "description": "Explain the importance of insect pollination for plant reproduction and human food security, and discuss the consequences of pollinator decline", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.05198358413132695, "evidence": [ "Explains why many food crops depend on insect pollination to produce fruit and seeds", "Names examples of crops that require insect pollination (e.g. apples, almonds, oilseed rape)", "Discusses the potential impact of bee population decline on food production", "Connects to plant reproduction — flowers are adapted to attract specific pollinators" ], "assessmentPrompt": "If {{name}} saw a news story about bees dying out, could they explain what that would actually mean for the food in your kitchen — which foods would be affected and why?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Ecosystem.2" ] }, { "id": "mt_V2lNzEex_a", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "The Water Cycle", "description": "Describe the water cycle, tracing water through evaporation, condensation, precipitation, surface runoff, and transpiration in plants, explaining how the sun drives the cycle", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02051983584131327, "evidence": [ "Labels a water cycle diagram correctly", "Explains what drives each stage of the water cycle (e.g. solar energy drives evaporation)", "Explains the role of transpiration (plants releasing water vapour) in the water cycle", "Discusses how human activities (deforestation, paving) affect the water cycle" ], "assessmentPrompt": "If {{name}} watched rain falling outside and was asked where that water had been before it fell, could they trace its journey through the water cycle from the sea to the clouds to the rain and back?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Ecosystem.5" ] }, { "id": "mt_xSs0xAd6i1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Biodiversity & Resilience", "description": "Explain what biodiversity means, why high biodiversity makes ecosystems more resilient, and describe the ways human activity threatens biodiversity (habitat destruction, pollution, invasive species, climate change)", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.04924760601915185, "evidence": [ "Defines biodiversity at the species, genetic, and ecosystem levels", "Explains why high biodiversity makes an ecosystem more stable and resilient to disruption", "Identifies at least three human activities that reduce biodiversity", "Discusses why biodiversity loss matters for humans as well as wildlife" ], "assessmentPrompt": "If {{name}} was asked why it matters if a rainforest is cut down even if lots of species survive elsewhere, could they explain what biodiversity means and why losing it makes whole ecosystems more fragile?", "standards": [ "ngss-ms:MS-LS2-4", "uk-nc-2013:KS3.Sci.Bio.Adaptation.3" ] }, { "id": "mt_6aJUzBYGNs", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Chromosomes, Genes & DNA", "description": "Describe the relationship between chromosomes, genes, and DNA in heredity, including the double helix structure of DNA and the historical roles of Watson, Crick, Franklin, and Wilkins", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01641586867305062, "evidence": [ "Explains the hierarchy: DNA → gene → chromosome → nucleus → cell", "Describes what a gene is and what it codes for", "States that human body cells contain 46 chromosomes in 23 pairs", "Describes the contributions of Watson, Crick, Franklin, and Wilkins to the discovery of DNA structure" ], "assessmentPrompt": "If {{name}} was asked what DNA actually is and where it is in the body, could they explain the relationship between DNA, genes, and chromosomes — and say roughly how many chromosomes a human cell has?", "standards": [ "ngss-ms:MS-LS3-1", "uk-nc-2013:KS3.Sci.Bio.Adaptation.5" ] }, { "id": "mt_ohUnzoI_nx", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Evidence for Evolution", "description": "Describe the main types of evidence for evolution: the fossil record (change over time), comparative anatomy (homologous structures), and the geographic distribution of related species", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1450068399452804, "evidence": [ "Explains how fossils form and what they can tell us about past life", "Uses the fossil record as evidence that species have changed over time", "Describes homologous structures (e.g. pentadactyl limb) as evidence for common ancestry", "Explains why island species provide evidence for evolution (e.g. Darwin's finches, Galapagos)" ], "assessmentPrompt": "If {{name}} visited a natural history museum and saw fossils and skeletons of different animals, could they explain how scientists use those to build up evidence that species change over time — and that different animals are related?", "standards": [ "ngss-ms:MS-LS4-1", "ngss-ms:MS-LS4-2", "uk-nc-2013:KS3.Sci.Bio.Adaptation.1", "uk-nc-2013:KS3.Sci.Bio.Adaptation.4" ] }, { "id": "mt_-r3B4FQyX3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Extinction & Rapid Change", "description": "Explain how environmental change can outpace a species' ability to adapt through natural selection, leading to extinction, using historical and contemporary examples", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2243502051983584, "evidence": [ "Explains why extinction occurs when environmental change is faster than the rate of adaptation", "Gives a historical example (e.g. woolly mammoth, dodo) and a contemporary example of threatened extinction", "Distinguishes between background extinction rates and mass extinctions", "Explains how human activity (habitat loss, hunting, climate change) is driving current species loss" ], "assessmentPrompt": "If {{name}} was asked why woolly mammoths no longer exist while other large mammals survived, could they explain what conditions led to the mammoth's extinction — and connect it to what's happening with endangered species today?", "standards": [ "ngss-ms:MS-LS4-5", "uk-nc-2013:KS3.Sci.Bio.Adaptation.2" ] }, { "id": "mt_rOqo-8GeKt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Genetic Mutation", "description": "Explain genetic mutation as a random change in DNA sequence, describe causes of mutation (e.g. radiation, chemicals, copying errors), and explain that most mutations are neutral, some harmful, and a few beneficial", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.009575923392612859, "evidence": [ "Defines mutation as a change to DNA sequence", "Names at least two things that can cause mutations (mutagens)", "Explains that mutations are the original source of all genetic variation", "Explains that beneficial mutations can be selected for by natural selection" ], "assessmentPrompt": "If {{name}} heard that DNA can get damaged or changed, could they explain what a mutation is, what might cause one, and why most mutations don’t actually cause problems — but occasionally one leads to something new?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Adaptation.4" ] }, { "id": "mt_FuVEZ1Ac9s", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "How Natural Selection Works", "description": "Explain natural selection as the mechanism of evolution: heritable variation + competition for resources + differential survival and reproduction = change in allele frequency over generations", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.1491108071135431, "evidence": [ "Describes the four conditions required for natural selection to operate (variation, heritability, competition, selection)", "Applies the concept to a specific example (e.g. antibiotic resistance in bacteria, peppered moth)", "Explains why individuals with advantageous traits leave more offspring", "Distinguishes natural selection from evolution (selection is the mechanism; evolution is the result over many generations)" ], "assessmentPrompt": "If {{name}} heard about bacteria becoming resistant to antibiotics, could they explain how that happened using natural selection — without the bacteria ‘choosing’ to change?", "standards": [ "ngss-ms:MS-LS4-4", "uk-nc-2013:KS3.Sci.Bio.Adaptation.1", "uk-nc-2013:KS3.Sci.Bio.Adaptation.4" ] }, { "id": "mt_JSUGQ5Repv", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Species Distribution & Change", "description": "Explain how environmental change (climate change, habitat loss, pollution) affects the distribution of species, including range shifts, local extinction, and invasive species", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.0533515731874145, "evidence": [ "Describes at least two ways environmental change can affect species distribution", "Gives a real example of a species whose range has shifted due to climate change", "Explains what an invasive species is and how environmental change can enable invasions", "Discusses why some species are more vulnerable to environmental change than others" ], "assessmentPrompt": "If {{name}} heard that wild plants in the UK are now flowering weeks earlier than they did 50 years ago, could they explain why that happens and what problems it might cause for the other animals that depend on those plants?", "standards": [ "ngss-ms:MS-LS2-4", "uk-nc-2013:KS3.Sci.Bio.Ecosystem.6" ] }, { "id": "mt_Be1A88GUpu", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "The Carbon Cycle", "description": "Describe the carbon cycle, tracing carbon through photosynthesis, respiration, feeding, decomposition, and combustion, and explain the role of each process", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.2051983584131327, "evidence": [ "Draws or labels a diagram of the carbon cycle showing the main processes", "Explains how photosynthesis removes carbon dioxide from the atmosphere", "Explains how respiration, combustion, and decomposition return carbon dioxide to the atmosphere", "Discusses how human activities (burning fossil fuels, deforestation) disrupt the carbon cycle" ], "assessmentPrompt": "If {{name}} was asked where the carbon in a wooden table came from originally, could they trace its journey through the carbon cycle — from the atmosphere, through a plant, into the tree, and back out again?", "standards": [ "ngss-ms:MS-LS2-3", "uk-nc-2013:KS3.Sci.Bio.Ecosystem.4", "uk-nc-2013:KS3.Sci.Chem.EA.1" ] }, { "id": "mt_YvCgDM0Scg", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Toxins Building Up in Food Chains", "description": "Explain how organisms affect and are affected by their environment, including the bioaccumulation of toxic materials (e.g. pesticides, heavy metals) through food chains", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.04651162790697674, "evidence": [ "Defines bioaccumulation and explains why toxins increase in concentration higher up the food chain", "Gives a real example of bioaccumulation (e.g. DDT in peregrine falcons, mercury in tuna)", "Explains how organisms can change their habitat (e.g. earthworms aerating soil, beavers creating wetlands)", "Discusses why top predators are most at risk from bioaccumulation" ], "assessmentPrompt": "If {{name}} heard that large fish like tuna can contain more mercury than small fish, could they explain why that is — even though the tuna didn’t encounter mercury directly?", "standards": [ "ngss-ms:MS-LS2-4", "ngss-ms:MS-LS2-5", "uk-nc-2013:KS3.Sci.Bio.Ecosystem.3" ] }, { "id": "mt_k1HXbEwG8f", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Variation in Species", "description": "Explain variation within and between species, distinguishing between continuous variation (e.g. height) and discontinuous variation (e.g. blood group), and between genetic and environmental causes", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.05198358413132695, "evidence": [ "Gives examples of continuous and discontinuous variation in humans", "Distinguishes between genetic causes of variation (inherited differences) and environmental causes (diet, sunlight, etc.)", "Explains why sexual reproduction produces greater variation than asexual reproduction", "Draws or interprets a frequency graph showing continuous variation" ], "assessmentPrompt": "If {{name}} looked around a classroom and noticed that everyone has slightly different heights, hair colours, and eye colours, could they explain why these differences exist — and which ones are inherited, which are down to the environment, and which are both?", "standards": [ "ngss-ms:MS-LS3-2", "uk-nc-2013:KS3.Sci.Bio.Adaptation.1" ] }, { "id": "mt_o7FJPDsHiW", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ecosystems & Habitats", "name": "Predicting Inherited Traits", "description": "Explain how alleles are inherited in sexual reproduction and use Punnett squares to predict the probability of offspring inheriting a characteristic, including dominant and recessive alleles", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.004103967168262654, "evidence": [ "Defines allele, dominant, and recessive in the context of inheritance", "Constructs a Punnett square for a monohybrid cross and calculates probability ratios", "Explains the difference between genotype and phenotype", "Gives an example of a human characteristic controlled by dominant/recessive alleles" ], "assessmentPrompt": "If {{name}} was asked why two brown-eyed parents can have a blue-eyed child, could they explain what dominant and recessive alleles are and show how it works using a Punnett square?", "standards": [ "ngss-ms:MS-LS3-2", "uk-nc-2013:KS3.Sci.Bio.Adaptation.6" ] }, { "id": "mt_2agkUcdah9", "type": "PROCEDURAL", "subject": "Science", "domain": "Energy", "name": "Building shade from the sun", "description": "Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area, such as a shade or shelter", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01915184678522572, "evidence": [ "Design a structure intended to reduce the warming effect of sunlight on an area", "Build the structure using available materials and test whether it reduces temperature", "Compare the temperature in the shaded area vs an unshaded area as evidence of effectiveness" ], "assessmentPrompt": "Can {{name}} design and build a simple shade — like an umbrella or canopy — and test whether it keeps an area cooler in the sun?", "standards": [ "ngss-k5:K-PS3-2" ] }, { "id": "mt_iGSfQg3g5c", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Sunlight warms things up", "description": "Make observations to determine the effect of sunlight on Earth's surface, noticing that sunlight warms the ground, water, and objects", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.05745554035567715, "evidence": [ "Observe that surfaces in sunlight feel warmer than those in shade", "Describe that sunlight provides warmth (heat energy) to Earth's surface", "Compare temperatures of surfaces in sun vs shade using touch or a thermometer" ], "assessmentPrompt": "Can {{name}} feel the difference between a sunny pavement and a shady one, and explain that sunlight warms up surfaces it shines on?", "standards": [ "ngss-k5:K-PS3-1" ] }, { "id": "mt_akBotspaf2", "type": "LANGUAGE", "subject": "Science", "domain": "Energy", "name": "Naming types of energy", "description": "Name and use vocabulary for types of energy and energy transfer — kinetic energy, potential energy, heat energy, light energy, sound energy, electrical energy, chemical energy, stored energy, energy transfer, energy transformation — and describe energy changes in familiar situations using these terms", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.06292749658002736, "evidence": [ "Name the type of energy stored in a battery, a stretched spring, and a moving ball", "Use 'energy transfer' or 'energy transformation' to describe what happens in a simple device such as a torch or a toaster", "Distinguish between 'stored energy' and 'transferred energy' with a correct example of each" ], "assessmentPrompt": "If {{name}} stretches a rubber band and lets it go, can they name what type of energy it had when stretched — and what it changed into?", "standards": [] }, { "id": "mt_DA7-JYRvtP", "type": "PROCEDURAL", "subject": "Science", "domain": "Energy", "name": "Building a simple circuit", "description": "Construct a simple series electrical circuit, identifying and naming its basic parts: cells, wires, bulbs, switches, and buzzers", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06566347469220246, "evidence": [ "Build a complete series circuit that lights a bulb or sounds a buzzer", "Name each component: cell (battery), wire, bulb, switch, buzzer", "Explain the role of each component in making the circuit work" ], "assessmentPrompt": "Can {{name}} build a working circuit with a battery, wires, and a light bulb, and name each part they're using?", "standards": [ "uk-nc-2013:Y4.Sci.E.2" ] }, { "id": "mt_d-EKO-pKkP", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Conductors and insulators", "description": "Recognise some common conductors and insulators, and associate metals with being good conductors of electricity", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.004103967168262654, "evidence": [ "Define conductors (allow electricity to flow through) and insulators (block electricity)", "Test at least six materials and correctly classify them as conductors or insulators", "State that metals are generally good conductors and explain why wires are made of metal with plastic coating" ], "assessmentPrompt": "Can {{name}} test objects in a circuit and explain why metal objects let electricity through but rubber and plastic don't?", "standards": [ "uk-nc-2013:Y4.Sci.E.5" ] }, { "id": "mt_Hah24nbToi", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "How switches work", "description": "Recognise that a switch opens and closes a circuit, controlling whether a lamp lights or a buzzer sounds", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Explain that a closed switch completes the circuit (current flows) and an open switch breaks it (current stops)", "Demonstrate adding a switch to a circuit and using it to control a bulb or buzzer", "Relate the switch concept to everyday switches in the home" ], "assessmentPrompt": "Can {{name}} explain what happens inside the wall when they flip a light switch — that it completes or breaks the electrical loop?", "standards": [ "uk-nc-2013:Y4.Sci.E.4" ] }, { "id": "mt_9nxyFoYD_b", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "What uses electricity at home", "description": "Identify common appliances that run on electricity and understand that electricity is a form of energy that powers devices in everyday life", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06566347469220246, "evidence": [ "Name at least ten common appliances that run on electricity", "Distinguish between mains-powered and battery-powered appliances", "Explain that electricity provides the energy that makes these devices work" ], "assessmentPrompt": "Can {{name}} walk around the house and point out which things use electricity to work, like the fridge, TV, and lights?", "standards": [ "uk-nc-2013:Y4.Sci.E.1" ] }, { "id": "mt_NNNbPccwB4", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Will the bulb light up?", "description": "Identify whether or not a lamp will light in a simple series circuit, based on whether the lamp is part of a complete loop with a battery", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Predict whether a lamp will light by tracing the circuit for a complete loop", "Explain that a gap anywhere in the circuit breaks the loop and the bulb won't light", "Identify the fault in a non-working circuit (e.g. loose wire, missing connection)" ], "assessmentPrompt": "If {{name}} looks at a circuit diagram, can they tell you whether the bulb will light up or not, based on whether there's a complete loop?", "standards": [ "uk-nc-2013:Y4.Sci.E.3" ] }, { "id": "mt_K1-HopEJAB", "type": "PROCEDURAL", "subject": "Science", "domain": "Energy", "name": "Building an energy-converting device", "description": "Apply scientific ideas to design, test, and refine a device that converts energy from one form to another", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01094391244870041, "evidence": [ "Design a device that converts one form of energy to another (e.g. electrical to light, kinetic to sound)", "Build, test, and identify what works well and what needs improvement", "Explain the energy conversion taking place in the device" ], "assessmentPrompt": "Could {{name}} design and build a simple device — like a rubber-band car or a solar oven — that changes energy from one form to another?", "standards": [ "ngss-k5:4-PS3-4" ] }, { "id": "mt_NzCNuABT3E", "type": "LANGUAGE", "subject": "Science", "domain": "Energy", "name": "Circuit vocabulary", "description": "Use technical vocabulary for electrical circuits — circuit, component, cell, battery, current, voltage, resistance, conductor, insulator, switch, series circuit, parallel circuit — and apply these when describing, drawing, and designing working circuits", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Use 'series' and 'parallel' correctly to describe two different circuit configurations and explain the key difference", "Apply 'current', 'voltage', and 'resistance' correctly in a written description of how a circuit works", "Name at least six standard circuit components and describe what each one does" ], "assessmentPrompt": "Does {{name}} know the difference between a series circuit and a parallel circuit — not just which one, but what actually makes them different electrically?", "standards": [] }, { "id": "mt_X_aDUBh-HF", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "How energy travels around", "description": "Observe and provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.06839945280437756, "evidence": [ "Give at least one example of energy transfer by each: sound, light, heat, electric current", "Explain that energy moves from a source to a destination through these means", "Describe how electric currents transfer energy from a battery to a bulb through wires" ], "assessmentPrompt": "Can {{name}} give examples of how energy moves around — like heat from a radiator warming a room, light from a lamp reaching your eyes, or electricity flowing through a wire?", "standards": [ "ngss-k5:4-PS3-2" ] }, { "id": "mt_loYPGHJ8lm", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Energy", "name": "Reading and drawing circuit diagrams", "description": "Draw and read simple circuit diagrams using standard symbols for cells, bulbs, switches, buzzers, and wires; identify whether a circuit is complete or broken from a diagram; match circuit diagrams to physical circuits", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02051983584131327, "evidence": [ "Draw a circuit diagram for a cell, switch, and bulb using standard symbols", "Identify from a diagram whether a switch is open or closed and predict whether the bulb lights", "Match a photograph of a physical circuit to the correct circuit diagram from a set of options" ], "assessmentPrompt": "If {{name}} sees a circuit diagram with symbols for a battery, switch, and light bulb, can they tell you whether the bulb would light up — and draw the diagram for a simple circuit you describe?", "standards": [] }, { "id": "mt_2Um22lTBZV", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Speed and energy", "description": "Use evidence to construct an explanation relating the speed of an object to the energy of that object", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Explain that a moving object has energy, and the faster it moves the more energy it has", "Provide evidence from observations (e.g. faster ball causes more damage/movement)", "Use the term 'kinetic energy' or 'energy of motion' appropriately" ], "assessmentPrompt": "Can {{name}} explain why a fast-moving ball knocks down more skittles than a slow one, using the idea that faster things have more energy?", "standards": [ "ngss-k5:4-PS3-1" ] }, { "id": "mt_1MLi55bPnt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "What happens when things collide", "description": "Ask questions and predict outcomes about the changes in energy that occur when objects collide", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.005471956224350205, "evidence": [ "Predict the outcome of a collision based on the speeds and sizes of the objects", "Explain that energy transfers from one object to another during a collision", "Describe observable changes: one object speeds up, the other slows down, sound is produced" ], "assessmentPrompt": "If {{name}} rolls two balls towards each other, can they predict what will happen when they hit and explain that energy transfers between them?", "standards": [ "ngss-k5:4-PS3-3" ] }, { "id": "mt_NzNLYDb9CZ", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Energy", "name": "Drawing circuits with proper symbols", "description": "Use recognised symbols when representing a simple circuit in a diagram, including cell, wire, bulb, switch, buzzer, and motor", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Draw a circuit diagram using standard symbols for at least five components", "Interpret a circuit diagram drawn by someone else and describe what the circuit does", "Convert between a physical circuit and its diagram representation" ], "assessmentPrompt": "Can {{name}} draw a circuit diagram using the proper symbols for batteries, bulbs, switches, and wires instead of drawing pictures?", "standards": [ "uk-nc-2013:Y6.Sci.E.3" ] }, { "id": "mt_vFT_GbkP9m", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "More batteries, brighter bulb", "description": "Associate the brightness of a lamp or volume of a buzzer with the number and voltage of cells used in a series circuit", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Describe the pattern: more cells (or higher voltage) = brighter bulb / louder buzzer", "Explain that more cells provide more energy to the circuit", "Predict the effect of changing the number of cells on a component's behaviour" ], "assessmentPrompt": "Can {{name}} explain why adding a second battery makes the bulb brighter, and predict what happens with three batteries?", "standards": [ "uk-nc-2013:Y6.Sci.E.1" ] }, { "id": "mt_-QY08-88rw", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Why circuit components behave differently", "description": "Compare and give reasons for variations in how circuit components function, including brightness of bulbs, loudness of buzzers, and switch positions", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Explain why adding more components in series reduces brightness/loudness (energy shared)", "Compare circuits with different configurations and predict component behaviour", "Give reasoned explanations for observed variations in component function" ], "assessmentPrompt": "If {{name}} adds a second bulb to a series circuit and it gets dimmer, can they explain why the energy is being shared between the two bulbs?", "standards": [ "uk-nc-2013:Y6.Sci.E.2" ] }, { "id": "mt_2bnXrfS4Iq", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Current, voltage, and what they measure", "description": "Understand that electric current is the rate of flow of charge (measured in amperes using an ammeter), and that potential difference (voltage) is the energy transferred per unit charge (measured in volts using a voltmeter)", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02599179206566347, "evidence": [ "States that current is measured in amperes (A) and is the rate at which charge flows around a circuit", "States that potential difference (voltage) is measured in volts (V) and represents energy transferred per unit charge", "Correctly connects an ammeter in series and a voltmeter in parallel when building or interpreting a circuit" ], "assessmentPrompt": "If {{name}} sets up a circuit with an ammeter and a voltmeter, can they explain what each one is measuring and describe the difference between current and voltage?", "standards": [ "ngss-ms:MS-PS2-3" ] }, { "id": "mt_68pIoiiG4g", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Energy can't be created or destroyed", "description": "Explain the principle of conservation of energy (energy cannot be created or destroyed, only transferred between stores), and describe how energy is dissipated as thermal energy to the surroundings in all real processes", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.0533515731874145, "evidence": [ "States the law of conservation of energy", "Explains why the total energy in a closed system is always the same even though it changes form", "Explains what dissipation means and why it happens in real machines (friction, air resistance)", "Gives an example showing why 'wasted' energy is not lost but transferred to the surroundings" ], "assessmentPrompt": "If {{name}} charged their phone overnight and was asked where the electrical energy goes, could they explain what conservation of energy means — and why the charger gets warm even though that heat isn’t doing any useful work?", "standards": [ "ngss-ms:MS-PS3-5", "uk-nc-2013:KS3.Sci.Phys.Energy.2" ] }, { "id": "mt_Jvg_r4yWaY", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Energy stores and transfers", "description": "Identify the main energy stores (kinetic, gravitational potential, elastic potential, thermal, chemical, nuclear, electromagnetic) and the pathways by which energy is transferred between stores (mechanically, electrically, by heating, by radiation)", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.05745554035567715, "evidence": [ "Names and describes at least five energy stores with a real-world example of each", "Identifies the energy stores at the start and end of a given process (e.g. a falling ball, a burning match)", "Describes the transfer pathway connecting two energy stores in a given scenario", "Traces energy through a system identifying all stores and transfers involved" ], "assessmentPrompt": "If {{name}} watched a ball being thrown upward and then falling back down, could they describe what type of energy the ball has at the top of its arc and at the bottom — and explain what happened to the energy between those two points?", "standards": [ "ngss-ms:MS-PS3-1", "ngss-ms:MS-PS3-2", "uk-nc-2013:KS3.Sci.Phys.Energy.1" ] }, { "id": "mt_2_YoprauaJ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Static electricity and sparks", "description": "Explain static electricity as the build-up of electric charge through friction, describe how charged objects attract or repel each other, and relate static discharge to everyday phenomena such as lightning", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02188782489740082, "evidence": [ "Explains that rubbing transfers electrons from one material to another, creating opposite charges", "States that like charges repel and unlike charges attract", "Links the concept of static discharge to the formation of lightning as a large-scale electric spark" ], "assessmentPrompt": "Can {{name}} explain why a balloon rubbed on hair sticks to the wall, and connect this to the science of how lightning forms during a thunderstorm?", "standards": [] }, { "id": "mt_ySnOkVIu22", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Conduction, convection, and radiation", "description": "Describe and compare the three mechanisms of heat transfer — conduction (particle vibration through solids), convection (fluid movement in liquids/gases), and radiation (infrared waves) — and explain that the rate of transfer depends on temperature difference", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.05882352941176471, "evidence": [ "Explains the particle-level mechanism for conduction and why metals are good conductors", "Describes a convection current using particle theory and gives a real-world example", "Explains that all objects emit and absorb infrared radiation and how surface colour affects this", "States that a greater temperature difference increases the rate of heat transfer" ], "assessmentPrompt": "If {{name}} was heating soup on a hob and also warming their hands by a radiator, could they explain which type of heat transfer is happening in each case — and why the soup pot gets hot throughout even though it’s only heated at the bottom?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Energy.5" ] }, { "id": "mt_JyfLtl_nhw", "type": "PROCEDURAL", "subject": "Science", "domain": "Energy", "name": "Efficiency, Sankey diagrams, and work done", "description": "Calculate energy efficiency as the ratio of useful output energy to total input energy, construct and interpret Sankey diagrams, and calculate work done using work = force × distance", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.186046511627907, "evidence": [ "Calculates efficiency as a percentage from given input and useful output energy values", "Draws a Sankey diagram to represent energy transfers in a device, with arrow widths proportional to energy amounts", "Uses W = Fd to calculate work done when a force moves through a distance", "Identifies which energy transformations in a Sankey diagram are useful and which are wasted" ], "assessmentPrompt": "If {{name}} heard that a light bulb is 10% efficient and uses 60 J of energy, could they work out how much of that energy actually becomes light — and where the rest goes?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Energy.3" ] }, { "id": "mt_DI1cyAyGyN", "type": "PROCEDURAL", "subject": "Science", "domain": "Energy", "name": "Heating experiments and Q = mcΔT", "description": "Plan and carry out experiments to measure energy transferred during heating, including using the equation Q = mcΔT, recording temperature changes over time, and evaluating sources of error", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.186046511627907, "evidence": [ "Uses a thermometer and stopwatch to record temperature change over time in a heating experiment", "Applies Q = mcΔT to calculate the energy transferred to a substance being heated", "Identifies sources of energy loss in a heating experiment (e.g. heat to surroundings) and suggests improvements", "Plots a temperature-time graph and identifies the energy transfer rate from its gradient" ], "assessmentPrompt": "If {{name}} heated 100 ml of water in a beaker and recorded the temperature every minute, could they plot the results on a graph and use the data to work out roughly how much energy was transferred to the water?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Energy.7", "uk-nc-2013:KS3.Sci.WS.AE.1" ] }, { "id": "mt_H3ZDK0EYNV", "type": "PROCEDURAL", "subject": "Science", "domain": "Energy", "name": "Ohm's Law: voltage, current, resistance", "description": "Apply Ohm's Law (V = IR) to calculate current, voltage, or resistance in a simple circuit, and explain that resistance opposes the flow of current", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.02188782489740082, "evidence": [ "States Ohm's Law as V = IR and identifies the units for each quantity", "Rearranges V = IR to find the unknown value given the other two", "Explains that resistance opposes current flow and identifies factors that affect resistance (material, length, thickness)" ], "assessmentPrompt": "If {{name}} doubles the resistance in a circuit while keeping the battery the same, can they predict what happens to the current and explain using the V = IR formula?", "standards": [ "ngss-ms:MS-PS2-3" ] }, { "id": "mt_ckpA3oZQ44", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Power: watts and energy per second", "description": "Define power as the rate of energy transfer (power = energy ÷ time, measured in watts), and compare energy transfer rates in different everyday contexts", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.04924760601915185, "evidence": [ "States the definition of power and gives its unit (watt)", "Uses P = E/t to calculate power, energy, or time given the other two quantities", "Compares the power ratings of common appliances and explains what the rating means", "Explains why a higher-powered device does the same job faster but uses more energy" ], "assessmentPrompt": "If {{name}} was comparing a 100 W light bulb with a 10 W LED, could they explain what those numbers mean and calculate how much energy each uses in an hour?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Energy.4" ] }, { "id": "mt_w2A8D76ymp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Renewable vs non-renewable energy", "description": "Distinguish between renewable energy resources (solar, wind, hydroelectric, tidal, geothermal, biomass) and non-renewable resources (coal, oil, gas, nuclear), comparing their advantages, disadvantages, and environmental impacts", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2120383036935705, "evidence": [ "Lists at least four renewable and three non-renewable energy resources", "Explains what makes a resource renewable or non-renewable", "Compares the environmental impact of at least two different energy sources (e.g. wind vs coal)", "Discusses trade-offs between cost, reliability, and environmental impact in choosing energy resources" ], "assessmentPrompt": "If {{name}} heard about a plan to build a new wind farm in your area, could they explain what the advantages and disadvantages would be compared to a gas-fired power station — both for the environment and for reliability?", "standards": [ "ngss-ms:MS-ESS3-4", "uk-nc-2013:KS3.Sci.Phys.Energy.1" ] }, { "id": "mt_loEMaQ8kFA", "type": "CONCEPTUAL", "subject": "Science", "domain": "Energy", "name": "Series vs parallel circuits", "description": "Describe and apply the rules for current, voltage, and resistance in series and parallel circuits, and explain the practical uses of each circuit type", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.02188782489740082, "evidence": [ "States the rules for current and voltage in series circuits (current same everywhere; voltages add up)", "States the rules for current and voltage in parallel circuits (voltages same across each branch; currents add up)", "Explains why household wiring uses parallel circuits and identifies the advantage of each type" ], "assessmentPrompt": "Can {{name}} explain why the lights in your home don't all switch off when you turn off one room's light, but a string of old-fashioned Christmas lights does go off if one bulb breaks?", "standards": [ "ngss-ms:MS-PS2-3" ] }, { "id": "mt_GBY8enpzO0", "type": "LANGUAGE", "subject": "Science", "domain": "Forces & Motion", "name": "Forces Vocabulary", "description": "Name and describe forces using precise vocabulary — force, push, pull, twist, stretch, squash, contact force, non-contact force, gravity, weight, friction, air resistance, upthrust — and distinguish between forces that require physical contact and forces that act at a distance", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.03556771545827633, "evidence": [ "Correctly name the force acting in at least five given scenarios (e.g. 'friction slows the sledge', 'gravity pulls the apple')", "Distinguish between contact forces (friction, upthrust) and non-contact forces (gravity, magnetism) using the correct terms", "Use 'weight' correctly as a force — distinct from 'mass' — in descriptions" ], "assessmentPrompt": "If {{name}} slides down a slide and slows near the bottom, can they name the force responsible and spell it correctly?", "standards": [] }, { "id": "mt_B3W5EfimJw", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Pushes & Pulls", "description": "Understand that pushes and pulls are forces that can change the speed or direction of an object's motion, and compare the effects of different strengths and directions", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.0506155950752394, "evidence": [ "Describe a push and a pull as types of force that make objects move, speed up, slow down, or change direction", "Compare the effects of a gentle push versus a strong push on the same object", "Predict the direction an object will move based on the direction of the applied force" ], "assessmentPrompt": "Can {{name}} explain that pushing a toy car harder makes it go faster, and pushing it sideways makes it change direction?", "standards": [ "ngss-k5:K-PS2-1" ] }, { "id": "mt_RlILL2sccX", "type": "PROCEDURAL", "subject": "Science", "domain": "Forces & Motion", "name": "Testing Push & Pull Designs", "description": "Analyse data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.002735978112175103, "evidence": [ "Test a simple design (e.g. ramp, launcher) and collect data on whether it meets the goal", "Analyse results to determine if the design works as intended", "Suggest modifications based on the data to improve the design's performance" ], "assessmentPrompt": "If {{name}} builds a ramp to make a ball go into a cup, can they test it and figure out what to change if the ball misses?", "standards": [ "ngss-k5:K-PS2-2" ] }, { "id": "mt_lcf8lx-LkZ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Contact & Non-Contact Forces", "description": "Notice that some forces need contact between two objects (contact forces) while magnetic forces can act at a distance (non-contact forces)", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03556771545827633, "evidence": [ "Define contact forces as those needing objects to touch (e.g. push, pull, friction)", "Define non-contact forces as those acting at a distance (e.g. magnetism)", "Sort examples of forces into contact and non-contact categories" ], "assessmentPrompt": "Can {{name}} explain why you have to touch a ball to kick it, but a magnet can pull a paperclip without touching it?", "standards": [ "uk-nc-2013:Y3.Sci.FM.2" ] }, { "id": "mt_k7GOtslF-x", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Forces & Motion", "name": "Drawing Force Diagrams", "description": "Draw and interpret force diagrams showing forces as labelled arrows — where the arrow's length represents the force's magnitude and its direction shows which way the force acts; show multiple forces on one object; identify from the diagram whether forces are balanced (equal arrows in opposite directions, no resultant) or unbalanced (arrows of different sizes, producing a resultant); represent the resultant with a single arrow", "ageRangeStart": 7, "ageRangeEnd": 12, "centrality": 0.0506155950752394, "evidence": [ "Draw a force diagram with labelled arrows showing direction and relative size for at least two forces acting on an object", "Use their diagram to explain whether forces are balanced or unbalanced and what will happen to the object", "Add a resultant force arrow to a diagram and explain how they calculated it" ], "assessmentPrompt": "If {{name}} is asked to draw a diagram of all the forces acting on a stationary book on a table, can they draw two arrows — one pointing down for gravity and one pointing up from the table — and explain why, if they're balanced, the book doesn't move?", "standards": [] }, { "id": "mt_-p_xp4hMvh", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Friction & Surfaces", "description": "Compare how things move on different surfaces, noticing that some surfaces create more friction than others", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.03830369357045144, "evidence": [ "Observe and compare how the same object moves on at least three different surfaces", "Describe that rough surfaces slow objects down more than smooth surfaces", "Use the word 'friction' to explain why movement differs on different surfaces" ], "assessmentPrompt": "Can {{name}} explain why a toy car rolls further on a smooth wooden floor than on carpet?", "standards": [ "uk-nc-2013:Y3.Sci.FM.1" ] }, { "id": "mt_9NvuqZKNiV", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Magnetic Materials", "description": "Observe how magnets attract or repel each other and attract some materials and not others", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01231190150478796, "evidence": [ "Demonstrate that magnets attract some materials (iron, steel, nickel) but not others (wood, plastic, copper)", "Show that two magnets can either attract (pull together) or repel (push apart)", "Test at least six objects and correctly predict which are magnetic" ], "assessmentPrompt": "Can {{name}} test a magnet on different objects around the house and predict which ones will stick?", "standards": [ "uk-nc-2013:Y3.Sci.FM.3", "uk-nc-2013:Y3.Sci.FM.4" ] }, { "id": "mt_jgNB2752b9", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Magnetic Poles", "description": "Describe magnets as having two poles (north and south) and predict whether two magnets will attract or repel based on which poles face each other", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Identify and label the north and south poles of a magnet", "State the rule: like poles repel, opposite poles attract", "Predict the outcome of bringing two magnets together based on their pole orientation" ], "assessmentPrompt": "Can {{name}} hold two magnets together and explain why they sometimes snap together and sometimes push apart, based on which ends are facing?", "standards": [ "ngss-k5:3-PS2-3", "ngss-k5:3-PS2-4", "uk-nc-2013:Y3.Sci.FM.5", "uk-nc-2013:Y3.Sci.FM.6" ] }, { "id": "mt_3WMADSy0mA", "type": "PROCEDURAL", "subject": "Science", "domain": "Forces & Motion", "name": "Balanced & Unbalanced Forces", "description": "Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02462380300957592, "evidence": [ "Define balanced forces (equal in size, opposite in direction — no change in motion) and unbalanced forces (cause motion to change)", "Plan a fair test investigating how different force sizes affect an object's motion", "Use results as evidence to explain when forces are balanced versus unbalanced" ], "assessmentPrompt": "Can {{name}} explain why a book sitting on a table doesn't move (balanced forces) but slides when you push it (unbalanced forces)?", "standards": [ "ngss-k5:3-PS2-1" ] }, { "id": "mt_AlLYwCm92a", "type": "PROCEDURAL", "subject": "Science", "domain": "Forces & Motion", "name": "Predicting Motion Patterns", "description": "Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.265389876880985, "evidence": [ "Measure an object's motion (distance, speed, direction) under different conditions", "Identify a pattern in the data (e.g. steeper ramp = further roll)", "Use the pattern to make and test a prediction about future motion" ], "assessmentPrompt": "If {{name}} rolls a ball down ramps of different heights, can they spot the pattern and predict how far it will roll from a new height?", "standards": [ "ngss-k5:3-PS2-2" ] }, { "id": "mt_Y9k86G8BBT", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Air Resistance & Friction", "description": "Identify the effects of air resistance, water resistance, and friction, and understand that these forces act between moving surfaces to oppose motion", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01367989056087551, "evidence": [ "Define air resistance, water resistance, and friction as forces that oppose motion", "Give everyday examples of each force and explain how they slow things down", "Describe how these forces depend on factors like speed, surface area, or surface texture" ], "assessmentPrompt": "Can {{name}} explain why a parachute slows you down, why swimming is harder than walking, and why bike brakes use rubber pads?", "standards": [ "uk-nc-2013:Y5.Sci.F.2" ] }, { "id": "mt_F3ATPTCYm6", "type": "LANGUAGE", "subject": "Science", "domain": "Forces & Motion", "name": "Force & Motion Vocabulary", "description": "Use technical vocabulary for force and motion — balanced forces, unbalanced forces, resultant force, acceleration, deceleration, speed, moment, lever, fulcrum, mechanical advantage — and apply these when explaining and predicting how forces affect the motion and position of objects", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Distinguish between balanced and unbalanced forces and describe the effect of each on an object's motion", "Use 'resultant force' correctly when describing the net effect of two or more forces acting on an object", "Apply 'moment', 'lever', and 'fulcrum' correctly when describing how simple machines work" ], "assessmentPrompt": "Can {{name}} explain why a seesaw stays level when two people of different weights sit at different distances — using words like 'balanced forces' or 'moment'?", "standards": [] }, { "id": "mt_AvrQauS_zX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Gravity & Falling Objects", "description": "Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02462380300957592, "evidence": [ "Define gravity as a force of attraction between the Earth and objects", "Explain that unsupported objects fall because gravity pulls them towards the Earth", "Give examples showing gravity in action (dropping objects, jumping, water flowing downhill)" ], "assessmentPrompt": "Can {{name}} explain why everything falls downwards when you let go of it, and name the force that causes this?", "standards": [ "ngss-k5:5-PS2-1", "uk-nc-2013:Y5.Sci.F.1" ] }, { "id": "mt_Q2k3fSwyzQ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Levers, Pulleys & Gears", "description": "Recognise that some mechanisms including levers, pulleys, and gears allow a smaller force to have a greater effect", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01367989056087551, "evidence": [ "Describe how a lever works: effort at one end moves a load at the other, with a pivot in between", "Explain how a pulley changes the direction of a force and can make lifting easier", "Describe how gears transfer and change the size or direction of forces" ], "assessmentPrompt": "Can {{name}} explain how a see-saw, a pulley on a flagpole, or the gears on a bicycle make it easier to move heavy things with less effort?", "standards": [ "uk-nc-2013:Y5.Sci.F.3" ] }, { "id": "mt_OUv-QXmW7_", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Forces & Motion", "name": "Reading Distance-Time Graphs", "description": "Read and plot distance-time graphs for moving objects; interpret the gradient (steepness) of a line as speed; identify stationary periods (horizontal sections), constant speed (straight diagonal lines), and relative speeds by comparing gradients; calculate average speed from the gradient of a straight-line segment using speed = distance ÷ time", "ageRangeStart": 10, "ageRangeEnd": 13, "centrality": 0.2612859097127223, "evidence": [ "Read a distance-time graph and describe what is happening at each stage — moving, stopped, returning", "Calculate speed from the gradient of a straight section of a distance-time graph", "Sketch a distance-time graph from a written description of a journey with stops and speed changes" ], "assessmentPrompt": "If {{name}} sees a distance-time graph of a journey with a flat section in the middle, can they explain what was happening then — and point to which part of the graph shows the fastest speed?", "standards": [] }, { "id": "mt_56aspHjU19", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Magnetic Fields", "description": "Describe magnetic poles (north and south), explain attraction and repulsion between poles, describe magnetic field lines plotted using a compass, and explain the Earth's magnetic field and its practical uses", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.01231190150478796, "evidence": [ "States the rule for attraction and repulsion of magnetic poles", "Draws the magnetic field pattern around a bar magnet from memory or compass readings", "Explains why a compass needle points north", "Explains that the Earth has a magnetic field and describes how it is used for navigation" ], "assessmentPrompt": "If {{name}} used a compass and iron filings to map the magnetic field around a bar magnet, could they describe what pattern the field lines make and explain why a compass needle always points roughly north?", "standards": [ "ngss-ms:MS-PS2-5", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.8" ] }, { "id": "mt_sUVeVXzRuq", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Mass vs Weight", "description": "Distinguish between mass (amount of matter, measured in kg) and weight (gravitational force, measured in N), use the equation weight = mass × gravitational field strength, and explain why g differs on other planets and stars", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02051983584131327, "evidence": [ "Explains the difference between mass and weight with correct units for each", "Calculates weight using W = mg with g = 10 N/kg on Earth", "Predicts what would happen to an object's weight on the Moon or Jupiter", "Explains why mass stays constant but weight changes in different gravitational fields" ], "assessmentPrompt": "If {{name}} weighed themselves on bathroom scales and was then asked what they would weigh on the Moon, could they explain the difference between mass and weight and work out a rough answer?", "standards": [ "ngss-ms:MS-PS2-4", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.10" ] }, { "id": "mt_-OndzpVsrv", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Relative Motion", "description": "Explain relative motion — how the apparent speed and direction of an object depends on the observer's own motion — using everyday examples such as trains and cars passing", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.2599179206566348, "evidence": [ "Explains why a train moving at the same speed in the same direction as another appears stationary to passengers on that train", "Calculates relative speed when two objects move towards or away from each other", "Explains why the frame of reference matters when describing motion" ], "assessmentPrompt": "If {{name}} was on a train and another train passed going the same direction but faster, could they explain why it looks slow even if it's actually travelling at high speed?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.3" ] }, { "id": "mt_AiWlJfvC3O", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Resultant Forces", "description": "Describe forces as vector quantities with both magnitude and direction, distinguish between balanced forces (zero resultant, no change in motion) and unbalanced forces (non-zero resultant, causes acceleration or deceleration)", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.01778385772913817, "evidence": [ "Explains what a vector quantity is and why force is a vector", "Calculates the resultant force when two forces act in the same or opposite directions on an object", "Explains what happens to an object's motion when forces are balanced vs unbalanced", "Draws free body diagrams showing all forces on a stationary object (e.g. a book on a table)" ], "assessmentPrompt": "If {{name}} was pushing a heavy box along the floor but it wasn't moving, could they explain all the forces acting on it and why it stays still even though you're pushing?", "standards": [ "ngss-ms:MS-PS2-1", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.4" ] }, { "id": "mt_q-1a86ydgU", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Speed & Distance-Time Graphs", "description": "Calculate average speed using the equation speed = distance ÷ time, represent journeys on distance-time graphs, and interpret gradient as speed and flat sections as stationary periods", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.2599179206566348, "evidence": [ "Uses speed = distance ÷ time to calculate average speed with correct units (m/s, km/h)", "Draws a distance-time graph for a given journey with correct axes and labels", "Reads a distance-time graph to determine speed, stopping points, and direction of travel", "Identifies which section of a distance-time graph represents the fastest speed" ], "assessmentPrompt": "If {{name}} tracked a cycle ride on a map and knew how far they went and how long it took, could they calculate the average speed — and then sketch a rough graph showing the journey including a stop for lunch?", "standards": [ "ngss-ms:MS-PS2-2", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.1", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.2" ] }, { "id": "mt_fkwcCB5px7", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Deformation & Fluid Pressure", "description": "Explain forces associated with deforming objects (elastic and inelastic deformation), thermal expansion and contraction of materials, and how fluid pressure acts in all directions and increases with depth", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.009575923392612859, "evidence": [ "Distinguishes elastic deformation (returns to shape) from inelastic/plastic deformation (permanently changed)", "Explains why bridges and railway tracks have expansion gaps", "Explains why pressure increases with depth in a liquid (e.g. why deep-sea divers need pressure suits)", "Gives an everyday example of thermal expansion causing a problem or being used usefully" ], "assessmentPrompt": "If {{name}} noticed the lid on a jar was very tight, could they explain why running it under hot water helps — and what's happening to the metal as it heats up?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.5" ] }, { "id": "mt_2qkn8Lhc8e", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Electromagnets", "description": "Describe the magnetic effect of an electric current (a current-carrying wire produces a magnetic field), and investigate how the strength of an electromagnet depends on current, number of coil turns, and core material", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.03283173734610123, "evidence": [ "Describes that a current-carrying wire produces a circular magnetic field", "Lists three factors that affect electromagnet strength: current size, number of coil turns, and core material", "Explains why an electromagnet can be switched on and off, unlike a permanent magnet" ], "assessmentPrompt": "If {{name}} built an electromagnet using a battery, wire, and iron nail, could they describe two ways to make it pick up more paperclips — and explain why it stops working when the circuit is switched off?", "standards": [ "ngss-ms:MS-PS2-3" ] }, { "id": "mt_xkn2sf93WJ", "type": "PROCEDURAL", "subject": "Science", "domain": "Forces & Motion", "name": "Investigating Forces", "description": "Plan and carry out investigations into forces, including measuring force with a newton meter, investigating Hooke's Law, and collecting and interpreting motion data to test Newton's laws", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01915184678522572, "evidence": [ "Uses a newton meter correctly to measure forces in newtons", "Sets up and conducts a Hooke's Law investigation, recording force and extension and plotting a graph", "Identifies and controls variables in a force investigation", "Calculates acceleration from force and mass data and compares with experimental results" ], "assessmentPrompt": "If {{name}} set up an experiment hanging weights on a spring and measuring how much it stretched, could they describe how they would make it a fair test, record the results, and show what Hooke's Law looks like on a graph?", "standards": [ "ngss-ms:MS-PS2-1", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.9", "uk-nc-2013:KS3.Sci.WS.SA.3" ] }, { "id": "mt_vuNjYx3qOy", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Moments, Pressure & Hooke's Law", "description": "Calculate the turning effect (moment = force × perpendicular distance), explain how pressure is transmitted equally in liquids (Pascal's principle) and the concept of atmospheric pressure, and describe Hooke's Law (extension ∝ force up to the elastic limit)", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.01504787961696306, "evidence": [ "Calculates the moment of a force and uses the principle of moments to solve lever problems", "Explains why hydraulic systems can multiply force (pressure transmitted equally)", "States Hooke's Law and plots force-extension graphs identifying the elastic limit", "Calculates spring constant k from a force-extension graph (k = F/x)" ], "assessmentPrompt": "If {{name}} was using a long spanner to loosen a tight bolt, could they explain why a longer spanner makes it easier — and work out what force would be needed with a spanner of a specific length?", "standards": [ "ngss-ms:MS-PS2-2", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.6", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.9" ] }, { "id": "mt_tXxxCFl32J", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Newton's First & Second Laws", "description": "State and apply Newton's First Law (an object stays at rest or constant velocity unless acted on by a resultant force) and Second Law (force = mass × acceleration), including the relationship between mass, force, and acceleration", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01778385772913817, "evidence": [ "States Newton's First Law and gives a real example (e.g. why a moving spacecraft doesn't need engines in space)", "Uses F = ma to calculate force, mass, or acceleration given the other two quantities", "Explains why a heavier object requires more force to achieve the same acceleration", "Explains why seatbelts are needed in cars using Newton's First Law" ], "assessmentPrompt": "If {{name}} was asked why you need a seatbelt in a car but not when sitting still, could they explain what Newton's First Law says about moving objects — and then calculate how much force a 60 kg person experiences in a sudden stop?", "standards": [ "ngss-ms:MS-PS2-1", "ngss-ms:MS-PS2-2", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.7" ] }, { "id": "mt_fbYbe3YSVj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Newton's Third Law", "description": "State and apply Newton's Third Law: every force has an equal and opposite reaction force acting on a different object, distinguishing action-reaction pairs from balanced forces", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01641586867305062, "evidence": [ "States Newton's Third Law correctly, identifying both the action and reaction force and the objects they act on", "Gives at least two real-world examples (e.g. rocket propulsion, swimmer pushing off a wall)", "Distinguishes a Newton's Third Law pair from balanced forces on the same object", "Explains why a gun recoils when fired using Newton's Third Law" ], "assessmentPrompt": "If {{name}} saw a video of a rocket launching into space, could they explain what force is pushing the rocket upward and where that force comes from — and which law of motion that demonstrates?", "standards": [ "ngss-ms:MS-PS2-1", "uk-nc-2013:KS3.Sci.Phys.MotionAndForces.7" ] }, { "id": "mt__7BVYUN180", "type": "CONCEPTUAL", "subject": "Science", "domain": "Forces & Motion", "name": "Motors & the Motor Effect", "description": "Explain the motor effect as the force on a current-carrying conductor in a magnetic field, and describe how this principle is used in electric motors and loudspeakers", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.03283173734610123, "evidence": [ "Explains that a current-carrying conductor in a magnetic field experiences a force (the motor effect)", "Predicts how reversing the current or reversing the magnetic field affects the direction of the force", "Describes how the motor effect is applied in an electric motor and in a loudspeaker" ], "assessmentPrompt": "If {{name}} looked inside an electric motor or the back of a loudspeaker, could they explain why the coil of wire moves — and what would happen to the movement if you reversed the direction of the current?", "standards": [ "ngss-ms:MS-PS2-5" ] }, { "id": "mt_LTb0ZReMR2", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Caring for minibeasts", "description": "Caring for minibeasts: observing minibeasts gently, handling them carefully, putting them back where you found them. Why minibeasts matter — they help gardens grow, break down dead leaves, and feed other animals.", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.005471956224350205, "evidence": [ "Demonstrate careful handling of a minibeast such as letting a woodlouse walk onto a hand rather than grabbing it", "Explain one reason why minibeasts are important, such as bees helping flowers grow or worms helping soil", "State that minibeasts should be returned to where they were found after observing them" ], "assessmentPrompt": "When {{name}} finds a minibeast, do they handle it gently and put it back — and can they tell you why minibeasts are important for the garden?", "standards": [] }, { "id": "mt_Wr6DDgr_kH", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Caterpillar to butterfly", "description": "Caterpillar to butterfly: the life cycle of a butterfly as an observable transformation. Egg → caterpillar → chrysalis → butterfly. The idea that one creature can change its whole form. Classroom butterfly kits, The Very Hungry Caterpillar.", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.008207934336525308, "evidence": [ "Describe the four stages of a butterfly's life in order: egg, caterpillar, chrysalis, butterfly", "Explain that the caterpillar and the butterfly are the same creature at different stages of life", "Retell or draw the transformation from caterpillar to butterfly after reading a story or watching it happen" ], "assessmentPrompt": "If {{name}} watched a caterpillar make a chrysalis — or read The Very Hungry Caterpillar — could they tell you what happens next and how it becomes a butterfly?", "standards": [] }, { "id": "mt_yR1moI5kX1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Common minibeasts: naming and recognising", "description": "Recognising and naming common minibeasts: ladybird, ant, bee, butterfly, spider, snail, worm, woodlouse, caterpillar, beetle. Building positive attitudes toward all minibeasts, not just the 'pretty' ones.", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1409028727770178, "evidence": [ "Name and identify at least six common minibeasts from pictures or real encounters", "Describe one visible feature that helps tell a ladybird from a beetle or a spider from an ant", "Show interest or curiosity toward less popular minibeasts like woodlice, worms, or spiders rather than only butterflies" ], "assessmentPrompt": "When {{name}} spots a creepy-crawly in the garden or at the park, can they tell you what it is — even the less cute ones like woodlice or worms?", "standards": [] }, { "id": "mt__7hXSTbu9s", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "How minibeasts move", "description": "How minibeasts move: crawling (ants, beetles), flying (butterflies, bees), slithering (worms, slugs), jumping (grasshoppers, fleas), burrowing (earthworms). Counting legs as a first step toward grouping creatures.", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03830369357045144, "evidence": [ "Describe at least three different ways minibeasts move such as crawling, flying, and slithering", "Match a minibeast to its way of moving, for example grasshoppers jump and worms slither", "Count legs on a minibeast and notice that ants have six while spiders have eight" ], "assessmentPrompt": "Can {{name}} watch a few minibeasts and describe how each one moves differently — like ants crawling, butterflies flying, and worms wriggling?", "standards": [] }, { "id": "mt_zir5yyAzUB", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Minibeast Habitats", "description": "Where minibeasts live: micro-habitats. Different minibeasts prefer different conditions — under logs (damp, dark), in soil (underground), on leaves (sunny), in pond water (wet). The idea that you find different creatures in different places.", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1231190150478796, "evidence": [ "Name at least two micro-habitats where minibeasts live such as under logs, in soil, or on leaves", "Predict what type of minibeast might be found in a damp dark place versus a sunny leaf", "Explain that different minibeasts prefer different conditions like wet, dry, dark, or light" ], "assessmentPrompt": "If you asked {{name}} where to look for woodlice or worms in the garden, could they tell you the kind of spot those creatures prefer — like somewhere damp and dark?", "standards": [] }, { "id": "mt_QH-Fs97twT", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Minibeasts in the food chain", "description": "Minibeasts in the food chain: simple garden food chains. A caterpillar eats a leaf, a bird eats the caterpillar. The idea that minibeasts are food for other animals, and that minibeasts eat things too.", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.09849521203830369, "evidence": [ "Describe a simple food chain such as leaf → caterpillar → bird", "Explain that minibeasts eat plants or other tiny creatures and are eaten by bigger animals", "Give an example of what a specific minibeast eats, such as caterpillars eating leaves or ladybirds eating aphids" ], "assessmentPrompt": "If you asked {{name}} what a caterpillar eats and what eats the caterpillar, could they describe that chain — leaf, caterpillar, bird?", "standards": [] }, { "id": "mt_BI6oGIO-xM", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "What is a minibeast?", "description": "What is a minibeast? Small creatures without backbones, found in gardens, parks, and woodland. Bug hunts — searching under logs, stones, and leaves using magnifying glasses to observe minibeasts up close.", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.146374829001368, "evidence": [ "Explain that minibeasts are small animals without a backbone found in gardens and parks", "Find at least three different minibeasts during a garden bug hunt under logs, stones, or leaves", "Use a magnifying glass to observe and describe one minibeast's appearance in detail" ], "assessmentPrompt": "If you went on a bug hunt in the garden with {{name}}, could they find creatures under logs and stones and tell you what makes something a minibeast?", "standards": [] }, { "id": "mt_SZJ1mN7Vfk", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Bees and pollination", "description": "Bees and pollination: how flowers and insects depend on each other. Bees visit flowers for nectar, pollen sticks to their bodies and transfers to the next flower. Without pollination many plants cannot make seeds or fruit. Why bees matter for the food we eat.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Describe how pollen moves from one flower to another when a bee visits to collect nectar", "Explain that many fruits and vegetables depend on bees or other insects for pollination", "State what would happen to a garden or farm if there were no pollinating insects" ], "assessmentPrompt": "If {{name}} saw a bee buzzing around flowers in the garden, could they explain how the bee is helping the plant — and why that matters for the food we eat?", "standards": [] }, { "id": "mt_07Geg7LITa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Camouflage, warning colours, and mimicry", "description": "Camouflage, warning colours, and mimicry: how insects survive by hiding or sending visual signals. Stick insects look like twigs, leaf insects look like leaves. Wasps have warning stripes; hoverflies mimic wasps but are harmless. The 'can you spot it?' challenge.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.008207934336525308, "evidence": [ "Give at least two examples of insect camouflage such as stick insects resembling twigs or leaf insects resembling leaves", "Explain why bright warning colours like a wasp's yellow and black stripes help the insect survive", "Describe mimicry by explaining that a harmless insect like a hoverfly copies a dangerous one like a wasp to trick predators" ], "assessmentPrompt": "If you showed {{name}} pictures of stick insects hiding on branches or hoverflies pretending to be wasps, could they explain why those insects look the way they do?", "standards": [] }, { "id": "mt_M7YrfAZk8u", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Incredible insects: record-breakers", "description": "Incredible insects — record-breakers and superpowers. Dung beetles are the strongest animals relative to body weight. Dragonflies are among the fastest flying insects. Fleas can jump over 150 times their own body length. Bombardier beetles spray boiling chemicals. The 'wow factor' of the insect world.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.006839945280437756, "evidence": [ "Name at least three insect record-breakers and their extreme abilities such as dung beetle strength or flea jumping", "Compare an insect's ability to a human scale, for example a flea's jump would be like a person leaping over a skyscraper", "Explain why being very small helps insects achieve extreme feats of strength or speed relative to their size" ], "assessmentPrompt": "Can {{name}} tell you about insect record-breakers — like which insect is the world's strongest for its size, or which one can jump the farthest?", "standards": [] }, { "id": "mt_hsN-YvCNQY", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Insect life cycles: complete metamorphosis", "description": "Insect life cycles — complete metamorphosis in detail. Egg → larva → pupa → adult. The larva (caterpillar, grub, maggot) looks completely different from the adult. Inside the pupa the body is rebuilt. Butterflies, beetles, flies, and ladybirds all undergo complete metamorphosis.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.008207934336525308, "evidence": [ "Name the four stages of complete metamorphosis using the correct terms: egg, larva, pupa, adult", "Explain that the larva stage is when the insect eats and grows, and the pupa stage is when its body transforms", "Give at least two examples of insects that undergo complete metamorphosis such as butterflies and beetles" ], "assessmentPrompt": "Can {{name}} explain the full life cycle of a beetle or butterfly using the proper words — egg, larva, pupa, adult — and tell you what happens at each stage?", "standards": [] }, { "id": "mt_4vHa3I5bNj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Not all minibeasts are insects", "description": "Not all minibeasts are insects: distinguishing insects from other minibeasts. Spiders have 8 legs and 2 body parts (arachnids), woodlice have 14 legs (crustaceans), worms have no legs, snails have a shell and one foot. The 'Is it an insect?' sorting game.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02462380300957592, "evidence": [ "Sort a set of minibeasts into 'insect' and 'not insect' groups using the six-legs rule", "Explain why a spider is not an insect by noting it has eight legs and two body parts", "Name at least one difference between insects and another minibeast group such as worms having no legs or woodlice having fourteen" ], "assessmentPrompt": "If you showed {{name}} a spider and asked whether it's an insect, could they explain why not — for example, that spiders have eight legs, not six?", "standards": [] }, { "id": "mt_guaaD6Dn2M", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Social insects: ants and bees", "description": "Social insects: how ants and bees live and work together in colonies. Queens, workers, and drones. Division of labour — some gather food, some build, some guard. Ant tunnels and bee hives as organised homes. Parallels to human teamwork.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01367989056087551, "evidence": [ "Describe at least two different roles within an ant colony or bee hive such as queen, worker, or guard", "Explain that social insects live together in large groups and divide up the jobs needed to survive", "Compare an ant colony or bee hive to a human team, describing how different members do different tasks" ], "assessmentPrompt": "If {{name}} watched a nature programme about ants or bees, could they tell you about the different jobs inside the colony — like the queen, the workers, and the guards?", "standards": [] }, { "id": "mt__bhJX2SuFJ", "type": "PROCEDURAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Sorting and Identifying Minibeasts", "description": "Using classification keys to identify minibeasts. Branching yes/no questions: 'Does it have legs?' → 'How many legs?' → 'Does it have wings?' Dichotomous keys as a systematic tool for sorting and identifying creatures.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01778385772913817, "evidence": [ "Follow a simple branching key to correctly identify at least four different minibeasts", "Create a yes/no question that separates insects from spiders, such as 'Does it have six legs?'", "Explain why asking questions in a set order helps identify a creature you have never seen before" ], "assessmentPrompt": "If {{name}} found an unfamiliar minibeast, could they use a set of yes/no questions — like 'Does it have legs? How many?' — to work out what group it belongs to?", "standards": [] }, { "id": "mt_oNWXXAn3cn", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "The insect body plan", "description": "The insect body plan: all insects share three body parts (head, thorax, abdomen), six legs attached to the thorax, and antennae on the head. Most have wings. They have an exoskeleton — a hard outer shell — instead of bones inside.", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03830369357045144, "evidence": [ "Label the three body parts of an insect — head, thorax, and abdomen — on a diagram or real specimen", "State that all insects have exactly six legs and that the legs attach to the thorax", "Explain that insects have an exoskeleton, a hard outer covering, instead of bones inside their body" ], "assessmentPrompt": "If {{name}} looked at a picture of a beetle or ant, could they point out the head, thorax, and abdomen, and tell you that all insects have six legs and a hard outer shell?", "standards": [] }, { "id": "mt_7_XXh9NCp0", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Insect Adaptations", "description": "Adaptation and evolution in insects: peppered moths as a famous example of natural selection (dark moths survived better on soot-covered trees during the Industrial Revolution). Stick insects evolved to look like twigs. Ant-mimicking spiders evolved to fool predators. How small changes over many generations lead to remarkable disguises.", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Retell the peppered moth story and explain how the environment changed which colour moth survived best", "Describe how a stick insect's body shape is an adaptation that helps it avoid being eaten", "Explain that adaptations develop over many generations through natural selection, not during one insect's lifetime" ], "assessmentPrompt": "Can {{name}} explain why peppered moths changed colour during the Industrial Revolution — and how that's an example of how living things adapt over many generations?", "standards": [] }, { "id": "mt_Oz8yNPNtub", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Insect anatomy in depth", "description": "Insect anatomy in depth: compound eyes made of thousands of tiny lenses, spiracles (breathing holes along the body), diverse mouthparts (chewing mandibles in beetles, sucking proboscis in butterflies, sponging pad in flies), and moulting the exoskeleton to grow. Biomimicry — how engineers copy insect designs.", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.006839945280437756, "evidence": [ "Describe at least two specialised insect structures such as compound eyes or spiracles and explain their function", "Compare the mouthparts of a beetle (chewing) and a butterfly (sucking) and explain how each is suited to its food", "Give one example of biomimicry where human technology is inspired by an insect structure or ability" ], "assessmentPrompt": "If {{name}} looked at a close-up photo of an insect's eye or mouth, could they explain how those body parts work and why they look so different from ours?", "standards": [] }, { "id": "mt_a9VnPBhoYs", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Insect communication and behaviour", "description": "Insect communication and behaviour: bees perform a waggle dance to tell hive-mates where flowers are. Ants lay pheromone trails for others to follow. Fireflies flash light patterns to find mates. Crickets chirp by rubbing their wings. Monarch butterflies migrate thousands of miles across continents. How insects 'talk' without words.", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.008207934336525308, "evidence": [ "Describe at least three ways insects communicate such as the bee waggle dance, ant pheromone trails, and firefly light signals", "Explain what information a bee conveys through its waggle dance, including direction and distance to flowers", "Describe the monarch butterfly migration and explain why it is remarkable in terms of distance and navigation" ], "assessmentPrompt": "Can {{name}} explain how bees tell each other where to find flowers, how ants leave invisible trails, or how fireflies use light to send messages?", "standards": [] }, { "id": "mt_r6oKXpN0er", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Insects in ecosystems", "description": "Insects in ecosystems: the many roles insects play. Pollinators (bees, butterflies, hoverflies), decomposers (dung beetles, fly larvae), food source for birds, bats, fish, and frogs, and pest controllers (ladybirds eating aphids). The thought experiment: what would happen if all insects disappeared?", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0506155950752394, "evidence": [ "Name at least three different ecological roles that insects play such as pollinator, decomposer, and food source", "Explain how the removal of one insect group like bees would affect plants, other animals, and humans", "Describe a specific example of insects as pest controllers such as ladybirds controlling aphid populations" ], "assessmentPrompt": "If you asked {{name}} what would happen if all the insects in the world disappeared tomorrow, could they explain the chain of problems that would cause — for plants, animals, and people?", "standards": [] }, { "id": "mt_5_Zr9xXDNH", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "The most successful animals on Earth", "description": "The most successful animals on Earth: there are roughly one million described insect species, and scientists estimate 5–10 million may exist. More insect species than all other animal groups combined. Why so many? Small body size means less food needed, fast reproduction with many offspring, flight allows reaching new habitats, and the exoskeleton is incredibly versatile.", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0506155950752394, "evidence": [ "State that insects are the most species-rich group of animals with about one million known species", "Give at least two reasons why insects are so successful such as small size, fast reproduction, or flight", "Compare insect diversity to another animal group, explaining that there are far more insect species than mammals or birds" ], "assessmentPrompt": "Does {{name}} know which group of animals has more species than any other on Earth — and can they explain why insects are so incredibly successful?", "standards": [] }, { "id": "mt__EL7DHjf5R", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Threats to insects and conservation", "description": "Threats to insects and conservation: insect populations are declining worldwide. Causes include habitat loss, pesticide use, light pollution disrupting nocturnal insects, and climate change. Pollinator decline threatens food production. What children can do: plant pollinator-friendly gardens, reduce pesticide use, participate in citizen science like the Big Butterfly Count.", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0506155950752394, "evidence": [ "Name at least three threats to insect populations such as habitat loss, pesticides, and light pollution", "Explain why declining bee populations are a problem for humans and the food we eat", "Suggest at least two actions that children or families can take to help insects such as planting wildflowers or joining a butterfly count" ], "assessmentPrompt": "Can {{name}} tell you why insect numbers are falling around the world, why that matters for people too, and what your family could do to help?", "standards": [] }, { "id": "mt_ShAptVcQR3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Insects & Minibeasts", "name": "Types of Metamorphosis", "description": "Complete vs incomplete metamorphosis. Complete: egg → larva → pupa → adult (butterflies, beetles, flies). Incomplete: egg → nymph → adult — the nymph looks like a small version of the adult and moults as it grows (grasshoppers, dragonflies, crickets). Why do some insects transform completely while others grow gradually?", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.008207934336525308, "evidence": [ "Compare complete and incomplete metamorphosis by describing the stages of each on a diagram", "Classify at least three insects into the correct metamorphosis type such as butterfly (complete) and grasshopper (incomplete)", "Explain that nymphs resemble adults while larvae look completely different from their adult form" ], "assessmentPrompt": "Can {{name}} explain the difference between a butterfly's life cycle and a grasshopper's — why the caterpillar looks nothing like the butterfly, but a baby grasshopper already looks like a small grasshopper?", "standards": [] }, { "id": "mt_auVZZEuXjs", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Describing Material Properties", "description": "Describe simple physical properties of everyday materials such as hard/soft, stretchy/stiff, shiny/dull, rough/smooth, waterproof/absorbent, transparent/opaque", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1381668946648427, "evidence": [ "Use at least five property words correctly: hard, soft, stretchy, shiny, rough, smooth, transparent, waterproof", "Describe the properties of three different materials using at least two property words each", "Explain why a property matters (e.g. 'waterproof means water doesn't soak through')" ], "assessmentPrompt": "Can {{name}} pick up different objects and describe their properties — like 'this is smooth and shiny' or 'this is rough and bendy'?", "standards": [ "uk-nc-2013:Y1.Sci.EM.3" ] }, { "id": "mt_SwaNNdm_Ks", "type": "PROCEDURAL", "subject": "Science", "domain": "Matter & Materials", "name": "Grouping Materials", "description": "Compare and group everyday materials based on their simple physical properties", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1231190150478796, "evidence": [ "Sort a set of materials into groups based on a chosen property (e.g. transparent vs opaque)", "Compare two materials and state which properties they share and which differ", "Explain the reasoning behind a grouping decision using property vocabulary" ], "assessmentPrompt": "Can {{name}} sort a pile of objects into groups based on their properties, like all the waterproof ones together or all the transparent ones?", "standards": [ "uk-nc-2013:Y1.Sci.EM.4" ] }, { "id": "mt_ZAJvTcroFO", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Naming Everyday Materials", "description": "Identify and name a variety of everyday materials including wood, plastic, glass, metal, water, and rock", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1367989056087551, "evidence": [ "Name at least six everyday materials: wood, plastic, glass, metal, water, rock", "Identify the material of at least ten different objects around the home or classroom", "Recognise that some objects are made from more than one material" ], "assessmentPrompt": "Can {{name}} look around a room and correctly name the materials things are made of — like glass in the window, metal in the radiator, and plastic in a pen?", "standards": [ "uk-nc-2013:Y1.Sci.EM.2" ] }, { "id": "mt_5r47Pvstyn", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Objects vs Materials", "description": "Distinguish between an object and the material from which it is made, understanding that objects can be made from different materials", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1381668946648427, "evidence": [ "Explain the difference between an object (e.g. a chair) and the material it is made from (e.g. wood)", "Give examples of the same object made from different materials (e.g. plastic cup, glass cup)", "Identify what material a given object is made from by looking at and touching it" ], "assessmentPrompt": "If you hold up a wooden spoon and a metal spoon, can {{name}} explain that both are spoons (the object) but made from different materials?", "standards": [ "uk-nc-2013:Y1.Sci.EM.1" ] }, { "id": "mt_1JFUNQDwAJ", "type": "LANGUAGE", "subject": "Science", "domain": "Matter & Materials", "name": "States of Matter Vocabulary", "description": "Name and distinguish the three states of matter — solid, liquid, and gas — using properties vocabulary: hard, rigid, runny, flows, keeps its shape, fills its container; use 'change of state' to describe what happens when materials are heated or cooled", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.186046511627907, "evidence": [ "Correctly sort a set of everyday materials as solid, liquid, or gas and give a reason for each", "Use the terms solid, liquid, and gas accurately when describing everyday substances", "Use 'change of state' to describe what happens when ice melts or water boils" ], "assessmentPrompt": "If you point to water, ice, and steam from a kettle, can {{name}} correctly call each one a liquid, solid, or gas — and use those words naturally?", "standards": [] }, { "id": "mt_wf-SJhZ1kC", "type": "PROCEDURAL", "subject": "Science", "domain": "Matter & Materials", "name": "Changing Shapes of Solids", "description": "Investigate how the shapes of solid objects can be changed by squashing, bending, twisting, and stretching", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.04240766073871409, "evidence": [ "Demonstrate four ways to change the shape of a solid: squashing, bending, twisting, stretching", "Compare how different materials respond to these forces (e.g. clay squashes easily, wood does not)", "Explain that the material itself stays the same even when the shape changes" ], "assessmentPrompt": "Can {{name}} show you how to change the shape of clay by squashing it, twist a pipe cleaner, and explain that some materials bend while others snap?", "standards": [ "uk-nc-2013:Y2.Sci.UEM.2" ] }, { "id": "mt_rTn43s8RNX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Choosing the Right Material", "description": "Identify and compare the suitability of everyday materials for particular uses, explaining why specific materials are chosen for specific purposes", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.02735978112175103, "evidence": [ "Explain why a specific material is chosen for a purpose based on its properties (e.g. glass for windows because it's transparent)", "Compare two materials and decide which is more suitable for a given use with reasoning", "Suggest an alternative material for an object and explain why it would or wouldn't work" ], "assessmentPrompt": "Can {{name}} explain why windows are made of glass and not wood, or why wellies are made of rubber and not paper?", "standards": [ "ngss-k5:2-PS1-2", "uk-nc-2013:Y2.Sci.UEM.1" ] }, { "id": "mt_ahSqW_kK1b", "type": "LANGUAGE", "subject": "Science", "domain": "Matter & Materials", "name": "Changes & Separation Vocabulary", "description": "Use process vocabulary for changes of state and material separation — dissolve, solution, soluble, insoluble, evaporate, condense, melt, freeze, filter, sieve, mixture, separate — and understand precisely what each term describes, including the important distinction between dissolving and melting", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "Distinguish 'dissolve' from 'melt' correctly in context and explain the difference", "Use 'soluble' and 'insoluble' accurately when describing whether a material dissolves in water", "Explain the difference between evaporation and condensation using the correct terms" ], "assessmentPrompt": "If {{name}} stirs sugar into tea, can they explain whether the sugar dissolved or melted — and tell you those are different things?", "standards": [] }, { "id": "mt_zHnOGwHIEz", "type": "PROCEDURAL", "subject": "Science", "domain": "Matter & Materials", "name": "Classifying Materials", "description": "Plan and conduct an investigation to classify different kinds of materials by their observable properties", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.006839945280437756, "evidence": [ "Design a simple test to compare one property across several materials", "Record observations in a table or chart during the investigation", "Classify the tested materials into groups based on the results" ], "assessmentPrompt": "Can {{name}} test a set of objects and sort them by properties like whether they float, conduct heat, or are magnetic?", "standards": [ "ngss-k5:2-PS1-1" ] }, { "id": "mt_htAYR-iCFF", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Matter & Materials", "name": "Drawing Particle Diagrams", "description": "Draw and interpret particle diagrams — dot representations showing the arrangement, spacing, and movement of particles in solids (close, regular, vibrating in place), liquids (close, random, flowing past each other), and gases (widely spaced, moving rapidly in all directions) — and use these diagrams to explain observable properties such as fixed shape, fixed volume, and compressibility", "ageRangeStart": 7, "ageRangeEnd": 11, "centrality": 0.1080711354309166, "evidence": [ "Draw labelled particle diagrams for solids, liquids, and gases showing the correct arrangement and spacing of particles", "Use their particle diagram to explain why solids keep their shape but liquids flow", "Sketch what happens to particles during a change of state (e.g. melting) and explain the energy changes involved" ], "assessmentPrompt": "If {{name}}'s science teacher draws a diagram with dots packed tightly in rows versus dots spread far apart and moving around, can {{name}} tell you which represents a solid and which a gas — and explain why, using the particles?", "standards": [] }, { "id": "mt_Pl-nsjYGZ3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Heating & Cooling Changes", "description": "Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.1094391244870041, "evidence": [ "Describe melting (solid to liquid) and freezing (liquid to solid) with everyday examples", "State that water freezes at 0°C and boils at 100°C", "Explain that heating adds energy causing particles to move more, leading to state changes" ], "assessmentPrompt": "Can {{name}} explain what happens to an ice cube when you heat it, and at what temperature water freezes and boils?", "standards": [ "ngss-k5:2-PS1-4", "uk-nc-2013:Y4.Sci.SM.2" ] }, { "id": "mt_GQpqoR5YOc", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Taking Apart & Rebuilding", "description": "Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.001367989056087551, "evidence": [ "Explain that taking apart an object and rebuilding it uses the same pieces in a new arrangement", "Describe how the pieces themselves don't change even though the object looks different", "Give an everyday example of reusing materials to make something new" ], "assessmentPrompt": "If {{name}} builds a tower with building bricks and then takes it apart to build a car, can they explain that the same bricks are used but arranged differently?", "standards": [ "ngss-k5:2-PS1-3" ] }, { "id": "mt_e3-_toGuWf", "type": "PROCEDURAL", "subject": "Science", "domain": "Matter & Materials", "name": "Testing Materials for Uses", "description": "Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials including metals, wood, and plastic", "ageRangeStart": 7, "ageRangeEnd": 10, "centrality": 0.02051983584131327, "evidence": [ "Design a fair test to compare a specific property of two or more materials", "Present test results as evidence for why a material is suited to a particular use", "Explain the link between a material's tested properties and its real-world application" ], "assessmentPrompt": "After testing different materials, can {{name}} explain with evidence why saucepans are made of metal but their handles are plastic?", "standards": [ "ngss-k5:2-PS1-2", "uk-nc-2013:Y5.Sci.PCM.4" ] }, { "id": "mt_Qkewo5M3_c", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Evaporation & the Water Cycle", "description": "Identify the role of evaporation and condensation in the water cycle, and associate the rate of evaporation with temperature", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03967168262653899, "evidence": [ "Describe evaporation as liquid turning to gas and condensation as gas turning to liquid", "Explain the water cycle: evaporation from seas/lakes → condensation into clouds → precipitation", "Explain why evaporation happens faster at higher temperatures (e.g. puddles dry faster on hot days)" ], "assessmentPrompt": "Can {{name}} explain why puddles disappear on a sunny day and where the water goes, and why the bathroom mirror steams up after a hot shower?", "standards": [ "uk-nc-2013:Y4.Sci.SM.3" ] }, { "id": "mt_YQkUdIHO8L", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Solids, Liquids & Gases", "description": "Compare and group materials as solids, liquids, or gases based on their observable properties and behaviour", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04651162790697674, "evidence": [ "Define solids (fixed shape, hard to compress), liquids (flow, take shape of container), gases (spread out, fill space)", "Sort at least eight everyday materials into solid, liquid, or gas categories", "Explain tricky cases like sand (solid particles) or steam (gas, not visible water droplets)" ], "assessmentPrompt": "Can {{name}} explain the difference between a solid like ice, a liquid like water, and a gas like steam, and sort everyday things into these three groups?", "standards": [ "uk-nc-2013:Y4.Sci.SM.1" ] }, { "id": "mt_Ge4Wtg6QMM", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Advanced Material Properties", "description": "Compare and group everyday materials based on advanced properties: hardness, solubility, transparency, electrical and thermal conductivity, and response to magnets", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03419972640218878, "evidence": [ "Define and test for at least four properties: hardness, solubility, conductivity, magnetism", "Group a set of materials based on test results for each property", "Use results to explain why certain materials are chosen for specific uses (e.g. copper for wires because it conducts electricity)" ], "assessmentPrompt": "Can {{name}} test materials and sort them by whether they dissolve in water, conduct electricity, or are attracted to a magnet?", "standards": [ "ngss-k5:5-PS1-3", "uk-nc-2013:Y5.Sci.PCM.1" ] }, { "id": "mt_Mf-T-fYRLX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Dissolving & Solutions", "description": "Understand that some materials dissolve in liquid to form a solution, and describe how to recover a substance from a solution by evaporation", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.0506155950752394, "evidence": [ "Explain that dissolving means a solid mixes completely into a liquid to form a solution", "Describe how to recover a dissolved substance by evaporating the liquid", "Distinguish between a mixture (can see separate parts) and a solution (looks clear, fully dissolved)" ], "assessmentPrompt": "Can {{name}} explain what happens when sugar dissolves in tea, and figure out how to get the salt back from salty water?", "standards": [ "uk-nc-2013:Y5.Sci.PCM.2" ] }, { "id": "mt_rbPioPELM1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Irreversible Changes", "description": "Explain that some changes result in the formation of new materials and are not usually reversible, such as burning, rusting, and reactions with acid", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04651162790697674, "evidence": [ "Define an irreversible change as one that creates new materials that cannot be changed back", "Give at least three examples: burning, rusting, mixing bicarbonate of soda with vinegar", "Describe observable signs of irreversible change: gas produced, colour change, heat given off, new substance formed" ], "assessmentPrompt": "Can {{name}} explain why you can't un-burn a piece of toast or turn rust back into shiny iron, because a completely new material has been made?", "standards": [ "ngss-k5:5-PS1-4", "uk-nc-2013:Y5.Sci.PCM.6" ] }, { "id": "mt_MVovx37Xct", "type": "LANGUAGE", "subject": "Science", "domain": "Matter & Materials", "name": "Material Properties Vocabulary", "description": "Use technical vocabulary to describe and compare material properties — conductor, insulator, thermal, electrical, transparent, opaque, translucent, soluble, insoluble, magnetic, flexible, rigid, density — and apply these terms precisely when selecting and justifying materials for particular purposes", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Classify a set of materials as electrical conductors or insulators and explain why using the correct terms", "Use 'transparent', 'translucent', and 'opaque' correctly and distinctly in descriptions", "Apply at least four property terms correctly when justifying a material choice for a given purpose" ], "assessmentPrompt": "If {{name}} had to choose a material to make a window, could they use words like 'transparent' and 'insulator' to explain their choice — not just say 'you can see through it'?", "standards": [] }, { "id": "mt_UKmtuAsSLN", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Reversible Changes", "description": "Demonstrate that dissolving, mixing, and changes of state are reversible changes where no new materials are formed", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.04651162790697674, "evidence": [ "Define a reversible change as one where the original materials can be recovered", "Give at least three examples of reversible changes: melting, freezing, dissolving, evaporating", "Explain how to reverse each example (e.g. freeze melted chocolate, evaporate a solution)" ], "assessmentPrompt": "Can {{name}} explain that melting chocolate or dissolving sugar can be undone — you can get the original material back — because these are reversible changes?", "standards": [ "uk-nc-2013:Y5.Sci.PCM.5" ] }, { "id": "mt_2b6CB0w3Yx", "type": "PROCEDURAL", "subject": "Science", "domain": "Matter & Materials", "name": "Separating Mixtures", "description": "Use knowledge of solids, liquids, and gases to decide how mixtures might be separated through filtering, sieving, and evaporating", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03693570451436388, "evidence": [ "Choose the correct separation method for a given mixture (sieving for large particles, filtering for small, evaporating for dissolved)", "Describe a multi-step separation plan for a complex mixture like sand, salt, and water", "Explain why each method works based on the properties of the materials" ], "assessmentPrompt": "If {{name}} has a mixture of sand, salt, and water, can they figure out a step-by-step plan to separate all three using a sieve, filter, and evaporation?", "standards": [ "uk-nc-2013:Y5.Sci.PCM.3" ] }, { "id": "mt_ehC1wsdmUz", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Conservation of Mass", "description": "Measure and provide evidence that the total weight of matter is conserved regardless of the type of change (heating, cooling, or mixing)", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04787961696306429, "evidence": [ "State the principle that matter is neither created nor destroyed during physical or chemical changes", "Describe an investigation weighing materials before and after a change to show mass is conserved", "Explain why dissolved sugar still contributes to the total weight even though it can't be seen" ], "assessmentPrompt": "If {{name}} dissolves sugar in water, can they explain why the total weight of the water and sugar stays the same even though the sugar seems to disappear?", "standards": [ "ngss-k5:5-PS1-2" ] }, { "id": "mt_ylruY6VhOf", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Matter Is Made of Particles", "description": "Develop a model to describe that matter is made of particles too small to be seen, and that this explains properties of solids, liquids, and gases", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03967168262653899, "evidence": [ "Describe matter as made of particles too small to see with the naked eye", "Use a particle model to explain differences: particles tightly packed (solid), loosely arranged (liquid), spread far apart (gas)", "Use the particle model to explain a state change (e.g. heating makes particles move faster and spread apart)" ], "assessmentPrompt": "Can {{name}} explain that everything is made of tiny particles we can't see, and that how tightly packed they are determines whether something is a solid, liquid, or gas?", "standards": [ "ngss-k5:5-PS1-1" ] }, { "id": "mt_Z_Wu_77ybI", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Atoms, Elements & Compounds", "description": "Explain the differences between atoms, elements, and compounds; describe the simple Bohr model of the atom (nucleus with protons and neutrons, electrons in shells); and write and interpret chemical symbols and simple formulae", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.03556771545827633, "evidence": [ "Defines atom, element, and compound and distinguishes between them with examples", "Draws a simple Bohr model of an atom labelling nucleus (protons/neutrons) and electron shells", "Reads a chemical formula to identify the elements and number of each atom (e.g. H₂O, CO₂, NaCl)", "Identifies the difference between a mixture and a compound" ], "assessmentPrompt": "If {{name}} saw the formula H₂O on a label, could they explain what it means — which atoms are involved, how many of each, and why water is a compound rather than just a mixture of hydrogen and oxygen?", "standards": [ "ngss-ms:MS-PS1-1", "uk-nc-2013:KS3.Sci.Chem.AEC.1", "uk-nc-2013:KS3.Sci.Chem.AEC.2", "uk-nc-2013:KS3.Sci.Chem.AEC.3" ] }, { "id": "mt_CyV7crZ8hl", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "How Materials Change State", "description": "Explain melting, freezing, boiling, condensing, and sublimation using the particle model, interpreting heating and cooling curves to identify melting and boiling points", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.01641586867305062, "evidence": [ "Describes what happens to particles during each change of state", "Reads a heating/cooling curve and identifies the melting point and boiling point from the flat regions", "Explains why temperature stays constant during a change of state", "Distinguishes between evaporation (from surface, any temperature) and boiling (throughout liquid, at boiling point)" ], "assessmentPrompt": "If {{name}} was heating a block of ice in a pan and drew a graph of temperature over time, could they explain why the line goes flat at certain points — and what's happening to the particles when it does?", "standards": [ "uk-nc-2013:KS3.Sci.Chem.PNM.2", "uk-nc-2013:KS3.Sci.Chem.PNM.4" ] }, { "id": "mt_Sc_SorJhXW", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Metals vs Non-Metals", "description": "Compare the physical and chemical properties of metals and non-metals, explaining metallic properties (malleability, lustre, conductivity) and how position in the periodic table predicts reactivity", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.02599179206566347, "evidence": [ "Lists physical properties typical of metals (shiny, malleable, good conductor) and non-metals", "Explains why metals are used in wires, cookware, and construction based on their properties", "Uses the periodic table to predict whether an element is likely to be reactive or unreactive", "Explains what lustre and malleability mean in terms of real-world observations" ], "assessmentPrompt": "If {{name}} had an unknown substance that was shiny, could be bent without breaking, and conducted electricity, could they identify it as likely a metal and explain how each property points to that conclusion?", "standards": [ "uk-nc-2013:KS3.Sci.Chem.AEC.6", "uk-nc-2013:KS3.Sci.Chem.AEC.9", "uk-nc-2013:KS3.Sci.Chem.PT.5" ] }, { "id": "mt_1hgck6ucII", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Physical vs Chemical Changes", "description": "Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.0506155950752394, "evidence": [ "Classifies given changes as physical or chemical with justification", "Explains what conservation of mass means and why mass is conserved in chemical reactions", "Names observable signs that a chemical reaction has occurred (colour change, gas produced, temperature change, precipitate)", "Explains why dissolving is a physical change but burning is a chemical change" ], "assessmentPrompt": "If {{name}} dissolved sugar in tea versus burnt toast in the toaster, could they explain which is a physical change and which is a chemical change — and what test would show that mass is conserved in both cases?", "standards": [ "ngss-ms:MS-PS1-2", "ngss-ms:MS-PS1-5", "uk-nc-2013:KS3.Sci.Chem.AEC.4", "uk-nc-2013:KS3.Sci.Chem.PIS.5" ] }, { "id": "mt_MBTVB-E-S7", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Pure Substances & Mixtures", "description": "Distinguish between pure substances and mixtures, identify formulations as useful mixtures with precise compositions, and use melting and boiling points to test for purity", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.04103967168262654, "evidence": [ "Explains why a pure substance has a sharp, fixed melting point but a mixture melts over a range", "Identifies common formulations (medicines, alloys, paints, fuels) as deliberate mixtures", "Explains what impurities do to melting and boiling points", "Distinguishes mixtures from compounds at the particle level" ], "assessmentPrompt": "If {{name}} was checking whether a sample of water was pure, could they explain one test they could do — and say what result would tell them it was definitely pure versus a mixture?", "standards": [ "uk-nc-2013:KS3.Sci.Chem.PIS.1", "uk-nc-2013:KS3.Sci.Chem.PIS.3", "uk-nc-2013:KS3.Sci.Chem.PIS.4" ] }, { "id": "mt_U_tJvy3cbB", "type": "PROCEDURAL", "subject": "Science", "domain": "Matter & Materials", "name": "Separating Mixtures", "description": "Select and carry out appropriate separation techniques for different types of mixtures: filtration (insoluble solids), distillation (liquids by boiling point), crystallisation (dissolved solids), and chromatography (coloured substances)", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.04240766073871409, "evidence": [ "Selects the correct separation technique for a given mixture with justification", "Describes the steps of simple distillation and explains why it works", "Interprets a chromatography result (Rf values, number of components)", "Explains why filtration removes sand from water but not salt" ], "assessmentPrompt": "If {{name}} needed to separate salt from sand mixed together in water, could they describe two stages of separation, the equipment needed, and explain why each step works?", "standards": [ "uk-nc-2013:KS3.Sci.Chem.PIS.2" ] }, { "id": "mt_b6kZgqolEd", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "The Particle Model", "description": "Use the particle model to explain the properties of solids, liquids, and gases — including differences in arrangement, movement, and spacing — and apply the model to explain density, compressibility, and the anomalous expansion of water", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.03830369357045144, "evidence": [ "Draws particle diagrams for solids, liquids, and gases showing correct arrangement and spacing", "Explains why gases are compressible but liquids and solids are not", "Explains why ice floats on water using the anomalous expansion of water", "Uses particle spacing to explain why gases are much less dense than solids and liquids" ], "assessmentPrompt": "If {{name}} was asked why you can squash a balloon but not a water bottle full of liquid, could they explain using the idea of particles what's different about gases and liquids?", "standards": [ "ngss-ms:MS-PS1-4", "uk-nc-2013:KS3.Sci.Chem.PNM.1", "uk-nc-2013:KS3.Sci.Chem.PNM.3", "uk-nc-2013:KS3.Sci.Chem.PNM.4" ] }, { "id": "mt_wfEfQuHOG-", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "The Periodic Table", "description": "Describe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02599179206566347, "evidence": [ "Explains why the periodic table is arranged into periods (rows) and groups (columns)", "States that elements in the same group have similar chemical properties", "Locates metals, non-metals, and metalloids in the periodic table", "Explains how Mendeleev ordered elements by atomic weight and predicted missing elements" ], "assessmentPrompt": "If {{name}} was looking at a periodic table, could they explain why elements in the same column tend to behave similarly — and say what Mendeleev did that made it so useful to chemists?", "standards": [ "ngss-ms:MS-PS1-1", "uk-nc-2013:KS3.Sci.Chem.AEC.7", "uk-nc-2013:KS3.Sci.Chem.PT.2", "uk-nc-2013:KS3.Sci.Chem.PT.3" ] }, { "id": "mt_QKRYLwaOU8", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Acid Reactions & Salts", "description": "Describe and write word equations for the reactions of acids with metals, alkalis (neutralisation), and metal oxides/hydroxides, identifying the salt produced in each case", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.1053351573187414, "evidence": [ "Writes word equations for: acid + metal → salt + hydrogen; acid + alkali → salt + water; acid + metal oxide → salt + water", "Names the salt formed from a given acid and base (e.g. hydrochloric acid + sodium hydroxide → sodium chloride)", "Describes the test for hydrogen gas (squeaky pop)", "Explains what neutralisation means and gives a practical example (indigestion tablets, treating acidic soil)" ], "assessmentPrompt": "If {{name}} was asked how an indigestion tablet works to relieve stomach acid, could they explain what type of chemical reaction is happening and write a simple word equation for it?", "standards": [ "uk-nc-2013:KS3.Sci.Chem.CR.3", "uk-nc-2013:KS3.Sci.Chem.CR.4", "uk-nc-2013:KS3.Sci.Chem.CR.5" ] }, { "id": "mt_AN2kJE6I0s", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Acids, Alkalis & pH", "description": "Define acids and alkalis in terms of hydrogen ion concentration, describe the pH scale (0–14), and explain how indicators are used to identify and measure acidity or alkalinity", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.08071135430916553, "evidence": [ "States that acids have pH below 7, alkalis have pH above 7, and neutral is pH 7", "Explains what hydrogen ions (H⁺) have to do with acidity", "Names common indicators (litmus, universal indicator) and describes colour changes", "Identifies everyday acids (vinegar, lemon juice) and alkalis (bleach, bicarbonate of soda)" ], "assessmentPrompt": "If {{name}} used a piece of universal indicator paper to test lemon juice and baking soda solution, could they predict what colour each would turn and explain what that tells you about each substance?", "standards": [ "uk-nc-2013:KS3.Sci.Chem.CR.2" ] }, { "id": "mt_mTpV-0rtkO", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Earth's Atmosphere & CO2", "description": "Describe the composition of Earth's atmosphere (mainly nitrogen and oxygen, with small amounts of CO₂ and other gases), explain how human activity increases CO₂, and describe the impact on global climate", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2079343365253078, "evidence": [ "States the approximate percentages of nitrogen, oxygen, CO₂, and argon in the atmosphere", "Explains how burning fossil fuels and deforestation increase atmospheric CO₂", "Describes the greenhouse effect and how it leads to climate change", "Discusses one specific consequence of climate change (e.g. rising sea levels, extreme weather)" ], "assessmentPrompt": "If {{name}} was asked why scientists are worried about CO₂ levels rising, could they explain what CO₂ does in the atmosphere, why human activities produce more of it, and what effects it's having on the planet?", "standards": [ "ngss-ms:MS-ESS3-5", "uk-nc-2013:KS3.Sci.Chem.EA.2", "uk-nc-2013:KS3.Sci.Chem.EA.3" ] }, { "id": "mt_0e5rZxbAeR", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Finite Resources & Recycling", "description": "Explain that many raw materials (metals, fossil fuels, minerals) are finite resources, describe the environmental costs of extraction, and evaluate the benefits of recycling and the circular economy", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.2325581395348837, "evidence": [ "Identifies examples of finite natural resources and explains why they are finite", "Describes the environmental impact of mining and fossil fuel extraction", "Explains why recycling metals saves energy compared to extraction from ores", "Discusses trade-offs between the cost of recycling and the benefit of resource conservation" ], "assessmentPrompt": "If {{name}} was deciding whether to recycle an aluminium drinks can or throw it away, could they explain what goes into making new aluminium from scratch — and why recycling it uses much less energy?", "standards": [ "ngss-ms:MS-ESS3-4", "uk-nc-2013:KS3.Sci.Chem.EA.5" ] }, { "id": "mt_UoqUPI_uNz", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Reactions That Release or Absorb Heat", "description": "Distinguish between exothermic reactions (release energy, temperature rises) and endothermic reactions (absorb energy, temperature falls), with everyday and industrial examples", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.08207934336525308, "evidence": [ "Defines exothermic and endothermic in terms of energy transfer to and from the surroundings", "Gives two examples of each type from everyday life (e.g. combustion, hand warmers; photosynthesis, cold packs)", "Explains energy changes during changes of state (melting is endothermic, freezing is exothermic)", "Interprets a temperature change in an experiment to classify the reaction type" ], "assessmentPrompt": "If {{name}} shook a sports cold pack to activate it and it got cold, or lit a match and it got hot, could they explain what type of reaction is happening in each case and why one gets hot while the other gets cold?", "standards": [ "ngss-ms:MS-PS1-4", "uk-nc-2013:KS3.Sci.Chem.ENG.1", "uk-nc-2013:KS3.Sci.Chem.ENG.2" ] }, { "id": "mt_zsYW61cn_q", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "The Reactivity Series", "description": "Order common metals in the reactivity series and explain how a more reactive metal displaces a less reactive one; describe how carbon is used to extract metals from their oxides in industry", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.0506155950752394, "evidence": [ "Recalls the order of common metals in the reactivity series (potassium to gold)", "Predicts whether a displacement reaction will occur given two metals", "Explains why carbon can be used to extract iron from iron oxide but not aluminium from aluminium oxide", "Links the reactivity series to the history of metal use (gold found free, iron smelted, aluminium electrolytic)" ], "assessmentPrompt": "If {{name}} was asked why humans used gold and copper before iron and aluminium, could they explain how a metal's reactivity determines how easy it is to extract — and why carbon can extract some metals but not others?", "standards": [ "uk-nc-2013:KS3.Sci.Chem.MAT.1", "uk-nc-2013:KS3.Sci.Chem.MAT.2", "uk-nc-2013:KS3.Sci.Chem.PT.6" ] }, { "id": "mt_NckKLZ3uCE", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "The Rock Cycle", "description": "Explain the rock cycle: how igneous rocks form from magma, sedimentary rocks from compressed sediment, and metamorphic rocks from heat and pressure, and how all rock types can transform into one another over geological time", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.05882352941176471, "evidence": [ "Describes how each rock type (igneous, sedimentary, metamorphic) is formed", "Gives an example of each rock type and its formation (e.g. granite, limestone, marble)", "Traces a rock sample through possible transitions in the rock cycle", "Explains what geological time means and why rock cycle changes are slow" ], "assessmentPrompt": "If {{name}} picked up a piece of marble on a school trip, could they explain how it was originally limestone, what changed it into marble, and how long that process took?", "standards": [ "ngss-ms:MS-ESS2-1", "uk-nc-2013:KS3.Sci.Chem.EA.4" ] }, { "id": "mt_v0K6GRi4ZL", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Types of Chemical Reaction", "description": "Identify and describe four types of chemical reaction: combustion (burning in oxygen), oxidation (gain of oxygen), thermal decomposition (breaking down by heat), and displacement (more reactive metal replaces less reactive one)", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.0533515731874145, "evidence": [ "Writes a word equation for each type of reaction with an example", "Identifies the type of reaction from a given word equation or description", "Explains what makes a displacement reaction happen (relative reactivity)", "Distinguishes complete combustion (CO₂ and H₂O) from incomplete combustion (CO and soot)" ], "assessmentPrompt": "If {{name}} saw iron going rusty and a candle burning, could they explain what type of chemical reaction is happening in each case — and write a simple word equation for one of them?", "standards": [ "ngss-ms:MS-PS1-2", "uk-nc-2013:KS3.Sci.Chem.CR.1" ] }, { "id": "mt_w83U-_noVR", "type": "CONCEPTUAL", "subject": "Science", "domain": "Matter & Materials", "name": "Ceramics, Polymers & Composites", "description": "Describe the properties and uses of ceramics (hard, brittle, heat-resistant), polymers (flexible, lightweight, variable), and composites (combine properties of constituent materials), giving real-world examples of each", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.01915184678522572, "evidence": [ "Gives the key properties of ceramics, polymers, and composites with examples of each", "Explains why a composite material is used rather than a single material in a given application (e.g. carbon-fibre reinforced plastic in bikes)", "Identifies natural and synthetic polymers", "Explains why polymer properties can be tailored during manufacturing" ], "assessmentPrompt": "If {{name}} was looking at a racing bicycle made of carbon fibre, could they explain why neither carbon nor plastic alone would work as well — and what makes the combination a composite better than either material on its own?", "standards": [ "ngss-ms:MS-PS1-3", "uk-nc-2013:KS3.Sci.Chem.CR.6", "uk-nc-2013:KS3.Sci.Chem.MAT.3" ] }, { "id": "mt_4bJiGiMPmy", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Coasts & Beaches", "description": "Know what a coast or beach is — the place where land meets the ocean — and that different coasts can be sandy, rocky, or muddy, each with different plants and animals", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.06429548563611491, "evidence": [ "Define a coast as where land meets the ocean", "Describe at least two types of coast: sandy, rocky, or muddy", "Name an animal likely found at each type of coast" ], "assessmentPrompt": "If {{name}} visited a sandy beach and then a rocky shore, could they describe how the two coasts look different and name animals you might find at each one?", "standards": [] }, { "id": "mt_ytUG3yjCYt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Animal Variety", "description": "Recognise that the ocean is home to an amazing variety of animals — from tiny seahorses and colourful clownfish to enormous whales and sharks — and that ocean animals come in many shapes and sizes", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1244870041039672, "evidence": [ "Name at least five different ocean animals", "Describe differences in size between small and large ocean creatures", "Express curiosity or wonder about the variety of life in the ocean" ], "assessmentPrompt": "If {{name}} visited an aquarium or watched an ocean documentary, could they name at least five different ocean animals and describe how different they are from each other?", "standards": [] }, { "id": "mt_l6OpmOKMuT", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Food Chains", "description": "Describe a simple ocean food chain: tiny plants (phytoplankton) are eaten by small animals, which are eaten by bigger fish, which are eaten by top predators like sharks — showing that all ocean life depends on others for food", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.09986320109439124, "evidence": [ "Describe a food chain with at least three levels", "Identify that ocean food chains start with tiny plants or algae", "Explain that bigger animals eat smaller ones in a chain of dependence" ], "assessmentPrompt": "Can {{name}} draw or describe a chain showing how tiny ocean plants are eaten by small creatures, then by bigger fish, then by a shark — explaining that each animal depends on the one before it?", "standards": [] }, { "id": "mt_w2u9bXP9n7", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Rock Pool Habitats", "description": "Explore rock pools (tide pools) as small ocean habitats where crabs, anemones, starfish, and small fish can be found, and understand that these creatures are adapted to survive crashing waves and changing water levels", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02735978112175103, "evidence": [ "Name at least three creatures found in rock pools", "Describe a rock pool as a small ocean habitat on the shore", "Explain one way rock pool animals cope with waves or changing water levels" ], "assessmentPrompt": "If {{name}} explored a rock pool at the beach, could they point out the creatures living there and explain how they hold on tight or hide in cracks when waves come?", "standards": [] }, { "id": "mt_mRCPP_Ab2W", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Whales & Dolphins Are Mammals", "description": "Know that whales and dolphins are mammals, not fish — they breathe air, are warm-blooded, and feed their babies milk — even though they live in the ocean", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.08344733242134063, "evidence": [ "State that whales and dolphins are mammals, not fish", "Give at least two reasons why: they breathe air and feed babies milk", "Explain that living in water does not make an animal a fish" ], "assessmentPrompt": "If {{name}} saw a dolphin jumping out of the water, could they explain that dolphins are mammals like us — they breathe air and feed their babies milk — not fish?", "standards": [] }, { "id": "mt_oAg79ju344", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "What Is the Ocean?", "description": "Know that oceans are huge bodies of salt water that cover most of Earth's surface, and that the ocean is home to an enormous number of living things", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1409028727770178, "evidence": [ "State that oceans cover more of Earth than land does", "Explain that ocean water is salty, unlike the fresh water in rivers and lakes", "Describe the ocean as home to a huge variety of living things" ], "assessmentPrompt": "If you asked {{name}} to point to the oceans on a globe, could they show you and explain that most of our planet is covered by salty water where millions of creatures live?", "standards": [] }, { "id": "mt_m31_gPS8F1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "What Ocean Animals Need", "description": "Understand that ocean animals need food, shelter, and the right conditions to survive — just like land animals — and that different parts of the ocean provide for different animals' needs", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1354309165526676, "evidence": [ "List basic needs of ocean animals: food, shelter, suitable water conditions", "Give an example of how a specific ocean animal meets its needs", "Compare an ocean animal's needs to a familiar land animal's needs" ], "assessmentPrompt": "Can {{name}} explain that a clownfish needs a sea anemone for shelter and small creatures to eat, just like a bird needs a tree for a nest and seeds to eat?", "standards": [] }, { "id": "mt__aHSZTm5k5", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Classifying Ocean Animals", "description": "Classify ocean animals into major groups: fish (breathe through gills, have scales), marine mammals (breathe air, warm-blooded, feed milk), and invertebrates (no backbone — jellyfish, octopuses, crabs, starfish)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.08344733242134063, "evidence": [ "Sort ocean animals into fish, marine mammals, and invertebrates", "Give defining features of each group (gills vs lungs, backbone vs none)", "Correctly classify at least two animals in each group" ], "assessmentPrompt": "If {{name}} saw pictures of a tuna, a seal, and a jellyfish, could they sort them into fish, marine mammals, and invertebrates, and explain what makes each group different?", "standards": [] }, { "id": "mt_AxGPeVRm__", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Coral Reefs", "description": "Know that coral reefs are built by tiny living animals called coral polyps, that reefs are home to more species than almost any other ocean habitat, and that they are sometimes called the 'rainforests of the sea'", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "State that coral is built by tiny living animals called polyps, not made of rock", "Describe coral reefs as one of the most biodiverse habitats in the ocean", "Explain why reefs are compared to rainforests" ], "assessmentPrompt": "If {{name}} watched a documentary about coral reefs, could they explain that coral is actually made by tiny living animals, and that reefs are home to an incredible number of different species?", "standards": [] }, { "id": "mt_9EoS35vaYB", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Animal Adaptations", "description": "Understand that ocean animals have special adaptations for their environment: streamlined bodies for fast swimming, camouflage to hide from predators, blubber to keep warm in cold seas, and tentacles or suckers to catch prey", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.05198358413132695, "evidence": [ "Name at least three different ocean animal adaptations", "Explain how each adaptation helps the animal survive in its environment", "Connect an adaptation to the specific challenge it addresses (cold, predators, catching food)" ], "assessmentPrompt": "Can {{name}} pick an ocean animal and explain at least two ways its body is specially designed for life in the sea — like a seal's blubber for warmth or an octopus's camouflage for hiding?", "standards": [] }, { "id": "mt_sQpIV0-qY7", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Depth Zones", "description": "Understand that the ocean has different zones depending on depth and light: the sunlight zone near the surface where most life lives, the twilight zone where light fades, and the midnight zone of total darkness", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.06155950752393981, "evidence": [ "Name the three main ocean zones: sunlight, twilight, and midnight", "Explain that light decreases with depth until it disappears completely", "State that most ocean life is found in the sunlight zone because plants need light to grow" ], "assessmentPrompt": "If {{name}} saw a diagram showing the ocean getting darker as you go deeper, could they name the three main zones and explain why most ocean animals live near the sunlit surface?", "standards": [] }, { "id": "mt_OnV_DTp5i8", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Food Webs", "description": "Understand ocean food webs: multiple interconnected food chains where energy flows from phytoplankton (producers) through zooplankton, small fish, and large predators, and that removing one species affects the whole web", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.07523939808481532, "evidence": [ "Distinguish a food web from a simple food chain", "Trace at least two paths of energy through an ocean food web", "Explain what could happen if one species in the web were removed" ], "assessmentPrompt": "Can {{name}} explain why catching too many of one type of fish doesn't just affect that fish — it affects the whole food web, including the animals that eat it and the things it eats?", "standards": [] }, { "id": "mt_8QOeG3CuKc", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "The Five Oceans", "description": "Name and locate the five oceans — Pacific (largest), Atlantic, Indian, Southern, and Arctic (smallest and coldest) — on a world map, and understand that they are all connected as one global ocean", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.06019151846785226, "evidence": [ "Name all five oceans: Pacific, Atlantic, Indian, Southern, Arctic", "Locate at least three oceans on a world map", "Explain that the five named oceans are all connected as one continuous body of water" ], "assessmentPrompt": "If {{name}} looked at a world map, could they point to each of the five oceans by name and explain that they're all connected into one big global ocean?", "standards": [] }, { "id": "mt_yxL1v4LuqR", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "The Ocean Floor", "description": "Know that the ocean floor is not flat — it has mountains, valleys, and the deepest trenches on Earth — and that the deepest point is the Mariana Trench, deeper than Mount Everest is tall", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01778385772913817, "evidence": [ "State that the ocean floor has varied terrain including mountains, ridges, and trenches", "Name the Mariana Trench as the deepest point on Earth", "Compare its depth to a familiar reference like Mount Everest's height" ], "assessmentPrompt": "If {{name}} heard that the ocean floor has mountains and valleys, could they explain that it's not flat and that the Mariana Trench is the deepest spot on Earth — deeper than Everest is tall?", "standards": [] }, { "id": "mt_kCSy3Lsgme", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Tides, Waves & Currents", "description": "Know that the ocean has tides (water level rises and falls twice a day, caused mainly by the Moon's gravity), waves (caused by wind), and currents (rivers of water flowing through the ocean that carry warmth and nutrients around the world)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04924760601915185, "evidence": [ "Describe tides as the regular rise and fall of water level, caused by the Moon's gravity", "Explain that waves are caused by wind blowing across the water surface", "Describe ocean currents as large flows of water that carry heat and nutrients around the globe" ], "assessmentPrompt": "If {{name}} noticed the water level changing at the beach during the day, could they explain that tides are caused by the Moon's pull, and that the ocean also has waves from wind and currents that flow like underwater rivers?", "standards": [] }, { "id": "mt_dRCnJEIwk4", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Deep-Sea Creatures", "description": "Explore life in the deep sea: animals that make their own light (bioluminescence), creatures adapted to crushing pressure and total darkness, and hydrothermal vents where life thrives without sunlight", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02051983584131327, "evidence": [ "Define bioluminescence as the ability of some deep-sea creatures to produce their own light", "Describe at least two adaptations deep-sea animals have for life in darkness and pressure", "Explain that hydrothermal vents support life without sunlight through chemical energy" ], "assessmentPrompt": "If {{name}} saw footage of glowing deep-sea creatures, could they explain how some animals make their own light and why life can exist even in the deepest, darkest parts of the ocean?", "standards": [] }, { "id": "mt_1m5ItPiwUK", "type": "META", "subject": "Science", "domain": "Ocean Life", "name": "Exploring the Ocean", "description": "Know that oceanographers and marine biologists study the ocean using submarines, remotely operated vehicles (ROVs), satellites, and diving, and that much of the ocean remains unexplored — we know more about the Moon's surface than the deep ocean floor", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Name at least two tools scientists use to explore the ocean: submarines, ROVs, satellites", "State that most of the deep ocean remains unexplored", "Explain why ocean exploration is difficult: darkness, pressure, vastness" ], "assessmentPrompt": "Can {{name}} explain how scientists explore the deep ocean using robots and submarines, and why we've still only explored a small fraction of the ocean floor — less than we know about the Moon?", "standards": [] }, { "id": "mt_Te-ulgYMUd", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Animal Migrations", "description": "Know that many ocean animals undertake remarkable migrations — humpback whales travel thousands of miles between feeding and breeding grounds, sea turtles return to the same beach where they hatched to lay eggs — and understand these journeys are linked to seasonal food supplies and reproduction", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Describe at least one example of marine animal migration in detail", "Explain that migrations are driven by seasonal food availability and breeding needs", "Estimate the scale of these journeys (thousands of miles)" ], "assessmentPrompt": "If {{name}} heard that a humpback whale swims from Antarctica to the tropics every year, could they explain why — that it's following food in summer and heading to warmer waters to have its baby?", "standards": [] }, { "id": "mt_w4OYcWJs6H", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Ecosystems", "description": "Understand ocean ecosystems as interconnected systems where living things (producers, consumers, decomposers) and non-living factors (temperature, salinity, light, currents) all interact, and that changes to one part affect the whole system", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.08891928864569083, "evidence": [ "Describe an ocean ecosystem as a system of living and non-living parts that interact", "Name key non-living factors that affect ocean life: temperature, salinity, light, currents", "Explain how a change in one factor (like temperature) cascades through the whole ecosystem" ], "assessmentPrompt": "Can {{name}} explain why warmer ocean temperatures don't just affect one species — they change the whole ecosystem, from the plankton at the bottom of the food web to the whales at the top?", "standards": [] }, { "id": "mt_J6uccv2Bo4", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Pollution & Harm", "description": "Identify ways humans harm the ocean — plastic pollution, overfishing, oil spills, and ocean acidification from carbon dioxide — and understand that most ocean pollution comes from land-based activities, not just ships", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0560875512995896, "evidence": [ "Name at least three ways humans harm the ocean", "Explain that most ocean pollution originates on land, not from ships", "Describe how plastic pollution or overfishing specifically harms marine animals" ], "assessmentPrompt": "If {{name}} saw plastic washed up on a beach, could they explain where it came from, how it harms sea life, and name other ways humans damage the ocean like overfishing and pollution from factories?", "standards": [] }, { "id": "mt_KRNU0IOKfO", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Oceans & Climate", "description": "Understand the connection between the ocean and climate: the ocean absorbs heat and carbon dioxide, drives weather patterns through evaporation, and ocean currents distribute warmth around the planet — making the ocean Earth's climate engine", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1053351573187414, "evidence": [ "Explain that the ocean absorbs a large amount of the Sun's heat and atmospheric carbon dioxide", "Describe the ocean's role in the water cycle through evaporation", "Explain how ocean currents distribute warmth and affect weather patterns in distant places" ], "assessmentPrompt": "Can {{name}} explain why the ocean is sometimes called Earth's climate engine — that it absorbs heat, drives rain through evaporation, and moves warmth around the world through currents?", "standards": [] }, { "id": "mt_50SdpkNH49", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Protecting the Ocean", "description": "Understand how people protect the ocean: marine protected areas limit fishing and pollution, sustainable fishing prevents overharvesting, beach clean-ups reduce plastic, and international agreements aim to reduce carbon emissions that cause ocean acidification", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.07387140902872777, "evidence": [ "Explain what a marine protected area is and why it helps", "Describe sustainable fishing as taking only what the ocean can replace", "Name at least two actions people can take to protect oceans: reducing plastic, marine reserves, cutting emissions" ], "assessmentPrompt": "If {{name}} heard about a marine protected area where fishing is banned, could they explain why it helps — and name other ways people are working to protect the ocean from pollution, overfishing, and climate change?", "standards": [] }, { "id": "mt_6Wx--Du8j3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Deep-Sea Life Without Sunlight", "description": "Contrast photosynthesis (energy from sunlight) with chemosynthesis (energy from oxidising chemicals like hydrogen sulphide); describe hydrothermal vent communities: chemoautotrophic bacteria form the base of a food web supporting tube worms, giant clams, and vent crabs with no sunlight; explore what deep-sea life tells us about the origin of life on Earth; explain why NASA studies ocean vents as analogues for potential life around hydrothermal activity on Europa and Enceladus", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01778385772913817, "evidence": [], "assessmentPrompt": "Can {{name}} describe a community of animals living at the bottom of the ocean that gets its energy from volcanic chemicals rather than sunlight — and explain why scientists are excited about what this might mean for life on other planets?", "standards": [] }, { "id": "mt_Mp_CpVK6e-", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Ocean Currents and Global Heat", "description": "Explain thermohaline circulation (the global conveyor belt) as driven by temperature and salinity differences that cause dense water to sink; describe how the Atlantic Meridional Overturning Circulation (AMOC) transfers heat from the tropics toward Europe; explain that oceans absorb more than 90% of excess heat and ~25% of CO2 from human emissions; explore what would happen to Northern European climates if circulation weakened", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.06566347469220246, "evidence": [], "assessmentPrompt": "Can {{name}} explain why the UK has mild winters compared to parts of Canada at similar latitudes — what does ocean circulation have to do with it, and what might change if that circulation slows down?", "standards": [] }, { "id": "mt_EXO1bJ3G_v", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Coral Bleaching & Acidification", "description": "Explain the mutualistic symbiosis between coral polyps and photosynthetic zooxanthellae; describe how heat stress causes bleaching (corals expel zooxanthellae and turn white); explain ocean acidification chemistry: CO2 dissolves in seawater to form carbonic acid, lowering pH and dissolving calcium carbonate skeletons; connect reef loss to the collapse of habitat for ~25% of marine species; evaluate current reef restoration efforts", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.06839945280437756, "evidence": [], "assessmentPrompt": "Has {{name}} heard of coral bleaching? Can they explain what's actually happening to the coral — what breaks down between the coral and the tiny algae living inside it, and why warmer or more acidic water triggers this?", "standards": [] }, { "id": "mt_NPTjGJIyb3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Predator Loss and Ecosystem Effects", "description": "Quantify energy transfer efficiency through trophic levels (~10% rule); explain trophic cascades: how removing an apex predator triggers a chain of ecosystem changes (sea otters → sea urchin explosion → kelp forest collapse); define 'fishing down the food web'; evaluate evidence for ocean rewilding — shark reintroduction, whale recovery driving nutrient cycling; understand why ecosystem-based fisheries management is needed", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.04651162790697674, "evidence": [], "assessmentPrompt": "Can {{name}} trace the chain of events that happened to Pacific kelp forests when sea otters were hunted almost to extinction — what domino effect did removing one species set off through the whole ecosystem?", "standards": [] }, { "id": "mt_kKxbPHi5Db", "type": "CONCEPTUAL", "subject": "Science", "domain": "Ocean Life", "name": "Deep-Ocean Exploration Technology", "description": "Explain how crewed submersibles (Alvin, Deepsea Challenger) and remotely operated vehicles (ROVs) allow exploration of the deep; describe acoustic seafloor mapping using sonar and why only ~25% of the ocean floor has been mapped at high resolution; explore why the deep ocean is harder to explore than the surface of the Moon (pressure, cold, darkness, communication difficulties); survey astrobiology missions targeting ocean worlds in our solar system", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.04787961696306429, "evidence": [], "assessmentPrompt": "Can {{name}} explain why more of the Moon's surface has been mapped in detail than Earth's ocean floor — what makes deep ocean exploration so much harder than looking at the Moon?", "standards": [] }, { "id": "mt_fDoE-pL6Jv", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Animal Body Groups", "description": "Describe and compare the external body structure of common animals across groups (fish, amphibians, reptiles, birds, mammals)", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05882352941176471, "evidence": [ "Describe key structural features of at least three animal groups (e.g. scales, feathers, fur)", "Compare two animals from different groups, noting at least two differences", "Use words like 'wings', 'fins', 'legs', 'tail' correctly when describing an animal" ], "assessmentPrompt": "Can {{name}} describe how a fish's body is different from a bird's body and explain features like scales, feathers, or fins?", "standards": [ "ngss-k5:1-LS1-1", "uk-nc-2013:Y1.Sci.A.3" ] }, { "id": "mt_83gRQ9OPkc", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Body Parts & Senses", "description": "Identify, name, and locate basic parts of the human body and associate each body part with its sense", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.03830369357045144, "evidence": [ "Label eyes, ears, nose, mouth, and skin on a body outline", "Match each sense organ to its sense: sight, hearing, smell, taste, touch", "Describe a simple scenario for each sense (e.g. 'I use my nose to smell cookies baking')" ], "assessmentPrompt": "Can {{name}} point to their eyes, ears, nose, tongue, and skin and tell you which sense each one is used for?", "standards": [ "uk-nc-2013:Y1.Sci.A.4" ] }, { "id": "mt_j7cer_Nmor", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Common Plants & Trees", "description": "Identify and name common wild and garden plants, including deciduous and evergreen trees", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1901504787961696, "evidence": [ "Name at least five common wild or garden plants from direct observation", "Sort trees into deciduous (loses leaves) and evergreen (keeps leaves) with examples", "Match a plant to its name when shown a picture or real specimen" ], "assessmentPrompt": "If you point to a tree in the park, can {{name}} tell you what kind it is and whether it keeps its leaves in winter?", "standards": [ "ngss-k5:K-LS1-1", "uk-nc-2013:Y1.Sci.P.1" ] }, { "id": "mt_13CtLTcWUB", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Herbivores, Carnivores & Omnivores", "description": "Classify common animals as carnivores (eat meat), herbivores (eat plants), or omnivores (eat both)", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.1299589603283174, "evidence": [ "Define carnivore, herbivore, and omnivore in own words", "Sort at least six common animals into the three diet groups", "Give a reason for each sorting decision based on what the animal eats" ], "assessmentPrompt": "Can {{name}} explain why a cat is a carnivore, a rabbit is a herbivore, and a bear is an omnivore?", "standards": [ "uk-nc-2013:Y1.Sci.A.2" ] }, { "id": "mt_zexbopQjG0", "type": "LANGUAGE", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Living Things Vocabulary", "description": "Name and use vocabulary for what makes something living — alive, dead, never been alive, movement, nutrition, growth, reproduction, sensitivity, excretion — and apply these terms when classifying objects and explaining why plants and animals count as living things", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1846785225718194, "evidence": [ "Correctly classify objects as living, dead, or never been alive and give a reason using one of the life process terms", "Name at least five life processes using the correct vocabulary", "Explain why a plant is alive using at least two life process words" ], "assessmentPrompt": "Can {{name}} explain why a rock is not alive but a weed is — using a science word like 'nutrition' or 'growth' rather than just saying 'it moves'?", "standards": [] }, { "id": "mt_zVLOm6U7bh", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Naming Common Animals", "description": "Identify and name common animals from major groups: fish, amphibians, reptiles, birds, and mammals", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.2202462380300958, "evidence": [ "Name at least two animals from each group: fish, amphibians, reptiles, birds, mammals", "Sort a set of animal pictures into the five groups", "Explain one feature of each group (e.g. 'birds have feathers', 'fish have gills')" ], "assessmentPrompt": "When {{name}} sees a frog, a robin, or a goldfish, can they tell you which animal group each belongs to?", "standards": [ "ngss-k5:K-LS1-1", "uk-nc-2013:Y1.Sci.A.1" ] }, { "id": "mt_xT6jPzyj92", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Parts of a Plant", "description": "Identify and describe the basic structure of common flowering plants (roots, stem, leaves, flowers) and trees (roots, trunk, branches, leaves)", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.06155950752393981, "evidence": [ "Label roots, stem, leaves, and flowers on a diagram of a flowering plant", "Name the main parts of a tree: roots, trunk, branches, leaves", "Explain that roots take in water and leaves catch sunlight" ], "assessmentPrompt": "If you pick a flower from the garden, can {{name}} point to the roots, stem, leaves, and petals and say what each part does?", "standards": [ "uk-nc-2013:Y1.Sci.P.2" ] }, { "id": "mt_L1469gt34A", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "What Living Things Need", "description": "Understand what plants and animals (including humans) need to survive: water, food, air, and suitable conditions", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1709986320109439, "evidence": [ "List the basic needs of animals: water, food, air, shelter", "List the basic needs of plants: water, light, air, suitable temperature", "Explain what happens if one basic need is missing (e.g. 'the plant wilts without water')" ], "assessmentPrompt": "If you ask {{name}} what a pet dog or a garden plant needs to stay alive, can they list the basic things like water, food, and air?", "standards": [ "ngss-k5:K-LS1-1", "uk-nc-2013:Y2.Sci.A.2", "uk-nc-2013:Y2.Sci.P.2" ] }, { "id": "mt_oR6dwRj2Ll", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Animal Life Stages", "description": "Recognise that animals, including humans, have offspring which grow into adults, and describe basic animal life stages", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.05882352941176471, "evidence": [ "Describe the basic life stages of a human: baby, child, teenager, adult", "Give examples of other animals and their young (e.g. kitten → cat, chick → hen)", "Explain that offspring grow and change as they develop into adults" ], "assessmentPrompt": "Can {{name}} describe how a kitten grows into a cat, or how a baby grows into an adult?", "standards": [ "ngss-k5:1-LS1-2", "ngss-k5:1-LS3-1", "uk-nc-2013:Y2.Sci.A.1" ] }, { "id": "mt_cEzX5r7kp0", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Offspring resemble parents", "description": "Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences", "ageRangeStart": 6, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Describe at least three features that offspring inherit from parents (e.g. eye colour, petal colour, fur type)", "Explain that offspring are similar to parents but not identical copies", "Give examples from both plants and animals showing resemblance with variation" ], "assessmentPrompt": "Can {{name}} look at a family photo and point out features children share with their parents, while also noticing how each child looks a bit different?", "standards": [ "ngss-k5:1-LS3-1", "uk-nc-2013:Y6.Sci.EI.2" ] }, { "id": "mt_0B64gfJf7j", "type": "PROCEDURAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Seeds & Plant Growth", "description": "Observe and describe how seeds and bulbs grow into mature plants through stages of germination and growth", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.05745554035567715, "evidence": [ "Describe the stages: seed absorbs water → root appears → shoot pushes up → leaves open", "Compare how a bulb and a seed start growing differently", "Record observations of a growing plant over several days using drawings or a simple diary" ], "assessmentPrompt": "Has {{name}} planted a seed or bulb and been able to describe what happened as it grew — first a root, then a shoot, then leaves?", "standards": [ "uk-nc-2013:Y2.Sci.P.1" ] }, { "id": "mt_3v0VNkwquK", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "What Plants Need to Grow", "description": "Understand that plants need water, light, and a suitable temperature to grow and stay healthy", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.01915184678522572, "evidence": [ "Name three things plants need to grow: water, light, suitable temperature", "Predict what happens to a plant kept in the dark, with no water, or in freezing cold", "Describe the results of a simple test comparing plants grown in different conditions" ], "assessmentPrompt": "Can {{name}} explain why a plant on the windowsill grows better than one left in a dark cupboard?", "standards": [ "ngss-k5:2-LS2-1", "uk-nc-2013:Y2.Sci.P.2" ] }, { "id": "mt_1J5fwxNDxL", "type": "LANGUAGE", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Animal Classification Vocabulary", "description": "Use vocabulary for classifying animals and describing life cycles — vertebrate, invertebrate, mammal, bird, reptile, amphibian, fish, insect, arachnid, larva, pupa, metamorphosis, gestation, offspring, complete metamorphosis, incomplete metamorphosis — and apply these correctly when sorting and comparing organisms", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.05471956224350205, "evidence": [ "Correctly classify a set of animals as vertebrates or invertebrates, then into more specific groups", "Use 'metamorphosis' correctly to describe insect and amphibian life cycles and distinguish complete from incomplete metamorphosis", "Compare a mammal's life cycle with an insect's using precise vocabulary" ], "assessmentPrompt": "Does {{name}} know the difference between a vertebrate and an invertebrate — and could they sort a list of animals into the right group?", "standards": [] }, { "id": "mt_E1wR8IfCV6", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Animal Nutrition", "description": "Understand that animals, including humans, need the right types and amounts of nutrition, and that animals cannot make their own food", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.0560875512995896, "evidence": [ "Name the main food groups: carbohydrates, proteins, fats, vitamins, minerals, fibre, water", "Explain that animals get energy from food they eat, unlike plants which make their own", "Describe what happens with too much or too little of a food group (e.g. weak bones without calcium)" ], "assessmentPrompt": "Can {{name}} explain why people need to eat different types of food like fruit, protein, and carbohydrates to stay healthy?", "standards": [ "uk-nc-2013:Y3.Sci.A.1" ] }, { "id": "mt_7EqhgErJyU", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Drawing Life Cycle Diagrams", "description": "Draw and interpret life cycle diagrams for flowering plants, insects (complete and incomplete metamorphosis), birds, and mammals — labelling stages, describing transitions, and comparing cycles across species", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.05471956224350205, "evidence": [ "Draw a labelled life cycle diagram for a flowering plant including seed, seedling, mature plant, and flower/fruit", "Compare a butterfly life cycle (complete metamorphosis) with a grasshopper life cycle (incomplete metamorphosis) using diagrams", "Label a blank life cycle diagram for a given organism correctly, including transitions between stages" ], "assessmentPrompt": "If {{name}} is given a blank circular diagram, can they fill in the stages of a butterfly's life cycle in the right order with labels — and explain what changes at each stage?", "standards": [] }, { "id": "mt_6xsEXxKdUX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "How Plant Parts Work", "description": "Identify and describe the functions of different parts of flowering plants: roots absorb water and nutrients, stems transport materials, leaves make food, flowers enable reproduction", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06155950752393981, "evidence": [ "Describe the function of roots (absorb water and minerals from soil)", "Explain that the stem transports water up and food around the plant", "State that leaves use sunlight to make food and flowers produce seeds for new plants" ], "assessmentPrompt": "Can {{name}} explain why a flower needs roots underground and leaves up top — what job does each part do?", "standards": [ "uk-nc-2013:Y3.Sci.P.1" ] }, { "id": "mt_4IVWRAZoNC", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Life Cycles of Organisms", "description": "Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.07113543091655267, "evidence": [ "Describe the life cycle of at least two different organisms (e.g. butterfly, frog, plant)", "Identify the common stages all life cycles share: birth, growth, reproduction, death", "Explain how life cycles can look very different (metamorphosis vs gradual growth) but follow the same pattern" ], "assessmentPrompt": "Can {{name}} compare the life cycle of a butterfly with that of a frog and explain what stages they all share — being born, growing, having babies, and dying?", "standards": [ "ngss-k5:3-LS1-1", "uk-nc-2013:Y3.Sci.P.4" ] }, { "id": "mt_WNBHZ1d94L", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Pollination & Seed Dispersal", "description": "Understand the life cycle of flowering plants including pollination, seed formation, and seed dispersal", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.06019151846785226, "evidence": [ "Describe the stages: pollination → fertilisation → seed formation → seed dispersal", "Explain at least two methods of seed dispersal (wind, animal, water, explosion)", "Describe pollination as the transfer of pollen from one flower to another, often by insects or wind" ], "assessmentPrompt": "Can {{name}} explain how a flower turns into a fruit with seeds inside, and how those seeds get spread to grow new plants?", "standards": [ "ngss-k5:2-LS2-2", "uk-nc-2013:Y3.Sci.P.4" ] }, { "id": "mt_g4YSiOCS8g", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Skeletons & Muscles", "description": "Identify that humans and some other animals have skeletons and muscles for support, protection, and movement", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02188782489740082, "evidence": [ "Name the three functions of the skeleton: support, protection, movement", "Identify that muscles are attached to bones and pull to create movement", "Give examples of bones protecting organs (skull protects brain, ribs protect heart and lungs)" ], "assessmentPrompt": "Can {{name}} explain why we have a skeleton inside our body and what our muscles do when we bend an arm?", "standards": [ "uk-nc-2013:Y3.Sci.A.2" ] }, { "id": "mt_GF6L7J4MNN", "type": "PROCEDURAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Water Transport in Plants", "description": "Investigate how water is transported within plants, using observations such as coloured water being drawn up through a stem", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01504787961696306, "evidence": [ "Describe an investigation using coloured water to track water movement in a plant", "Explain that water travels from roots through the stem to the leaves and flowers", "Draw or label a diagram showing the path of water through a plant" ], "assessmentPrompt": "Has {{name}} seen a white flower turn a different colour in coloured water and been able to explain that the stem carries water up to the petals?", "standards": [ "uk-nc-2013:Y3.Sci.P.3" ] }, { "id": "mt_lutxvMlkwS", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "What Plants Need to Thrive", "description": "Explore and compare the requirements of plants for life and growth: air, light, water, nutrients from soil, and room to grow", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01915184678522572, "evidence": [ "List five requirements for plant growth: air, light, water, nutrients, space", "Explain how needs vary between plants (e.g. cacti need less water than ferns)", "Predict what happens when one requirement is removed or limited" ], "assessmentPrompt": "Can {{name}} tell you why a crowded pot of seedlings doesn't grow as well as one with just a few plants?", "standards": [ "uk-nc-2013:Y3.Sci.P.2" ] }, { "id": "mt_LRzjbo1Fn6", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "How animals adapt to environments", "description": "Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.119015047879617, "evidence": [ "Define adaptation as a feature that helps an organism survive in its environment", "Give at least three examples of adaptations in different organisms and explain how each helps survival", "Explain that over many generations, organisms with helpful adaptations survive and reproduce more, leading to evolution" ], "assessmentPrompt": "Can {{name}} explain how a camel's humps, a cactus's thick skin, or a polar bear's white fur help them survive where they live, and how these adaptations developed over time?", "standards": [ "ngss-k5:3-LS4-3", "uk-nc-2013:Y6.Sci.EI.3" ] }, { "id": "mt_h4abSktujo", "type": "LANGUAGE", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Inheritance Vocabulary", "description": "Use vocabulary for variation and inheritance — inherited characteristic, acquired characteristic, variation, offspring, trait, species, breed, genetic, environment — and apply these when comparing organisms and explaining similarities and differences within and between species", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.04377564979480164, "evidence": [ "Distinguish between inherited and acquired characteristics with a correct example of each", "Use 'variation' correctly to describe differences within a species and explain what causes variation", "Use 'offspring', 'species', and 'trait' correctly in written descriptions of living things" ], "assessmentPrompt": "Can {{name}} explain why children look similar to but not exactly like their parents — using words like 'inherited' or 'variation'?", "standards": [] }, { "id": "mt_1wxwg782yX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Inherited characteristics", "description": "Analyse and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.04377564979480164, "evidence": [ "Define inherited traits as characteristics passed from parents to offspring", "Collect or interpret data showing variation within a group (e.g. different heights, colours, sizes)", "Explain that while traits are inherited, there is natural variation among individuals of the same species" ], "assessmentPrompt": "If {{name}} measures the height of all the sunflowers in the garden, can they see that they're all sunflowers but each one is a slightly different height?", "standards": [ "ngss-k5:3-LS3-1" ] }, { "id": "mt_Ruk2-lyGPZ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "The Digestive System", "description": "Describe the simple functions of the basic parts of the human digestive system: mouth, oesophagus, stomach, small intestine, large intestine", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.02462380300957592, "evidence": [ "Name the main organs in order: mouth, oesophagus, stomach, small intestine, large intestine", "Describe the function of each (mouth chews, stomach breaks down, small intestine absorbs nutrients)", "Draw or label a simple diagram of the digestive system" ], "assessmentPrompt": "Can {{name}} trace the journey of a sandwich through the body — from chewing in the mouth all the way to the intestines?", "standards": [ "uk-nc-2013:Y4.Sci.A.1" ] }, { "id": "mt_Tls5qJ4p0L", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Traits: inherited and environmental", "description": "Use evidence to support the explanation that traits can be influenced by the environment as well as inheritance", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.002735978112175103, "evidence": [ "Explain that traits result from both inheritance and environmental factors", "Give examples of environmental influence on traits (e.g. sunlight affects plant growth, diet affects animal size)", "Distinguish between inherited traits (e.g. eye colour) and environmentally influenced traits (e.g. muscle strength from exercise)" ], "assessmentPrompt": "Can {{name}} explain why two identical seeds might grow into different-sized plants if one gets more sunlight than the other?", "standards": [ "ngss-k5:3-LS3-2" ] }, { "id": "mt_DbXWivdJFB", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Types of Teeth", "description": "Identify the different types of human teeth (incisors, canines, molars) and describe their functions in eating", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Name three types of teeth: incisors, canines, molars", "Describe the function of each: incisors cut, canines tear, molars grind", "Relate tooth type to diet (e.g. herbivores have flat molars, carnivores have sharp canines)" ], "assessmentPrompt": "Can {{name}} point to different teeth in their mouth and explain that front teeth cut food while back teeth grind it?", "standards": [ "uk-nc-2013:Y4.Sci.A.2" ] }, { "id": "mt_UR5LvBeyF1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Variation & Survival Advantage", "description": "Use evidence to explain how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.06292749658002736, "evidence": [ "Explain that variation within a species means some individuals have traits better suited to their environment", "Give examples of advantageous variations (e.g. camouflage, speed, drought resistance in plants)", "Connect variation to survival advantage: individuals with beneficial traits are more likely to survive and reproduce" ], "assessmentPrompt": "Can {{name}} explain why a faster rabbit in a group might survive longer because it can escape predators better than slower ones?", "standards": [ "ngss-k5:3-LS4-2" ] }, { "id": "mt_OSfCeIeBak", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Human Life Stages", "description": "Describe the changes as humans develop to old age, including the stages of the human life cycle", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.03009575923392613, "evidence": [ "Name the main stages of human development: baby, toddler, child, teenager, adult, elderly", "Describe key changes at puberty (growth spurt, body changes)", "Explain that old age brings changes like reduced strength, greying hair, and slower healing" ], "assessmentPrompt": "Can {{name}} describe the main stages of a human life — from baby to toddler to child to teenager to adult to old age — and some changes at each stage?", "standards": [ "uk-nc-2013:Y5.Sci.A.1" ] }, { "id": "mt_K8DJzqbksM", "type": "LANGUAGE", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Organ Systems Vocabulary", "description": "Use technical vocabulary for the major organ systems — organ, organ system, circulatory system, digestive system, respiratory system, skeletal system, muscular system, nutrient, oxygen, carbon dioxide, blood vessel, artery, vein, capillary, enzyme — and describe the function of each system using these terms", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Name the main organs in at least two body systems and state their functions using the correct vocabulary", "Use 'circulatory', 'digestive', and 'respiratory' correctly in written descriptions of the body", "Explain the difference between an artery and a vein using the correct anatomical terms" ], "assessmentPrompt": "Can {{name}} explain what the circulatory system does — not just 'the heart pumps blood', but using words like 'oxygen', 'artery', and 'blood vessel'?", "standards": [] }, { "id": "mt_IzlVK0Eony", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Senses, Brain & Responses", "description": "Use a model to describe that animals receive information through their senses, process it in their brain, and respond in different ways", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Describe the pathway: sense organ detects stimulus → brain processes information → body responds", "Give examples of different animal senses (sight, smell, hearing, echolocation, vibration)", "Explain how the same stimulus can produce different responses in different animals" ], "assessmentPrompt": "Can {{name}} explain how a dog uses its senses to detect a squirrel and then decides to chase it?", "standards": [ "ngss-k5:4-LS1-2" ] }, { "id": "mt_8VA40Tumth", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Structures for Survival", "description": "Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behaviour, and reproduction", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01778385772913817, "evidence": [ "Give examples of external structures and their survival functions (e.g. thorns for protection, claws for catching prey)", "Give examples of internal structures and their functions (e.g. heart pumps blood, lungs take in air)", "Construct a reasoned argument linking a specific structure to how it helps the organism survive or reproduce" ], "assessmentPrompt": "Can {{name}} explain how a cactus's thick stem helps it survive in a desert, or how a bird's wings help it find food?", "standards": [ "ngss-k5:4-LS1-1" ] }, { "id": "mt_2x-EwdBsgl", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Diet, Exercise & Lifestyle", "description": "Recognise the impact of diet, exercise, drugs, and lifestyle on the way human bodies function", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03556771545827633, "evidence": [ "Describe how a balanced diet provides energy and nutrients the body needs", "Explain the positive effects of regular exercise on the heart, muscles, and mental health", "Describe harmful effects of drugs, alcohol, or tobacco on the body" ], "assessmentPrompt": "Can {{name}} explain why eating well and exercising regularly helps the body stay healthy, and why drugs and smoking are harmful?", "standards": [ "uk-nc-2013:Y6.Sci.A.2" ] }, { "id": "mt_PYPs2yD2sn", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Energy from Food & the Sun", "description": "Use models to describe that energy in animals' food was once energy from the sun, transferred through plants or other organisms", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02462380300957592, "evidence": [ "Explain that plants capture energy from sunlight to make food (photosynthesis)", "Trace an energy pathway: sun → plant → animal → another animal", "Explain that animals use food energy for body repair, growth, movement, and warmth" ], "assessmentPrompt": "Can {{name}} trace the energy in their breakfast cereal all the way back to the sun, explaining each step?", "standards": [ "ngss-k5:5-PS3-1" ] }, { "id": "mt_lWqmKn5Jvr", "type": "LANGUAGE", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Evolution vocabulary", "description": "Use technical vocabulary for evolution and natural selection — adaptation, evolution, natural selection, extinct, extinction, fossil record, species, common ancestor, mutation, variation — and explain the mechanism of natural selection using these terms in the correct sequence", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.04103967168262654, "evidence": [ "Use 'adaptation' correctly to describe a feature that helps an organism survive in its environment", "Explain natural selection using 'variation', 'selection pressure', and 'reproduction' correctly in sequence", "Use 'extinct' and 'extinction' correctly and distinguish them from 'endangered'" ], "assessmentPrompt": "Can {{name}} explain in their own words why giraffes have long necks — using words like 'adaptation' or 'natural selection' rather than just 'so they can reach leaves'?", "standards": [] }, { "id": "mt_YSyjTZfjvv", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Nutrient Transport in Animals", "description": "Describe how nutrients and water are transported within animals, including the role of the circulatory system in delivering nutrients from digestion", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02735978112175103, "evidence": [ "Describe how nutrients from digested food pass through the wall of the small intestine into the blood", "Explain that blood transports dissolved nutrients and water to all parts of the body", "Connect the digestive system and circulatory system as working together to deliver nourishment" ], "assessmentPrompt": "Can {{name}} explain how the sandwich they ate at lunch actually gets to their muscles — from the stomach into the blood and then around the body?", "standards": [ "uk-nc-2013:Y6.Sci.A.3" ] }, { "id": "mt_3-ii06P4YS", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Plants Grow from Air & Water", "description": "Support an argument that plants get the materials they need for growth chiefly from air and water, not from the soil", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Explain that plants take in carbon dioxide from air and water from soil to make food (photosynthesis)", "Argue that most of a plant's mass comes from air (CO₂) and water, not soil minerals", "Describe a simple investigation showing soil mass barely changes while a plant grows significantly" ], "assessmentPrompt": "If {{name}} knows plants need water and sunlight, can they also explain that most of a plant's 'building material' actually comes from air and water rather than dirt?", "standards": [ "ngss-k5:5-LS1-1" ] }, { "id": "mt_BX4D8cCFtQ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "The Circulatory System", "description": "Identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels, and blood", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03146374829001368, "evidence": [ "Name the main components: heart, arteries, veins, capillaries, blood", "Describe the heart as a pump that pushes blood around the body in a continuous loop", "Explain that blood carries oxygen and nutrients to cells and removes waste products like carbon dioxide" ], "assessmentPrompt": "Can {{name}} explain what the heart does, why we have blood vessels throughout the body, and what blood actually carries?", "standards": [ "uk-nc-2013:Y6.Sci.A.1" ] }, { "id": "mt_83KkBCtVyR", "type": "PROCEDURAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Calculating Dietary Energy", "description": "Calculate and evaluate energy intake and requirements in a healthy daily diet, interpreting food labels and nutritional data", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.009575923392612859, "evidence": [ "Reads and interprets a nutritional information label (kJ and kcal)", "Estimates daily energy requirements for a person of a given age/activity level", "Compares the energy content of different diets and identifies surpluses or deficits" ], "assessmentPrompt": "If {{name}} was reading food labels at the supermarket with you, could they work out roughly whether a meal gives too much, too little, or about the right amount of energy for a day?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Nutrition.2" ] }, { "id": "mt_7hB8s5eOP1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Cells to Organ Systems", "description": "Describe the hierarchical organisation of multicellular organisms: cells → tissues → organs → organ systems → organism", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02735978112175103, "evidence": [ "Places cells, tissues, organs, and organ systems in the correct order of organisation", "Gives a specific example of each level (e.g. muscle cell → muscle tissue → heart → circulatory system → human)", "Explains why specialised cells are needed in a multicellular organism" ], "assessmentPrompt": "If {{name}} was asked to explain how the body is built up from the smallest parts to the whole, could they describe the levels from individual cells all the way up to organ systems — with a real example at each level?", "standards": [ "ngss-ms:MS-LS1-2", "uk-nc-2013:KS3.Sci.Bio.Cells.7" ] }, { "id": "mt_VfA4xo4kUv", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Cells Under the Microscope", "description": "Understand that all living organisms are made of cells and use a light microscope to observe, interpret, and record cell structure", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.04924760601915185, "evidence": [ "States that all living things are made of cells", "Prepares or examines a slide of cells (e.g. onion skin, cheek cells) under a microscope", "Draws and labels a diagram of cells observed", "Identifies nucleus, cytoplasm, and cell membrane in a microscope image" ], "assessmentPrompt": "If {{name}} prepared a slide of onion skin and looked at it through a school microscope, could they identify what they were seeing and explain that all living things are made of these tiny units?", "standards": [ "ngss-ms:MS-LS1-1", "uk-nc-2013:KS3.Sci.Bio.Cells.1" ] }, { "id": "mt_NZHFcEtTyI", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Diet Imbalance & Deficiency", "description": "Explain the health consequences of an imbalanced diet including obesity (excess energy), starvation (severe energy deficit), and deficiency diseases (lack of specific nutrients, e.g. scurvy, rickets)", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.009575923392612859, "evidence": [ "Defines obesity, starvation, and deficiency disease and links each to dietary imbalance", "Identifies at least two specific deficiency diseases and the missing nutrient causing each", "Explains why the impact of poor diet can be long-term" ], "assessmentPrompt": "If {{name}} heard about conditions like obesity or vitamin deficiency diseases, could they explain how eating too much, too little, or the wrong mix of foods leads to those health problems?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Nutrition.3" ] }, { "id": "mt_0NlbulkB5P", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Digestion & Enzymes", "description": "Describe the organs of the human digestive system and how food is physically and chemically digested, including the role of enzymes as biological catalysts", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.02462380300957592, "evidence": [ "Traces the journey of food from mouth to large intestine, naming each organ and its role", "Explains what enzymes do and names where they are produced (salivary glands, stomach, small intestine)", "Distinguishes physical digestion (chewing, churning) from chemical digestion" ], "assessmentPrompt": "If {{name}} ate a meal with you, could they describe what happens to the food step by step as it travels through the body — naming the organs it passes through and what each one does?", "standards": [ "ngss-ms:MS-LS1-7", "uk-nc-2013:KS3.Sci.Bio.Nutrition.4" ] }, { "id": "mt_yefw2CQT4x", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Joints, Tendons & Ligaments", "description": "Explain biomechanics — the interaction between skeleton and muscles at joints, including the roles of tendons (attach muscle to bone) and ligaments (attach bone to bone)", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01504787961696306, "evidence": [ "Distinguishes between tendons and ligaments and gives the function of each", "Describes how a synovial joint works (e.g. the knee or elbow)", "Explains how force is transmitted from muscle through tendon to bone to produce movement" ], "assessmentPrompt": "If {{name}} hurt their knee playing sport, could they explain what a ligament and a tendon are, where each is found, and what would happen if one got damaged?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.2" ] }, { "id": "mt_lm0usBAF53", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Muscles Work in Pairs", "description": "Explain that muscles work in antagonistic pairs — one contracts while the other relaxes — to produce movement, using the bicep and tricep as a key example", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01504787961696306, "evidence": [ "Explains why muscles can only pull, not push", "Describes what happens to the bicep and tricep when the arm is bent and straightened", "Gives another example of an antagonistic muscle pair" ], "assessmentPrompt": "If {{name}} bent and straightened their arm, could they explain why two different muscles are needed — one to bend and one to straighten — and which muscle is which?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.3" ] }, { "id": "mt_sDmrVCfzqt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Nutrients in a Healthy Diet", "description": "Identify the seven components of a healthy diet — carbohydrates, lipids, proteins, vitamins, minerals, dietary fibre, and water — and explain the role of each in the body", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01504787961696306, "evidence": [ "Names all seven dietary components and a food source for each", "Explains what each nutrient does in the body (e.g. proteins for growth and repair)", "Identifies which nutrients provide energy and which do not" ], "assessmentPrompt": "If {{name}} was planning a packed lunch, could they explain what each food group does for the body — why we need protein, carbohydrates, fats, vitamins, and minerals?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Nutrition.1" ] }, { "id": "mt_bABr-c2DfV", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Parts of Plant and Animal Cells", "description": "Describe the functions of the main components of plant and animal cells: cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria, ribosomes, and chloroplasts", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.03283173734610123, "evidence": [ "Names the main organelles in plant and animal cells", "Explains the function of each organelle in their own words", "Links organelle function to the needs of the whole cell (e.g. mitochondria produce energy for cell activities)" ], "assessmentPrompt": "If {{name}} was shown a diagram of a plant cell, could they point to parts like the nucleus, chloroplasts, and cell wall and explain in plain words what each one does?", "standards": [ "ngss-ms:MS-LS1-2", "uk-nc-2013:KS3.Sci.Bio.Cells.2" ] }, { "id": "mt_zM5vu31jgl", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Photosynthesis", "description": "Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.03009575923392613, "evidence": [ "Writes and explains the word equation for photosynthesis", "Identifies the raw materials needed and the products made", "Explains the role of chlorophyll in capturing light energy", "Distinguishes between what plants get from the air (CO₂), soil (water and minerals), and light" ], "assessmentPrompt": "If {{name}} was asked why plants don't need to eat food like animals do, could they explain how plants make their own food using sunlight, water, and carbon dioxide — and write the equation?", "standards": [ "ngss-ms:MS-LS1-6", "uk-nc-2013:KS3.Sci.Bio.Nutrition.6" ] }, { "id": "mt_fhqBH9scsU", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Plant Cells vs Animal Cells", "description": "Compare plant and animal cells, identifying shared features and structures unique to plant cells (cell wall, vacuole, chloroplasts)", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02872777017783858, "evidence": [ "Lists features common to plant and animal cells", "Identifies structures found only in plant cells and explains why", "Draws and annotates labelled diagrams of both cell types showing similarities and differences" ], "assessmentPrompt": "If {{name}} was shown unlabelled diagrams of a plant cell and an animal cell side by side, could they spot which features are shared and which ones only appear in plant cells — and say why?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Cells.3", "uk-nc-2013:KS3.Sci.Bio.Cells.4" ] }, { "id": "mt_g9RcQOhU5d", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Single-Celled Organisms", "description": "Explain how unicellular organisms such as bacteria and Amoeba carry out all the functions of life within a single cell", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.004103967168262654, "evidence": [ "Names examples of unicellular organisms", "Lists the seven life processes (MRS NERG) and explains how a single cell performs each one", "Contrasts how unicellular organisms meet their needs compared to multicellular organisms" ], "assessmentPrompt": "If {{name}} learned that bacteria are made of just one cell, could they explain how that single cell still manages to feed, grow, and reproduce — doing everything a whole body does?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Cells.5", "uk-nc-2013:KS3.Sci.Bio.Cells.6" ] }, { "id": "mt_Qkl46lyris", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "The Human Skeleton", "description": "Describe the structure and four main functions of the human skeleton: support, protection, movement, and production of blood cells in bone marrow", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01504787961696306, "evidence": [ "Lists and explains the four functions of the skeleton with examples", "Names key bones and identifies which organs they protect (e.g. ribcage protects heart and lungs)", "Explains what bone marrow is and where blood cells are made" ], "assessmentPrompt": "If {{name}} was asked why we have bones, could they explain that bones do more than just hold us up — describing at least three different things the skeleton does for the body?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.1" ] }, { "id": "mt_lMLeNLDRO8", "type": "PROCEDURAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Using a Microscope", "description": "Use a light microscope correctly to prepare, focus, and examine biological specimens, including making accurate labelled drawings at an appropriate magnification", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.001367989056087551, "evidence": [ "Sets up a light microscope safely and correctly (course focus then fine focus)", "Prepares a wet mount slide with a biological specimen (e.g. onion skin)", "Calculates the magnification of an image (magnification = image size ÷ actual size)", "Draws an accurate labelled diagram of observed cells with a scale" ], "assessmentPrompt": "If {{name}} had to use a school microscope to study a biological specimen, could they set it up correctly, find what they're looking for, and produce a labelled scientific drawing of what they see?", "standards": [ "ngss-ms:MS-LS1-1", "uk-nc-2013:KS3.Sci.Bio.Cells.1", "uk-nc-2013:KS3.Sci.WS.SA.4" ] }, { "id": "mt_mquPi2IP-J", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Aerobic Respiration", "description": "Explain aerobic respiration as the process by which organisms release energy from glucose using oxygen, producing carbon dioxide and water; write and interpret the word equation: glucose + oxygen → carbon dioxide + water", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01778385772913817, "evidence": [ "Writes and explains the word equation for aerobic respiration", "Explains where in the cell aerobic respiration takes place (mitochondria)", "Links aerobic respiration to why breathing rate and heart rate increase during exercise", "Explains that respiration is not the same as breathing" ], "assessmentPrompt": "If {{name}} had just finished PE and was breathing hard, could they explain what aerobic respiration is doing inside their muscle cells — and write out the word equation that describes it?", "standards": [ "ngss-ms:MS-LS1-7", "uk-nc-2013:KS3.Sci.Bio.GasExchange.6", "uk-nc-2013:KS3.Sci.Bio.GasExchange.7" ] }, { "id": "mt_TKZefYXaVS", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Anaerobic Respiration", "description": "Explain anaerobic respiration in animals as the incomplete breakdown of glucose to lactic acid when oxygen is in short supply, causing muscle fatigue; contrast this with aerobic respiration in terms of energy yield and products", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.009575923392612859, "evidence": [ "Writes the word equation for anaerobic respiration in animals", "Explains why lactic acid causes muscle pain and fatigue", "Compares the energy released by aerobic and anaerobic respiration", "Explains oxygen debt and recovery after vigorous exercise" ], "assessmentPrompt": "If {{name}} sprinted as fast as they could and their legs started to burn and ache afterwards, could they explain what's happening inside their muscles — why there isn't enough oxygen, and what the body produces instead?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.GasExchange.6" ] }, { "id": "mt_zaXr5wcJD2", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Body Temperature Regulation", "description": "Explain how the human body detects and responds to environmental changes including temperature, including the role of the skin in temperature regulation (sweating, shivering, vasodilation, vasoconstriction)", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.009575923392612859, "evidence": [ "Explains what homeostasis means in the context of body temperature", "Describes at least two mechanisms the body uses to cool down and two to warm up", "Explains why maintaining a constant core body temperature is important for enzyme activity" ], "assessmentPrompt": "If {{name}} got too hot on a summer day and started sweating, could they explain what the body is doing to cool itself down — and why it's so important to keep body temperature steady?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Health.1" ] }, { "id": "mt_V9SQS9gLFw", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Gas Exchange & Breathing", "description": "Describe the structure of the human gas exchange system (trachea, bronchi, bronchioles, alveoli) and explain how the mechanism of breathing — using pressure changes from rib and diaphragm movement — moves air in and out of the lungs", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01915184678522572, "evidence": [ "Labels a diagram of the lungs showing trachea, bronchi, bronchioles, and alveoli", "Explains that breathing in lowers air pressure in the chest and air rushes in", "Describes how the structure of alveoli (large surface area, thin walls, good blood supply) aids gas exchange" ], "assessmentPrompt": "If {{name}} took a deep breath after running, could they explain what's happening in their lungs — how the air gets in, where the oxygen crosses into the blood, and how carbon dioxide leaves?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.GasExchange.1", "uk-nc-2013:KS3.Sci.Bio.GasExchange.2" ] }, { "id": "mt_fCvmdI6xGO", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Gut Bacteria & Digestion", "description": "Explain the role of gut microbiome bacteria in digestion, including breaking down dietary fibre and contributing to a healthy gut environment", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.02325581395348837, "evidence": [ "Explains that many gut bacteria are beneficial, not harmful", "Describes what gut bacteria do that human digestive enzymes cannot (e.g. break down fibre)", "Explains what might happen if the gut microbiome is disrupted" ], "assessmentPrompt": "If {{name}} heard that there are billions of bacteria living in our gut, could they explain why that's actually helpful for digestion rather than something to worry about?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Nutrition.5" ] }, { "id": "mt_TR2oTy9c2M", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Heart Structure & Double Circulation", "description": "Describe the structure of the heart (four chambers, valves, coronary arteries) and explain how it pumps deoxygenated blood to the lungs and oxygenated blood to the body in a double circulatory system", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.03556771545827633, "evidence": [ "Labels a diagram of the heart showing atria, ventricles, valves, aorta, vena cava, and pulmonary vessels", "Traces the route of blood through the double circulatory system", "Explains the role of valves in preventing backflow", "Compares arteries, veins, and capillaries" ], "assessmentPrompt": "If {{name}} felt their heartbeat, could they describe what the heart is doing — explaining the two sides of the heart, where the blood goes from each side, and why we need a double loop?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.GasExchange.4", "uk-nc-2013:KS3.Sci.Bio.GasExchange.5" ] }, { "id": "mt_i80I-1MLP2", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "How Diffusion Works", "description": "Explain diffusion as the net movement of particles from a region of higher concentration to lower concentration, and describe its role in moving materials (oxygen, carbon dioxide, glucose) in and between cells", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01641586867305062, "evidence": [ "Defines diffusion using particle theory", "Explains the direction of diffusion of oxygen and carbon dioxide at the alveoli", "Explains how cells get glucose from the blood using diffusion", "Identifies factors that affect the rate of diffusion (concentration gradient, surface area, distance)" ], "assessmentPrompt": "If {{name}} was asked why oxygen moves from the lungs into the blood without the body needing to pump it, could they explain what diffusion is and why it always moves in one particular direction?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.GasExchange.3" ] }, { "id": "mt_tQkCzRcWG7", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Human Reproduction", "description": "Describe the structure and function of the male and female human reproductive systems, and explain the processes of fertilisation, gestation, and birth including the role of the placenta", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.009575923392612859, "evidence": [ "Labels diagrams of the male and female reproductive systems", "Explains the roles of gametes (sperm and egg) in sexual reproduction", "Describes what happens during fertilisation and where it occurs", "Explains the function of the placenta and the impact of maternal lifestyle on foetal development" ], "assessmentPrompt": "If {{name}} was studying human reproduction, could they describe how the male and female reproductive systems work together and explain what happens between fertilisation and birth?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Reproduction.1" ] }, { "id": "mt_1VIE8FlZvL", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Pathogens & the Immune System", "description": "Explain how pathogens (bacteria, viruses, and fungi) cause disease and describe how the immune system responds, including the roles of white blood cells (phagocytosis, antibody production) and the concept of immunity", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.006839945280437756, "evidence": [ "Distinguishes between bacteria, viruses, and fungi as pathogens with examples of each", "Explains two ways white blood cells destroy pathogens (engulfing and antibodies)", "Explains how vaccination works and why it prevents disease", "Explains the difference between being infected and being ill" ], "assessmentPrompt": "If {{name}} got a cold, could they explain what type of pathogen caused it, how the immune system tries to fight it off, and why a vaccine for flu won't protect you from all colds?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Health.3", "uk-nc-2013:KS3.Sci.Bio.Health.4" ] }, { "id": "mt_ck57CDFGet", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Plant Reproduction", "description": "Describe the structure of a flower and explain the processes of wind and insect pollination, fertilisation, seed and fruit formation, and seed dispersal in plants", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.01094391244870041, "evidence": [ "Labels the main parts of a flower (sepals, petals, stamens, carpel, ovary, ovule)", "Compares wind-pollinated and insect-pollinated flowers and explains adaptations of each", "Traces the journey from pollination to seed dispersal", "Identifies and explains at least two methods of seed dispersal" ], "assessmentPrompt": "If {{name}} watched bees visiting flowers in a garden, could they explain what role the bees are playing and trace the full journey from pollination through to seed dispersal?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Reproduction.2" ] }, { "id": "mt_2R3xRpYhMa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Organisms & Life Processes", "name": "Effects of Drugs & Alcohol", "description": "Explain the effects of recreational drugs including alcohol, tobacco, and illegal substances on behaviour, health, and body systems, and distinguish between depressants, stimulants, and hallucinogens", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.04377564979480164, "evidence": [ "Categorises common recreational drugs as depressants, stimulants, or hallucinogens", "Explains specific effects of alcohol and tobacco on the body (e.g. liver damage, lung cancer)", "Discusses the difference between physical and psychological dependence" ], "assessmentPrompt": "If {{name}} saw a news story about drug misuse, could they explain what different types of drugs do to the body and behaviour — and why some are more harmful than others?", "standards": [ "uk-nc-2013:KS3.Sci.Bio.Health.2" ] }, { "id": "mt_aO018DkCun", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Arctic vs Antarctic", "description": "Know that the Arctic (North Pole) and Antarctic (South Pole) are very different — the Arctic is a frozen ocean surrounded by land where people and polar bears live, while the Antarctic is a huge ice-covered continent surrounded by ocean where penguins live but no people live permanently", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05882352941176471, "evidence": [ "State that the Arctic is a frozen ocean surrounded by land, while the Antarctic is a continent covered in ice surrounded by ocean", "Explain that polar bears live in the Arctic and penguins live in the Antarctic, not the other way around", "Know that people (like the Inuit) live in the Arctic but nobody lives permanently in Antarctica" ], "assessmentPrompt": "Can {{name}} explain the big difference between the two poles — that the Arctic is frozen sea with land around it, while the Antarctic is a frozen continent with sea around it?", "standards": [] }, { "id": "mt_22XbXTRq50", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Brave Polar Explorers", "description": "Know simple stories of brave polar explorers — Robert Falcon Scott and Roald Amundsen who raced to the South Pole, and Ernest Shackleton whose ship Endurance was crushed by ice but who brought all his men home safely — and understand that polar exploration required incredible courage and endurance", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.006839945280437756, "evidence": [ "Name at least two polar explorers: Scott, Amundsen, or Shackleton", "Tell the basic story of Scott and Amundsen's race to the South Pole in simple terms", "Describe what happened to Shackleton's ship Endurance and how he brought his crew home safely" ], "assessmentPrompt": "Can {{name}} tell you the story of explorers who went to the South Pole — like Scott and Amundsen's race, or Shackleton whose ship got trapped in the ice but who saved all his crew?", "standards": [] }, { "id": "mt_SrmHaJXKrX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Ice & Snow", "description": "Know that water can be solid (ice and snow) or liquid, that snow is made of tiny frozen ice crystals, that icebergs are huge chunks of ice floating in the ocean with most of their bulk hidden underwater, and that ice floats because it is lighter than liquid water", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01231190150478796, "evidence": [ "Explain that ice and snow are frozen water (solid) and that water can change between solid and liquid", "Describe an iceberg as a huge piece of ice floating in the ocean with most of it hidden below the surface", "State that ice floats because frozen water is lighter than liquid water" ], "assessmentPrompt": "Does {{name}} know that icebergs are like floating ice mountains with most of the ice hidden under the water — and that the polar regions are covered in ice because it's so cold the water stays frozen?", "standards": [] }, { "id": "mt_3duNkf6Qmr", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Midnight Sun & Polar Night", "description": "Know that at the poles, daylight and darkness are extreme — in summer the Sun never fully sets (midnight sun) and in winter the Sun never rises (polar night lasting months) — and that this is very different from what we experience at home, where every day has both daylight and darkness", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.004103967168262654, "evidence": [ "Describe midnight sun: in polar summer, the Sun stays above the horizon all day and night", "Describe polar night: in polar winter, the Sun stays below the horizon for weeks or months", "Compare this to normal day-night patterns at home, noting the dramatic difference" ], "assessmentPrompt": "Does {{name}} know the amazing fact that at the poles, the Sun doesn't set at all in summer and doesn't rise at all in winter — so there can be months of daylight or months of darkness?", "standards": [] }, { "id": "mt_CK2orHetl3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Penguins", "description": "Know key facts about penguins — they live in the Antarctic and Southern Hemisphere, they cannot fly but are excellent swimmers, Emperor penguins are the largest and huddle together in winter to keep warm, and penguin parents take turns keeping their egg warm on their feet in freezing temperatures", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05745554035567715, "evidence": [ "State at least three facts about penguins: they can't fly, they're excellent swimmers, and Emperor penguins are the biggest", "Describe how Emperor penguins huddle together in winter to keep warm", "Explain that penguin parents take turns keeping their egg warm on their feet in freezing temperatures" ], "assessmentPrompt": "Can {{name}} tell you about penguins — that they can't fly but swim brilliantly, that Emperor penguins huddle in huge groups to stay warm, and that the dad balances the egg on his feet for weeks?", "standards": [] }, { "id": "mt_7OJjLOl0fz", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Animals", "description": "Know about other polar animals besides penguins and polar bears — seals that swim under ice, walruses with long tusks, Arctic foxes that turn white in winter, snowy owls, narwhals with their unicorn-like tusk, and whales that migrate to polar waters to feed — and that all these animals have special features to survive extreme cold", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05882352941176471, "evidence": [ "Name at least four polar animals beyond penguins and polar bears, such as seals, walruses, Arctic foxes, snowy owls, or narwhals", "Describe one way each named animal survives the cold (e.g. walrus blubber, Arctic fox white winter coat)", "State that narwhals have a long spiral tusk and live in Arctic waters" ], "assessmentPrompt": "Can {{name}} name several animals that live in the freezing polar regions — like walruses, Arctic foxes, snowy owls, or narwhals — and explain how they cope with the cold?", "standards": [] }, { "id": "mt_O9dH94NFae", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Bears", "description": "Know key facts about polar bears — they live only in the Arctic (not the Antarctic), they have thick white fur and a layer of fat (blubber) to keep warm, they are excellent swimmers, and they hunt seals by waiting at holes in the sea ice", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05745554035567715, "evidence": [ "State that polar bears live in the Arctic, not the Antarctic", "Describe at least two ways polar bears stay warm: thick white fur and a layer of blubber (fat)", "Explain how polar bears hunt seals by waiting at breathing holes in the sea ice" ], "assessmentPrompt": "Can {{name}} tell you about polar bears — that they live only in the Arctic, their thick fur and blubber keep them warm, and they hunt seals by waiting patiently at holes in the ice?", "standards": [] }, { "id": "mt_4uPnLieBPN", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Where Are the Poles?", "description": "Know that Earth has a North Pole and a South Pole — the two coldest places on the planet — and be able to find them on a globe, understanding that they are at the very top and very bottom of the Earth, as far from the Equator as possible", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1518467852257182, "evidence": [ "Point to the North Pole and South Pole on a globe or world map", "Explain that the poles are the coldest places on Earth because they are farthest from the Equator", "State that the North Pole is at the top and the South Pole is at the bottom of the Earth" ], "assessmentPrompt": "If you hand {{name}} a globe, can they point to the North Pole and the South Pole and tell you they're the coldest places on Earth?", "standards": [] }, { "id": "mt_kDKo4lxRKi", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Cold-Weather Adaptations", "description": "Understand how polar animals are adapted to survive extreme cold — blubber (thick fat layer) insulates seals and whales, hollow fur traps air for warmth in polar bears, counter-current heat exchange in penguin flippers prevents heat loss, Arctic foxes grow thick white winter coats for camouflage and warmth, and some animals migrate to avoid the harshest months", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.008207934336525308, "evidence": [ "Describe at least three cold-weather adaptations: blubber, hollow fur, counter-current heat exchange, white winter coats, or migration", "Explain the purpose of each adaptation (e.g. blubber insulates against cold water, white fur provides camouflage in snow)", "Use the word adaptation correctly to mean a feature that helps an animal survive in its environment" ], "assessmentPrompt": "Can {{name}} explain several ways polar animals survive the freezing cold — like a polar bear's hollow fur trapping warm air, a seal's thick blubber, or an Arctic fox changing colour in winter?", "standards": [] }, { "id": "mt_z9jn9HogfE", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Comparing Arctic & Antarctic", "description": "Compare the Arctic and Antarctic in detail — the Arctic is an ocean covered by floating sea ice with surrounding land masses (Canada, Russia, Greenland, Scandinavia), while Antarctica is a continent larger than Europe buried under ice up to 4 km thick; polar bears, Arctic foxes, and walruses live only in the Arctic while penguins, leopard seals, and albatrosses are found only in the Antarctic", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "State that the Arctic is a frozen ocean surrounded by land (name at least two bordering countries), while Antarctica is a continent covered by ice sheet up to 4 km thick", "Correctly assign at least three animals to the Arctic and three to the Antarctic", "Name at least two differences in human presence: indigenous peoples in the Arctic vs research stations only in Antarctica" ], "assessmentPrompt": "Can {{name}} explain in detail how the Arctic and Antarctic are different — which animals live where, that one is frozen ocean and the other is a frozen continent, and which countries border the Arctic?", "standards": [] }, { "id": "mt_scbDHJZZHK", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Ice & States of Matter", "description": "Understand ice in different forms and states of matter — sea ice forms when ocean water freezes (it's salty and relatively thin), glacial ice forms from compacted snow over centuries (fresh water, very thick), and icebergs break off from glaciers and float in the sea; know that water exists as solid (ice), liquid (water), and gas (water vapour), and that salt lowers the freezing point of water", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Distinguish between sea ice (frozen ocean, salty, thin) and glacial ice (compacted snow, fresh water, thick)", "Explain that icebergs break off from glaciers and float because ice is less dense than liquid water", "Describe the three states of water (solid, liquid, gas) and explain that salt lowers the freezing point" ], "assessmentPrompt": "Can {{name}} explain the difference between sea ice and glacier ice, and describe how water changes between solid, liquid, and gas — maybe by doing a simple freezing experiment with salt and fresh water?", "standards": [] }, { "id": "mt_rqalOvjkj3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Inuit & Sami Peoples", "description": "Know that indigenous peoples have lived in the Arctic for thousands of years — the Inuit across Canada, Alaska, and Greenland, and the Sami in northern Scandinavia — developing remarkable knowledge of the environment, using dog sleds and kayaks for transport, wearing animal-skin clothing for warmth, and building igloos as temporary shelters, with a deep respect for the animals and land they depend on", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.009575923392612859, "evidence": [ "Name the Inuit (Canada, Alaska, Greenland) and Sami (northern Scandinavia) as Arctic indigenous peoples", "Describe at least three aspects of traditional Arctic life: dog sleds, kayaks, animal-skin clothing, igloos, or hunting practices", "Explain that indigenous Arctic peoples have deep knowledge of their environment developed over thousands of years" ], "assessmentPrompt": "Can {{name}} tell you about the Inuit and Sami peoples who have lived in the Arctic for thousands of years — how they travel by dog sled, wear animal-skin clothing, and know the ice and animals incredibly well?", "standards": [] }, { "id": "mt_7nduoLvoB1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Food Chains", "description": "Understand polar food chains — in the Antarctic, phytoplankton are eaten by krill, krill are eaten by fish and penguins, and penguins are eaten by leopard seals and orcas; in the Arctic, algae under ice feeds zooplankton, which feeds fish, which feeds seals, which feeds polar bears — and that tiny organisms like krill and plankton are the foundation of all polar life", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01367989056087551, "evidence": [ "Construct an Antarctic food chain: phytoplankton → krill → penguin → leopard seal or orca", "Construct an Arctic food chain: algae → zooplankton → fish → seal → polar bear", "Explain why krill and plankton are critical — without them, the entire food chain collapses" ], "assessmentPrompt": "Can {{name}} explain a polar food chain — starting from tiny plankton, through krill and fish, up to seals and polar bears or orcas — and explain why the tiny creatures at the bottom are so important?", "standards": [] }, { "id": "mt_X4CJpPRxae", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "The Arctic Tundra", "description": "Know what the Arctic tundra is — a vast, treeless landscape with permafrost (permanently frozen ground) just below the surface, a very short growing season in summer when mosses, lichens, and tough grasses burst into life, and home to caribou/reindeer, musk oxen, lemmings, and snowy owls", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Describe the tundra as a treeless landscape with permafrost (permanently frozen ground) beneath the surface", "Explain that the tundra has a very short summer growing season when mosses, lichens, and grasses grow quickly", "Name at least three tundra animals: caribou/reindeer, musk oxen, lemmings, or snowy owls" ], "assessmentPrompt": "Does {{name}} know what tundra is — the huge flat landscape near the Arctic with no trees, frozen ground underneath, and short summers where everything bursts into life?", "standards": [] }, { "id": "mt_islVn_P28Z", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "The Race to the South Pole", "description": "Know the story of the race to the South Pole in detail — Norwegian Roald Amundsen and British Robert Falcon Scott both set out in 1911, Amundsen arrived first on 14 December using dog sleds and careful planning, Scott arrived 34 days later using man-hauled sledges and tragically died with his team on the return journey; also know about Ernest Shackleton's 1914 Endurance expedition where the ship was trapped and crushed by ice, and Shackleton's extraordinary boat journey to South Georgia to rescue his crew", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01367989056087551, "evidence": [ "Describe the Scott vs Amundsen race: Amundsen arrived 14 December 1911 using dog sleds; Scott arrived 34 days later and died on the return", "Explain at least two reasons Amundsen succeeded: better planning, dog sleds, polar experience, and lighter supplies", "Narrate the key events of the Endurance expedition: ship crushed, camps on ice, boat journey to South Georgia, all crew rescued" ], "assessmentPrompt": "Can {{name}} tell you the detailed story of Amundsen and Scott's race to the South Pole — who won and why, what went wrong for Scott, and the incredible survival story of Shackleton's Endurance?", "standards": [] }, { "id": "mt_f9syMry-0S", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Why Polar Seasons Are Extreme", "description": "Understand why the poles have extreme seasons — Earth's axis is tilted at about 23.5°, so as it orbits the Sun, each pole spends half the year tilted toward the Sun (continuous daylight, warmer summer) and half tilted away (continuous darkness, bitter winter); this tilt also drives the annual cycle of sea ice expanding in winter and retreating in summer, and triggers animal behaviours like migration and breeding", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.006839945280437756, "evidence": [ "Explain that Earth's axis is tilted at about 23.5° and this tilt causes the extreme polar seasons", "Describe how the tilt means each pole faces toward the Sun for half the year (summer/daylight) and away for the other half (winter/darkness)", "Connect the seasonal cycle to at least one animal behaviour, such as migration or sea ice retreat affecting hunting" ], "assessmentPrompt": "Can {{name}} explain WHY the poles have months of daylight in summer and months of darkness in winter — that it's because Earth is tilted on its axis as it goes around the Sun?", "standards": [] }, { "id": "mt_itldWmVItr", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Antarctic Treaty & Research", "description": "Know that Antarctica is governed by the Antarctic Treaty (signed 1959, in force since 1961) — which sets Antarctica aside for peaceful purposes and scientific research, bans military activity and mining, and is signed by over 50 countries; understand that international research stations study climate, astronomy, biology, and geology, and that Antarctica is the closest thing on Earth to a continent for science rather than politics", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "State that the Antarctic Treaty (1959) sets Antarctica aside for peace and science, banning military activity and mining", "Know that over 50 countries have signed the treaty and that many operate research stations", "Name at least two areas of scientific research conducted in Antarctica: climate, astronomy, biology, or geology" ], "assessmentPrompt": "Does {{name}} know about the Antarctic Treaty — that over 50 countries agreed Antarctica should be used only for science and peace, not war or mining — and that research stations there study everything from ice to stars?", "standards": [] }, { "id": "mt_Fqna9qHffr", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Climate Change at the Poles", "description": "Understand how climate change is affecting polar regions — Arctic sea ice is shrinking dramatically (losing about 13% per decade since 1979), the Greenland and Antarctic ice sheets are losing mass and contributing to sea level rise, permafrost is thawing and releasing methane (a powerful greenhouse gas), and these changes create positive feedback loops where melting leads to more warming which leads to more melting", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.106703146374829, "evidence": [ "State that Arctic sea ice has been declining at roughly 13% per decade since 1979", "Explain the positive feedback loop: warming → ice melts → dark ocean absorbs more heat → more warming → more melting", "Describe at least two consequences of polar ice loss: sea level rise and permafrost thawing releasing methane" ], "assessmentPrompt": "Can {{name}} explain how climate change is melting polar ice — that Arctic sea ice is shrinking, ice sheets are losing mass, and that melting actually makes more melting happen in a vicious cycle?", "standards": [] }, { "id": "mt_cMmG8VLbAp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Earth's Frozen Water", "description": "Understand the cryosphere and its role in Earth's water system — the cryosphere is all frozen water on Earth (ice sheets, glaciers, sea ice, permafrost, snow cover); polar ice sheets hold about 69% of Earth's fresh water; if all polar ice melted, sea levels would rise over 65 metres; and the water cycle connects polar ice to the global system through evaporation, precipitation, and meltwater flowing into oceans", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.07934336525307797, "evidence": [ "Define the cryosphere as all frozen water on Earth and name its components: ice sheets, glaciers, sea ice, permafrost, snow", "State that polar ice sheets hold approximately 69% of Earth's fresh water", "Explain how polar ice connects to the global water cycle and what would happen if it all melted (65m+ sea level rise)" ], "assessmentPrompt": "Does {{name}} know that most of Earth's fresh water is actually locked up as ice at the poles — and that if it all melted, the sea would rise over 65 metres, flooding coastal cities worldwide?", "standards": [] }, { "id": "mt_5_kErPeeNu", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Glaciers & Ice Sheets", "description": "Understand how glaciers and ice sheets form and behave — snow accumulates over centuries and compresses into dense ice, glaciers flow slowly downhill under their own weight carving U-shaped valleys and depositing moraines; the Greenland and Antarctic ice sheets together hold enough ice to raise sea levels by over 65 metres; and ice cores drilled from these sheets contain trapped air bubbles that reveal Earth's climate history going back 800,000 years", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.008207934336525308, "evidence": [ "Describe how glaciers form: snow accumulates, compresses, and becomes dense ice that flows slowly under its own weight", "Explain that the Greenland and Antarctic ice sheets hold enough water to raise sea levels dramatically if melted", "Describe how ice cores reveal climate history through trapped air bubbles from hundreds of thousands of years ago" ], "assessmentPrompt": "Can {{name}} explain how glaciers form from layers of snow pressed into ice, how they slowly carve valleys, and that scientists drill into ice sheets to learn about Earth's climate thousands of years ago?", "standards": [] }, { "id": "mt_GbZFuGDFsa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Climate Zone", "description": "Understand that polar regions belong to the polar climate zone — one of Earth's five main climate zones (tropical, arid, temperate, continental, polar) — characterised by temperatures rarely above 10°C even in summer, low precipitation (polar deserts receive less rain than the Sahara), and strong winds; know that latitude is the key factor determining climate zones, with polar regions above 60°N/S", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04240766073871409, "evidence": [ "Name the five main climate zones and place polar regions correctly within them", "State that polar regions are above approximately 60° latitude and explain that distance from the Equator is the main reason they are cold", "Describe polar climate characteristics: rarely above 10°C in summer, very low precipitation, strong winds" ], "assessmentPrompt": "Can {{name}} explain where the polar climate zone fits among Earth's five climate zones, and why the poles are so cold — linking it to their position at high latitudes far from the Equator?", "standards": [] }, { "id": "mt_7QeiS95TRC", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Conservation & Future", "description": "Understand the conservation challenges facing polar regions — marine protected areas in the Southern Ocean aim to preserve Antarctic ecosystems, Arctic nations dispute sovereignty over northern sea routes and resources as ice retreats, indigenous peoples fight for land rights and voice in environmental decisions, and international cooperation (Paris Agreement, Antarctic Treaty) is essential but difficult to maintain as economic pressures grow", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1121751025991792, "evidence": [ "Describe at least two conservation measures: marine protected areas in the Southern Ocean and the Antarctic Treaty", "Explain why Arctic sovereignty is contested as ice retreats and shipping routes open", "Describe the role of indigenous peoples in Arctic environmental decisions and why their knowledge matters" ], "assessmentPrompt": "Can {{name}} discuss the big challenges facing the poles — like countries arguing over Arctic resources as ice melts, the push for marine protected areas in Antarctica, and why indigenous peoples' voices matter in these decisions?", "standards": [] }, { "id": "mt_kOYw43NPzr", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Ecosystems Compared", "description": "Compare Arctic and Antarctic ecosystems — the Arctic has both terrestrial (tundra) and marine ecosystems supporting large land mammals and indigenous human communities, while the Antarctic is almost entirely marine-based with virtually no land plants or mammals; both regions have short, intense food chains anchored by phytoplankton and krill, and both are disproportionately affected by climate change and human activity", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Compare Arctic (terrestrial + marine, land mammals, human communities) with Antarctic (almost entirely marine, no land mammals)", "Explain that both polar food chains depend on phytoplankton and krill at the base", "Describe why polar ecosystems are particularly vulnerable to climate change (short food chains, specialised organisms)" ], "assessmentPrompt": "Can {{name}} compare the Arctic and Antarctic ecosystems — explaining that the Arctic has land animals and people while Antarctica's life is almost all in the sea, and that both depend on tiny creatures like krill?", "standards": [] }, { "id": "mt_I_c57p0aGN", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Exploration Then & Now", "description": "Compare historical polar exploration with modern polar science — the Heroic Age (1897–1922) relied on ships, dogs, and human endurance with many fatalities, while today's polar scientists use GPS, satellites, icebreaker ships, heated research stations, and aircraft; understand that modern challenges include studying climate change data, and that polar science now includes diverse international teams including women scientists like glaciologist Liz Thomas and marine biologist Sylvia Earle", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Compare Heroic Age exploration (dog sleds, man-hauling, many deaths) with modern science (GPS, satellites, icebreakers, heated stations)", "Name at least two technologies that make modern polar science possible", "Name a modern polar scientist and explain that today's polar teams are diverse and international" ], "assessmentPrompt": "Can {{name}} compare old polar exploration — dog sleds, freezing camps, real danger of death — with modern polar science using satellites, heated research stations, and diverse international teams?", "standards": [] }, { "id": "mt_g1qgxmlJQ2", "type": "CONCEPTUAL", "subject": "Science", "domain": "Polar Regions", "name": "Polar Oceans and World Climate", "description": "Understand how polar oceans connect to the global climate system — cold, dense polar water sinks and drives thermohaline circulation (a global conveyor belt of ocean currents), sea ice reflects sunlight back to space (the albedo effect) helping regulate Earth's temperature, and the Southern Ocean around Antarctica is one of the most productive marine ecosystems on Earth due to upwelling nutrients", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.07523939808481532, "evidence": [ "Explain that cold, dense polar water sinks and drives global ocean circulation (thermohaline circulation)", "Describe the albedo effect: white ice reflects sunlight back to space, while dark ocean absorbs heat", "State that the Southern Ocean is extremely productive because upwelling brings nutrients to the surface" ], "assessmentPrompt": "Can {{name}} explain how cold polar water sinks and drives a global conveyor belt of ocean currents, and how white sea ice reflects sunlight to help keep the planet cool?", "standards": [] }, { "id": "mt_s08-QxASd2", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Everyday Foods from Rainforests", "description": "Know that many everyday foods come from rainforests — chocolate is made from cacao beans, bananas grow in tropical forests, coffee berries ripen in forest shade, and Brazil nuts fall from giant trees — connecting our daily lives to faraway forests", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.002735978112175103, "evidence": [ "Name at least three foods that come from rainforests, such as chocolate (cacao), bananas, and Brazil nuts", "Explain that cacao beans grow on trees in the rainforest and are made into chocolate", "Connect their own food choices to rainforest origins by identifying a product they eat that comes from the forest" ], "assessmentPrompt": "If {{name}} is eating a chocolate bar or a banana, can they tell you that those foods originally come from rainforests?", "standards": [] }, { "id": "mt_2zJ1NrGgYm", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Indigenous Rainforest Peoples", "description": "Know that indigenous peoples such as the Yanomami have lived in rainforests for thousands of years, building homes from forest materials, finding food by hunting, fishing, and gathering, and knowing the forest and its plants and animals deeply", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.005471956224350205, "evidence": [ "Explain that indigenous peoples like the Yanomami have lived in rainforests for thousands of years", "Describe how they use the forest for shelter, food, and medicine", "Show respect for indigenous knowledge by explaining that these communities understand the forest very deeply" ], "assessmentPrompt": "Does {{name}} know that some people have lived in rainforests for thousands of years — building their homes from the trees and knowing which plants are food and which are medicine?", "standards": [] }, { "id": "mt_ntxlccnYzB", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Inside a Rainforest", "description": "Describe what it feels like inside a rainforest — hot and sticky (humid), dark on the ground because the treetops block the light, loud with animal calls and insect buzzing, and dripping with water from rain and condensation", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.001367989056087551, "evidence": [ "Describe the air inside a rainforest as hot and sticky (humid)", "Explain that the forest floor is dark because tall trees block most of the sunlight", "Name at least two sounds you would hear in a rainforest, such as bird calls, insect buzzing, or rain dripping" ], "assessmentPrompt": "If {{name}} watches a rainforest video clip, can they describe what it would feel, sound, and look like to stand inside — the heat, the noise, the darkness on the ground?", "standards": [] }, { "id": "mt_xVW5U41tbp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Animals", "description": "Name and recognise iconic rainforest animals — jaguars, toucans, sloths, poison dart frogs, howler monkeys, macaws, and butterflies — and know which layer of the rainforest each lives in", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1162790697674419, "evidence": [ "Name at least five iconic rainforest animals such as jaguars, toucans, sloths, poison dart frogs, and howler monkeys", "Match at least three animals to the rainforest layer where they live (e.g. monkeys in the canopy, jaguars on the forest floor)", "Describe one distinctive feature of each named animal" ], "assessmentPrompt": "Can {{name}} name at least five animals that live in the rainforest and tell you something about each — like a toucan's big colourful beak or a sloth hanging upside down in the trees?", "standards": [] }, { "id": "mt_XL2gqdKJfu", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Insects", "description": "Know that rainforests are home to millions of insects — leaf-cutter ants that farm fungus, giant beetles, jewel-coloured butterflies, enormous spiders, and stick insects — and that insects are the most numerous animals in the rainforest", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.005471956224350205, "evidence": [ "Name at least three types of insect or minibeast found in the rainforest, such as leaf-cutter ants, morpho butterflies, and giant beetles", "Explain that insects are the most numerous animals in the rainforest", "Describe one interesting behaviour, such as leaf-cutter ants carrying leaf pieces back to grow fungus" ], "assessmentPrompt": "Does {{name}} know that rainforests are packed with insects — like leaf-cutter ants that carry bits of leaf in a long line, or butterflies as big as a dinner plate?", "standards": [] }, { "id": "mt_-0cjwyYhce", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Layers", "description": "Know that a rainforest has four layers from ground to sky — the forest floor (dark, damp, full of decomposing leaves), the understory (small trees and shrubs in the shade), the canopy (a thick roof of treetops where most animals live), and the emergent layer (the tallest trees poking above the canopy into bright sunlight)", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1217510259917921, "evidence": [ "Name the four rainforest layers in order from ground to sky: forest floor, understory, canopy, emergent", "Describe one key feature of each layer, such as the canopy being a thick roof of leaves or the forest floor being dark and damp", "Explain that most rainforest animals live in the canopy because that is where there is food and light" ], "assessmentPrompt": "If {{name}} draws a rainforest, can they show the four layers — the dark forest floor, the shady understory, the leafy canopy, and the tallest emergent trees poking into the sky?", "standards": [] }, { "id": "mt_x5ZrQMAZ5v", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Plants", "description": "Know that rainforests contain an enormous variety of plants — towering kapok and Brazil nut trees, climbing vines called lianas, colourful orchids that grow on tree branches, giant water lilies, and huge leaves that funnel rainwater", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.0560875512995896, "evidence": [ "Name at least three types of rainforest plant, such as kapok trees, lianas (climbing vines), and orchids", "Explain that rainforest plants grow very tall because they compete for sunlight", "Describe one unusual feature, such as orchids growing on tree branches or lianas climbing up trunks" ], "assessmentPrompt": "Can {{name}} name some plants that grow in the rainforest — like giant trees, climbing vines, or orchids that grow on branches — and explain why they grow so big and tall?", "standards": [] }, { "id": "mt_FZ_ixwU1p1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "What Is a Rainforest?", "description": "Know that a rainforest is a thick, tall forest found in hot, wet places near the Equator where it rains almost every day, creating a warm, damp environment where plants and animals thrive", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1477428180574555, "evidence": [ "Describe a rainforest as a forest that is hot and wet, located near the Equator", "Explain that it rains very often in a rainforest, which is why the plants grow so tall and thick", "Point to the Equator on a globe and say that rainforests are found in the hot belt near it" ], "assessmentPrompt": "If {{name}} sees a picture of a thick, green jungle with huge trees and dangling vines, can they tell you it's a rainforest and explain that it's hot and rainy there almost every day?", "standards": [] }, { "id": "mt_0u3QNroZ34", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Where Rainforests Are", "description": "Know that rainforests are found in a belt around the middle of the Earth — in South America (the Amazon), Central Africa (the Congo), and Southeast Asia — and that they appear on every continent except Antarctica and Europe", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01504787961696306, "evidence": [ "Point to the Amazon, Congo, and Southeast Asian rainforest regions on a world map", "Explain that rainforests grow near the Equator where it is hot and wet all year", "Name at least two continents that have large rainforests" ], "assessmentPrompt": "If you show {{name}} a world map, can they point to where rainforests grow — near the middle of the Earth in places like South America, Africa, and Asia?", "standards": [] }, { "id": "mt_OtShuvs3x8", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Classifying Rainforest Organisms", "description": "Classify rainforest organisms into major groups — mammals (jaguars, monkeys, bats), birds (toucans, macaws, hummingbirds), reptiles (snakes, lizards, caimans), amphibians (tree frogs, poison dart frogs), insects (butterflies, ants, beetles), and plants (trees, epiphytes, ferns) — using observable features to sort them", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Sort at least eight rainforest organisms into correct groups: mammals, birds, reptiles, amphibians, insects, or plants", "State the key feature that defines each group (e.g. mammals have fur and feed milk to their young)", "Explain why classification helps scientists understand and study the huge variety of life in rainforests" ], "assessmentPrompt": "If {{name}} looks at pictures of different rainforest creatures, can they sort them into groups like mammals, birds, reptiles, and insects, and explain why each one belongs in its group?", "standards": [] }, { "id": "mt_m43jiOAOCt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Indigenous Ecological Knowledge", "description": "Understand that indigenous peoples of the rainforest have developed deep ecological knowledge over thousands of years — using plants for medicine, food, and building materials, practising sustainable farming methods like shifting cultivation, and understanding animal behaviour and forest ecology in ways that modern science is only beginning to appreciate", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.005471956224350205, "evidence": [ "Give at least two examples of indigenous knowledge, such as using specific plants as medicine or practising sustainable farming", "Explain what shifting cultivation is and why it is less harmful to the forest than permanent clearing", "Describe how indigenous knowledge and modern science can work together to protect rainforests" ], "assessmentPrompt": "Can {{name}} explain that indigenous rainforest peoples know an enormous amount about forest plants and animals — like which plants cure illnesses — and that scientists are learning from this knowledge?", "standards": [] }, { "id": "mt_XxgU_91AXg", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Animal Survival Tricks", "description": "Know how rainforest animals are adapted to their environment — camouflage helps leaf insects and tree frogs hide, bright warning colours (aposematism) signal that poison dart frogs are toxic, prehensile tails let monkeys grip branches, toucans' large beaks help reach distant fruit, and many animals are nocturnal to avoid daytime heat", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.004103967168262654, "evidence": [ "Describe at least three animal adaptations such as camouflage, warning colours, and prehensile tails", "Explain how each adaptation helps the animal survive (e.g. camouflage hides prey from predators)", "Give a specific example for each adaptation, linking the animal to its rainforest layer" ], "assessmentPrompt": "Can {{name}} explain why a poison dart frog is so brightly coloured — that it's warning predators it's dangerous — or why a sloth moves so slowly that algae grows on its fur, helping it blend in?", "standards": [] }, { "id": "mt_1LFVPjdGg-", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Food Webs", "description": "Understand how energy and nutrients flow through a rainforest food web — from plants (producers) to herbivores (primary consumers) to predators (secondary consumers) — and that decomposers like fungi and insects break down dead material on the forest floor, recycling nutrients back into the soil for plants to use again", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03283173734610123, "evidence": [ "Construct a simple rainforest food chain with at least three levels: producer → herbivore → predator", "Explain the role of decomposers in breaking down dead material and returning nutrients to the soil", "Use the terms producer, consumer, and decomposer correctly" ], "assessmentPrompt": "Can {{name}} explain a rainforest food chain — like how a fruit tree feeds a monkey, the monkey might be hunted by a jaguar, and when things die, tiny organisms break them down to feed the trees again?", "standards": [] }, { "id": "mt_Wx5m6mwkpj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Plant Adaptations", "description": "Know how rainforest plants are adapted to their environment — drip-tip leaves channel water off quickly to prevent rot, buttress roots spread wide to support tall trees in thin soil, epiphytes (like orchids and bromeliads) grow on tree branches to reach sunlight without needing soil, and lianas climb trunks to reach the canopy", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.005471956224350205, "evidence": [ "Describe at least three plant adaptations: drip-tip leaves, buttress roots, and epiphytes", "Explain the purpose of each adaptation (e.g. drip-tips shed water to prevent rot)", "Use the word adaptation to mean a feature that helps an organism survive in its environment" ], "assessmentPrompt": "Can {{name}} explain why some rainforest trees have huge roots spreading out like wings, or why leaves have pointy tips that water drips off — that these are clever adaptations to life in a hot, wet forest?", "standards": [] }, { "id": "mt_ZWTk6eP1qF", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Water Cycle", "description": "Understand how the water cycle works in a rainforest — trees absorb water through their roots and release it through their leaves (transpiration), this moisture forms clouds above the canopy, and the clouds produce rain that falls back into the forest — creating a self-sustaining cycle that generates much of the rainforest's own rainfall", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03009575923392613, "evidence": [ "Describe the sequence: trees absorb water → release it through leaves (transpiration) → moisture rises → clouds form → rain falls", "Explain that rainforests generate much of their own rainfall through this cycle", "Use the word transpiration correctly when describing how water leaves a plant through its leaves" ], "assessmentPrompt": "Can {{name}} explain how rainforest trees help make their own rain — by releasing water from their leaves, which forms clouds, which rain back down on the forest?", "standards": [] }, { "id": "mt_38d-k-dJPa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "The Amazon Rainforest", "description": "Know that the Amazon is Earth's greatest rainforest — spanning nine countries across South America, containing the world's largest river by water volume, and home to an estimated 10% of all species on Earth including 40,000 plant species, 1,300 bird species, and 3,000 types of fish", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02051983584131327, "evidence": [ "Locate the Amazon rainforest on a map of South America and name at least two countries it spans", "State that the Amazon contains the world's largest river by volume and is home to roughly 10% of all species on Earth", "Give at least two specific numbers showing the Amazon's biodiversity, such as 40,000 plant species or 1,300 bird species" ], "assessmentPrompt": "Can {{name}} tell you about the Amazon — that it's the biggest rainforest in the world, spread across nine countries, with more types of animals and plants than almost anywhere else on Earth?", "standards": [] }, { "id": "mt_v6CBCMuvz1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Tropical Rainforest Climate", "description": "Understand that rainforests have a tropical climate — consistently hot (25–30°C) with over 2000 mm of rainfall per year — and that this combination of heat and moisture creates ideal conditions for rapid plant growth and extraordinary biodiversity", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02325581395348837, "evidence": [ "State that tropical rainforests are hot (25–30°C) and wet (over 2000 mm rain per year) all year round", "Explain that the constant heat and moisture create ideal growing conditions for plants", "Compare tropical rainforest climate to the UK or local climate, noting key differences in temperature and rainfall" ], "assessmentPrompt": "Can {{name}} explain why rainforests grow so well — that it's the combination of being really hot and really rainy all year round that makes everything grow so fast?", "standards": [] }, { "id": "mt_2OSTHTWDpa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Deforestation Causes & Scale", "description": "Understand the causes and scale of rainforest deforestation — cattle ranching (largest driver in the Amazon), soy and palm oil plantations, logging for timber, and mining — and know that approximately 10 million hectares of forest are lost globally each year, with devastating consequences for biodiversity, climate, and indigenous communities", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05471956224350205, "evidence": [ "Name at least three major causes of deforestation: cattle ranching, palm oil, soy, logging, and mining", "State that approximately 10 million hectares of forest are lost globally each year", "Explain the impact of deforestation on at least two of: biodiversity, climate, and indigenous peoples" ], "assessmentPrompt": "Can {{name}} explain why rainforests are being cut down — naming causes like cattle farming, palm oil, and logging — and say roughly how fast it's happening?", "standards": [] }, { "id": "mt_JcfP1hWKa_", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Nutrient Cycling in Thin Soil", "description": "Understand the paradox of nutrient cycling in rainforests — despite lush growth, rainforest soil is typically thin and nutrient-poor because most nutrients are locked in living organisms, not the soil; decomposition is rapid in the warm, wet conditions, and nutrients released from dead material are immediately absorbed by plant roots and fungi, creating a fast, closed-loop recycling system", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.008207934336525308, "evidence": [ "Explain that rainforest soil is thin and nutrient-poor despite the lush growth above", "Describe the rapid decomposition cycle: dead material → decomposers → nutrients released → immediately absorbed by roots", "Explain why clearing rainforest for farming fails after a few years — once the trees are gone, the nutrients are lost" ], "assessmentPrompt": "Can {{name}} explain the surprising fact that rainforest soil is actually poor and thin — that the nutrients aren't in the ground but locked inside the living plants and animals, constantly being recycled?", "standards": [] }, { "id": "mt_pPGaf8bR8r", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Biodiversity", "description": "Understand that rainforests are biodiversity hotspots — covering just 6% of Earth's land surface but containing over 50% of all known plant and animal species — and that this extraordinary richness makes them irreplaceable for global biodiversity and a priority for conservation", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "State that rainforests cover about 6% of Earth's land but hold over 50% of all species", "Explain why this concentration of species makes rainforests a conservation priority", "Give specific examples of rainforest biodiversity, such as one hectare containing more tree species than all of northern Europe" ], "assessmentPrompt": "Can {{name}} explain the mind-boggling fact that rainforests cover only a tiny fraction of Earth but are home to more than half of all species — and why that makes protecting them so important?", "standards": [] }, { "id": "mt_kON8bYEHYl", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Conservation", "description": "Know the main approaches to rainforest conservation — protected areas and national parks, reforestation and rewilding programmes, sustainable certification schemes (Rainforest Alliance, FSC), recognition of indigenous land rights as the most effective form of forest protection, and international agreements like REDD+ that pay countries to keep forests standing", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05471956224350205, "evidence": [ "Name at least three conservation approaches: protected areas, reforestation, sustainable certification, and indigenous land rights", "Explain why protecting indigenous territories is one of the most effective ways to prevent deforestation", "Describe what certification labels like Rainforest Alliance or FSC mean and how they help" ], "assessmentPrompt": "Can {{name}} describe what people are doing to save the rainforests — like creating nature reserves, planting new trees, supporting indigenous land rights, and buying certified sustainable products?", "standards": [] }, { "id": "mt_ZM7u9m-gS4", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Futures & Trade-Offs", "description": "Understand that the future of rainforests depends on balancing competing needs — economic development for local communities, indigenous peoples' rights to their ancestral lands, global biodiversity conservation, and climate stability — and that there are no simple answers, requiring cooperation between governments, businesses, scientists, indigenous leaders, and consumers worldwide", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.106703146374829, "evidence": [ "Name at least three competing interests: economic development, indigenous rights, biodiversity, and climate stability", "Explain why there is no single simple solution to rainforest protection", "Suggest how different groups (governments, businesses, consumers, scientists) can each contribute to a better outcome" ], "assessmentPrompt": "Can {{name}} discuss the tricky problem of rainforest protection — that farmers need land, companies want resources, indigenous people have rights, and the whole planet needs the forests for climate — and there's no easy answer?", "standards": [] }, { "id": "mt_xE_b3JiDZU", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforest Products in Daily Life", "description": "Understand how rainforest products connect to everyday life through global supply chains — palm oil is in snacks, soap, and cosmetics; soy feeds livestock worldwide; cocoa becomes chocolate; rubber is in tyres and gloves; timber becomes furniture; and many medicines originate from rainforest plants — and that consumer choices can drive either destruction or sustainable practices", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05198358413132695, "evidence": [ "Name at least four products linked to rainforests: palm oil, soy, cocoa, rubber, timber, and medicines", "Explain how a product like palm oil travels from a rainforest region to a supermarket shelf", "Describe how consumer choices (e.g. buying Rainforest Alliance certified products) can reduce deforestation pressure" ], "assessmentPrompt": "Can {{name}} check ingredient labels at the supermarket and spot products linked to rainforests — like palm oil in biscuits or cocoa in chocolate — and explain why choosing sustainable versions helps protect forests?", "standards": [] }, { "id": "mt_HJd-8EEC6N", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Rainforests & Global Climate", "description": "Understand the connection between rainforests and global climate — rainforests absorb carbon dioxide and release oxygen through photosynthesis, store enormous amounts of carbon in their biomass, and generate rainfall through transpiration; when forests are burned or cleared, stored carbon is released as CO₂, accelerating climate change and disrupting regional rainfall patterns", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1025991792065663, "evidence": [ "Explain that rainforests absorb CO₂ and store carbon in their trees, acting as a carbon sink", "Describe how deforestation releases stored carbon back into the atmosphere, accelerating climate change", "Explain that transpiration from rainforest trees generates rainfall, and losing trees disrupts rain patterns" ], "assessmentPrompt": "Can {{name}} explain how rainforests help fight climate change by absorbing carbon dioxide — and how cutting them down makes climate change worse by releasing all that stored carbon?", "standards": [] }, { "id": "mt_hbDflQfW-U", "type": "CONCEPTUAL", "subject": "Science", "domain": "Rainforests", "name": "Temperate Rainforests", "description": "Know that not all rainforests are tropical — temperate rainforests exist in cooler, wet regions like the Pacific Northwest of North America, western Scotland and Wales, southern Chile, and New Zealand — with similar features (high rainfall, moss-draped trees, dense canopy) but different species, including ancient oaks, giant redwoods, and tree ferns", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03419972640218878, "evidence": [ "Name at least two locations of temperate rainforests, such as the Pacific Northwest, western Scotland, or southern Chile", "Compare temperate and tropical rainforests: both have high rainfall and dense canopy, but differ in temperature and species", "Name species found in temperate rainforests, such as ancient oaks, giant redwoods, or tree ferns" ], "assessmentPrompt": "Does {{name}} know that rainforests aren't only in hot places — that there are cool, misty rainforests in places like Wales, Scotland, and the Pacific Northwest, with mossy trees and ferns instead of monkeys and parrots?", "standards": [] }, { "id": "mt_XirhnAB6Ye", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Asking scientific questions", "description": "Ask simple scientific questions and recognise that they can be answered in different ways including observation, testing, and research", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.05745554035567715, "evidence": [ "Ask at least three 'how' or 'why' questions about the natural world", "Suggest different ways to answer a question: observing, testing, asking an expert, reading a book", "Choose an appropriate method to investigate a specific question" ], "assessmentPrompt": "When {{name}} wonders about something — like 'why do leaves change colour?' — can they suggest how to find the answer, whether by looking closely, doing a test, or looking it up?", "standards": [ "ngss-k5:K-2-ETS1-1", "uk-nc-2013:KS1.Sci.WS.1" ] }, { "id": "mt_nNYo5A-7Bl", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Comparing Design Solutions", "description": "Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.03556771545827633, "evidence": [ "Test two designs that address the same problem and collect data on their performance", "Compare the results, identifying strengths and weaknesses of each design", "Use data as evidence to recommend which design works better and suggest improvements" ], "assessmentPrompt": "If {{name}} tests two different paper aeroplane designs, can they compare the results and explain which one flew better and why?", "standards": [ "ngss-k5:K-2-ETS1-3" ] }, { "id": "mt_hi8cVycbwn", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Modelling with Sketches", "description": "Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.03283173734610123, "evidence": [ "Create a sketch, drawing, or physical model of a design solution", "Explain how the shape or structure of the design helps solve the problem", "Relate the model to the real-world problem it addresses" ], "assessmentPrompt": "Can {{name}} draw or build a model to show how they'd design something — like a boat shape that floats well — and explain why the shape matters?", "standards": [ "ngss-k5:K-2-ETS1-2" ] }, { "id": "mt_vJO5Bxk4z-", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Observing with simple equipment", "description": "Observe closely using simple equipment such as hand lenses, and use observations to describe, compare, and identify things", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05471956224350205, "evidence": [ "Use a hand lens or other simple equipment to make detailed observations", "Describe observations using specific vocabulary (colour, shape, size, texture, pattern)", "Compare two objects based on careful observation, noting similarities and differences" ], "assessmentPrompt": "Can {{name}} use a magnifying glass to look carefully at something like a leaf or an insect and describe in detail what they see?", "standards": [ "uk-nc-2013:KS1.Sci.WS.2", "uk-nc-2013:KS1.Sci.WS.4" ] }, { "id": "mt_ZFwPZaDJ0_", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Recording Data", "description": "Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04924760601915185, "evidence": [ "Record observations and measurements in a simple table or tally chart", "Use drawings or labelled diagrams to record what was observed", "Explain how the recorded data helps answer the original question" ], "assessmentPrompt": "Can {{name}} collect information during an experiment — like counting, measuring, or drawing — and put it into a simple table or chart?", "standards": [ "uk-nc-2013:KS1.Sci.WS.6" ] }, { "id": "mt_Wa44s-f8Ws", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Simple tests and experiments", "description": "Perform simple tests and use observations and ideas to suggest answers to questions", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.0506155950752394, "evidence": [ "Carry out a simple test with one thing changing at a time", "Observe what happens and describe the result", "Use the result to suggest an answer to the original question" ], "assessmentPrompt": "Can {{name}} do a simple experiment — like testing which paper towel absorbs the most water — and use what they find out to answer the question?", "standards": [ "uk-nc-2013:KS1.Sci.WS.3", "uk-nc-2013:KS1.Sci.WS.5" ] }, { "id": "mt_obF-6VYRya", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Changing Your Mind with Evidence", "description": "Be willing to change your mind when evidence doesn't support your prediction — a result that surprises you is more valuable than one that confirms what you already thought", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.03693570451436388, "evidence": [ "belief revision in children research (PMC 2020)", "hypothesis testing and argumentation from evidence in young children" ], "assessmentPrompt": "If {{name}} predicts what will happen in an experiment and gets a different result, do they accept the evidence rather than deciding the experiment must have gone wrong?", "standards": [] }, { "id": "mt_Hw70LI5xza", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Observation vs Interpretation", "description": "Notice the difference between what you observed and what you think it means — 'the ice melted' is an observation; 'the ice melted because of the heat' is an interpretation", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.0560875512995896, "evidence": [ "observation vs interpretation in primary science", "BERA: children's observation skills in nature" ], "assessmentPrompt": "When {{name}} does a science activity, can they tell the difference between what they actually saw or measured — and what they think caused it or what it means?", "standards": [] }, { "id": "mt_7IFpDVNsmt", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Classifying living things", "description": "Gather, record, classify, and present data in a variety of ways including tables, bar charts, labelled diagrams, and keys", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.05745554035567715, "evidence": [ "Organise data into a clear table with appropriate headings", "Create a bar chart or pictogram from collected data", "Use labelled diagrams and classification keys to present findings" ], "assessmentPrompt": "After doing an experiment, can {{name}} put their results into a neat table, draw a bar chart, and add labels to a diagram to show what they found?", "standards": [ "uk-nc-2013:KS2L.Sci.WS.4", "uk-nc-2013:KS2L.Sci.WS.5" ] }, { "id": "mt_QrVF5n7vci", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Could there be another explanation?", "description": "For any result, ask: is there another explanation? — the first explanation that fits isn't always the right one, and good scientists actively look for alternatives", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.06292749658002736, "evidence": [ "prompts to consider alternative possible worlds research (6-7 year olds)", "scientific thinking promotes critical thinking (MDPI 2025)" ], "assessmentPrompt": "When {{name}} comes up with an explanation for something they observed, do they try to think of at least one other possible explanation before deciding they've found the answer?", "standards": [] }, { "id": "mt_7VrR1GzhrN", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Drawing conclusions from evidence", "description": "Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.1025991792065663, "evidence": [ "Write or present a clear report of findings from an investigation", "Draw a conclusion that answers the original question, supported by data", "Make a prediction for a new situation based on the results, and suggest improvements to the method" ], "assessmentPrompt": "After finishing an experiment, can {{name}} explain what they found out, what it means, what they'd predict for next time, and how they could improve the test?", "standards": [ "uk-nc-2013:KS2L.Sci.WS.6", "uk-nc-2013:KS2L.Sci.WS.7" ] }, { "id": "mt_qgb76wHN2X", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Fair testing", "description": "Set up simple practical enquiries, comparative tests, and fair tests, understanding the importance of changing only one variable at a time", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03967168262653899, "evidence": [ "Explain what makes a test 'fair' (only one variable changes, everything else stays the same)", "Identify the variable to change, the variable to measure, and the variables to keep the same", "Set up and carry out a comparative or fair test with support" ], "assessmentPrompt": "If {{name}} wants to find out which soil is best for growing beans, can they set up a fair test where only the soil changes and everything else stays the same?", "standards": [ "uk-nc-2013:KS2L.Sci.WS.1", "uk-nc-2013:KS2L.Sci.WS.2" ] }, { "id": "mt_nUnowllzaN", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Measuring accurately", "description": "Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04651162790697674, "evidence": [ "Use at least three types of measuring equipment correctly (ruler, thermometer, measuring jug, scales)", "Read measurements in standard units (cm, ml, °C, g) with reasonable accuracy", "Make systematic observations by following a planned method consistently" ], "assessmentPrompt": "Can {{name}} use a thermometer to measure temperature accurately, read a ruler in centimetres, and record measurements carefully during an experiment?", "standards": [ "uk-nc-2013:KS2L.Sci.WS.3" ] }, { "id": "mt_CVywzrjT_c", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Using evidence to answer questions", "description": "Identify differences, similarities, or changes related to scientific ideas and use straightforward scientific evidence to answer questions or support findings", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.1162790697674419, "evidence": [ "Identify at least one pattern (similarity, difference, or trend) in a set of scientific data", "Explain how the pattern relates to the scientific idea being investigated", "Use specific data points as evidence when answering a scientific question" ], "assessmentPrompt": "When {{name}} looks at their experiment results, can they spot patterns — like things that are similar, different, or changing — and use the evidence to back up their answer?", "standards": [ "uk-nc-2013:KS2L.Sci.WS.8", "uk-nc-2013:KS2L.Sci.WS.9" ] }, { "id": "mt_HveO1bOXpJ", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Comparing Possible Solutions", "description": "Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.03556771545827633, "evidence": [ "Generate at least three possible solutions to a defined design problem", "Compare solutions against the specified criteria and constraints", "Select the most promising solution with reasoning for the choice" ], "assessmentPrompt": "Can {{name}} brainstorm several different solutions to a design challenge and then compare them to decide which one best meets the requirements?", "standards": [ "ngss-k5:3-5-ETS1-2" ] }, { "id": "mt_X0Tr8IYaEd", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Correlation vs Causation", "description": "Two things happening together doesn't mean one caused the other — recognise the difference between correlation and causation before drawing conclusions", "ageRangeStart": 8, "ageRangeEnd": 10, "centrality": 0.05198358413132695, "evidence": [ "developmental changes in children's recognition of evidence relevance to causal explanations", "causal learning research" ], "assessmentPrompt": "If {{name}} noticed that children who eat breakfast tend to do better at school, would they understand that breakfast might not be the cause — there could be another reason both things are true?", "standards": [] }, { "id": "mt_eoPcc4nrBE", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Fair testing (age 8+)", "description": "Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.03556771545827633, "evidence": [ "Plan a fair test of a prototype with clearly identified variables to control", "Carry out the test and identify failure points or weaknesses in the design", "Propose specific improvements based on test results and retest" ], "assessmentPrompt": "When {{name}} builds and tests a prototype, can they run a fair test, find what didn't work, and figure out how to make it better?", "standards": [ "ngss-k5:3-5-ETS1-3" ] }, { "id": "mt_Z5-fSCOBep", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Simple Design Problems", "description": "Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.03556771545827633, "evidence": [ "Define a design problem by describing the need or want it addresses", "Specify at least two criteria for a successful solution (e.g. must hold X weight, must cost less than Y)", "Identify constraints such as available materials, time limits, or cost" ], "assessmentPrompt": "Can {{name}} clearly state what problem they're trying to solve with a design, what would make it successful, and what limits they have on materials or time?", "standards": [ "ngss-k5:3-5-ETS1-1" ] }, { "id": "mt_Psun-u_lPf", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Accurate Measurement", "description": "Take measurements with increasing accuracy and precision using a range of scientific equipment, taking repeat readings when appropriate", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "Use scientific equipment (scales, thermometers, measuring cylinders, stopwatches) with increasing precision", "Explain why repeat readings improve reliability and take at least three readings", "Identify and deal with anomalous results (measurements that don't fit the pattern)" ], "assessmentPrompt": "Can {{name}} measure things precisely during experiments, know when to take repeat readings for reliability, and spot when a measurement seems wrong?", "standards": [ "uk-nc-2013:KS2U.Sci.WS.2" ] }, { "id": "mt_rDjtmDogJr", "type": "PROCEDURAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Classifying living things (age 9+)", "description": "Record data and results of increasing complexity using scientific diagrams, classification keys, tables, scatter graphs, bar and line graphs", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.04651162790697674, "evidence": [ "Choose and create an appropriate graph type for the data (bar chart, line graph, scatter graph)", "Draw graphs with correctly labelled axes, appropriate scales, and accurate plotting", "Use classification keys and scientific diagrams to present complex findings" ], "assessmentPrompt": "Can {{name}} choose the right type of graph for their data — a bar chart for categories or a line graph for continuous data — and draw it accurately?", "standards": [ "uk-nc-2013:KS2U.Sci.WS.3" ] }, { "id": "mt_ArVBEpMAPk", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Controlling variables", "description": "Plan different types of scientific enquiries to answer questions, recognising and controlling variables where necessary", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1518467852257182, "evidence": [ "Independently plan an investigation identifying the independent, dependent, and controlled variables", "Choose the appropriate type of enquiry for the question (fair test, observation over time, pattern seeking, research)", "Explain why controlling variables is essential for valid results" ], "assessmentPrompt": "Can {{name}} plan their own experiment from scratch — deciding what to test, what to measure, what to keep the same, and how many times to repeat it?", "standards": [ "uk-nc-2013:KS2U.Sci.WS.1" ] }, { "id": "mt_nyPMkeHlVJ", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Drawing conclusions from evidence (age 9+)", "description": "Report and present findings including conclusions, causal relationships, explanations, and a degree of trust in results using oral and written forms", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1641586867305062, "evidence": [ "Present findings clearly in written and oral form with appropriate scientific vocabulary", "Identify causal relationships (X caused Y because...) supported by evidence", "Discuss the degree of trust in results, considering sample size, repeat readings, and possible errors" ], "assessmentPrompt": "Can {{name}} write up or present their experiment results, explain what caused what, and discuss how confident they are in their findings?", "standards": [ "uk-nc-2013:KS2U.Sci.WS.5" ] }, { "id": "mt_AstzvYDU2m", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Evidence Supporting Ideas", "description": "Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.2010943912448701, "evidence": [ "Distinguish between a claim and the evidence supporting it", "Evaluate whether evidence is strong (fair test, multiple trials) or weak (single observation, no controls)", "Identify when evidence supports or refutes a scientific idea and explain why" ], "assessmentPrompt": "When {{name}} reads a science claim — like 'plants grow faster with music' — can they evaluate whether the evidence actually supports it or if the test wasn't fair?", "standards": [ "uk-nc-2013:KS2U.Sci.WS.6" ] }, { "id": "mt_5PgQB0QkWi", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Fair testing (age 9+)", "description": "Use test results to make predictions and set up further comparative and fair tests to investigate new questions", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1518467852257182, "evidence": [ "Use results from an investigation to make a specific, testable prediction", "Design a follow-up test to verify the prediction", "Explain the reasoning linking the original results to the new prediction" ], "assessmentPrompt": "After getting results from one experiment, can {{name}} use the pattern to predict what would happen in a new situation and then design a follow-up test to check?", "standards": [ "uk-nc-2013:KS2U.Sci.WS.4" ] }, { "id": "mt_1GVAmcwAiO", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Science Can Be Revised", "description": "Scientific knowledge is provisional — it is the best current explanation based on available evidence, and it can and should be revised when better evidence arrives", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0533515731874145, "evidence": [ "Give an example of a scientific idea that changed when new evidence was found — e.g. people once thought the Sun orbited the Earth", "Explain that scientists update their ideas when experiments give unexpected results, and that this is a strength not a weakness", "Describe why it is important to keep testing ideas rather than just accepting them because an expert said so" ], "assessmentPrompt": "Does {{name}} understand that scientific facts can be revised as new discoveries are made — and that this is science working properly, not a sign that scientists were wrong?", "standards": [] }, { "id": "mt_Ae56umVlTT", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Controlling variables (age 11+)", "description": "Form a testable scientific hypothesis linking an independent variable to a predicted outcome, plan a full investigation identifying independent, dependent, and control variables, sample size, and risk assessment", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.146374829001368, "evidence": [ "Writes a hypothesis in the form 'I predict that [IV] will affect [DV] because...' supported by scientific reasoning", "Identifies and labels the independent variable, dependent variable, and at least three control variables", "Plans repeat readings and an appropriate sample size, and identifies relevant hazards with control measures" ], "assessmentPrompt": "If {{name}} wanted to investigate whether temperature affects how quickly sugar dissolves, could they write a clear prediction, state exactly what they would change and measure, list three things to keep the same, and identify any safety steps?", "standards": [ "uk-nc-2013:KS3.Sci.WS.SA.1", "uk-nc-2013:KS3.Sci.WS.SA.2" ] }, { "id": "mt_auJqTemMpI", "type": "CONCEPTUAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Repeated tests for reliability", "description": "Distinguish between precision (consistency of repeated readings) and accuracy (closeness to true value), use significant figures and standard form correctly, and choose and use appropriate measuring instruments to minimise uncertainty", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02325581395348837, "evidence": [ "Explains the distinction between precision and accuracy with examples", "Rounds measurements to an appropriate number of significant figures", "Selects a measuring instrument with appropriate resolution for the context (e.g. choosing a 10 ml measuring cylinder rather than a 1-litre measuring jug for a 5 ml measurement)" ], "assessmentPrompt": "If {{name}} weighed the same stone five times and got very similar answers but they were all slightly too high, could they explain the difference between being precise and being accurate — and why having lots of repeats doesn’t always fix the problem?", "standards": [ "uk-nc-2013:KS3.Sci.WS.SA.5", "uk-nc-2013:KS3.Sci.WS.VUSN.1", "uk-nc-2013:KS3.Sci.WS.VUSN.2" ] }, { "id": "mt_3jmBpEepYX", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Drawing conclusions from evidence (age 12+)", "description": "Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.2284541723666211, "evidence": [ "Identifies the pattern or trend in a graph or data table using specific values", "Writes a conclusion that references the hypothesis, states whether the prediction was supported, and quotes numerical evidence", "Distinguishes between a systematic error (affects all readings in the same direction) and a random error, and proposes a specific procedural improvement to address each" ], "assessmentPrompt": "After finishing an experiment, can {{name}} describe the trend in the results, write a conclusion that says whether their prediction was right (with figures), and suggest one specific improvement that would make the results more reliable — rather than just saying 'do more repeats'?", "standards": [ "uk-nc-2013:KS3.Sci.WS.AE.2", "uk-nc-2013:KS3.Sci.WS.AE.3", "uk-nc-2013:KS3.Sci.WS.AE.4" ] }, { "id": "mt_YHsUhi4Prc", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Scientific Inquiry", "name": "Tables, charts, and graphs", "description": "Construct data tables with correct headings and SI units, plot appropriate graph types (bar chart, line graph, scatter graph), draw a line of best fit, and calculate the gradient of a straight-line graph", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.04377564979480164, "evidence": [ "Constructs a table with column headings that include quantity and unit (e.g. Mass / g)", "Selects the appropriate graph type for the data and plots it accurately with labelled axes and scales", "Draws a line of best fit for linear data and correctly calculates its gradient using two points" ], "assessmentPrompt": "If {{name}} collected data on how spring length changes with the weight added, could they put it in a correct table, plot it as a line graph with axes labelled in the right units, draw a line of best fit, and calculate the gradient?", "standards": [] }, { "id": "mt_ThTbUuNb3p", "type": "META", "subject": "Science", "domain": "Scientific Inquiry", "name": "Writing Science Reports", "description": "Communicate scientific findings in a structured report using appropriate scientific vocabulary, SI units, and standard notation; describe how peer review and replication contribute to the reliability of scientific knowledge", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.265389876880985, "evidence": [ "Writes a structured scientific report including aim, hypothesis, method, results, conclusion, and evaluation using appropriate scientific vocabulary", "Uses SI units and standard form consistently throughout a report", "Explains what peer review is and why replication by independent researchers is essential for scientific claims to be accepted" ], "assessmentPrompt": "Could {{name}} write up an experiment with all the right sections and scientific language, and explain why a scientific discovery isn’t accepted straight away — describing what peer review means and why other scientists need to repeat the experiment?", "standards": [ "uk-nc-2013:KS3.Sci.WS.VUSN.3", "uk-nc-2013:KS3.Sci.WS.VUSN.4", "uk-nc-2013:KS3.Sci.WS.VUSN.5" ] }, { "id": "mt_ByXgbTld6R", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Moon Phases", "description": "Observe and describe the Moon's changing shape over about a month, recognising that it goes through a repeating cycle of phases from new moon (invisible) to full moon (complete circle) and back again", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.009575923392612859, "evidence": [ "Describe that the Moon appears to change shape over about a month", "Name or draw at least three phases: new moon (dark), half moon, and full moon", "State that the pattern repeats — the Moon goes through the same shapes again and again" ], "assessmentPrompt": "If you asked {{name}} to look at the Moon several nights in a row, could they notice that it changes shape and describe the pattern?", "standards": [] }, { "id": "mt_XlyF294bPR", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Our Solar System", "description": "Know that there are other planets besides Earth and that our group of planets orbiting the Sun is called the solar system — and that space is the vast area beyond Earth's sky", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.0506155950752394, "evidence": [ "State that Earth is a planet and there are other planets too", "Use the term 'solar system' to describe the Sun and the planets that orbit it", "Explain that space is the area beyond the Earth's sky, where the planets and stars are" ], "assessmentPrompt": "Does {{name}} know that Earth is one of several planets that go around the Sun, and that this group is called the solar system?", "standards": [] }, { "id": "mt_BVpB5wyijZ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Spotting Constellations", "description": "Recognise a few star patterns (constellations) in the night sky, starting with the Big Dipper (the Plough), and understand that the North Star (Polaris) can be found using the Big Dipper", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.009575923392612859, "evidence": [ "Identify or draw the Big Dipper (the Plough) as a pattern of seven stars", "Explain that the two end stars of the Big Dipper's bowl point towards the North Star", "State that constellations are patterns of stars that people have named" ], "assessmentPrompt": "On a clear night, could {{name}} find the Big Dipper in the sky — or draw its shape from memory?", "standards": [] }, { "id": "mt_PiWZA8Z0ZJ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Sun, Moon & Stars", "description": "Identify the Sun, Moon, and stars as objects in the sky and describe basic differences: the Sun gives light and heat during the day, stars are tiny points of light at night, and the Moon can appear in both the day and night sky", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.0533515731874145, "evidence": [ "Name the Sun, Moon, and stars as objects in the sky", "State that the Sun appears during the day and gives us light and heat", "State that stars appear at night and the Moon can sometimes be seen during the day too" ], "assessmentPrompt": "Can {{name}} point out the Sun, Moon, and stars and tell you something simple about each one — like that the Sun gives us light and heat?", "standards": [] }, { "id": "mt_oiqsIP97V3", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "What Astronauts Do", "description": "Know that astronauts are people who travel to space in rockets, that humans have walked on the Moon (Apollo missions), and that astronauts today live and work on the International Space Station", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01367989056087551, "evidence": [ "Define an astronaut as a person who travels to space", "State that humans landed on the Moon during the Apollo missions", "Describe the International Space Station as a place where astronauts live and work in orbit around Earth" ], "assessmentPrompt": "Can {{name}} tell you what an astronaut is, and that people have actually walked on the Moon and live on a space station?", "standards": [] }, { "id": "mt_uoTBeyMhGm", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Asteroids, Comets & Dwarf Planets", "description": "Identify other objects in the solar system beyond planets: asteroids (rocky bodies mostly between Mars and Jupiter), comets (icy bodies with tails when near the Sun), and meteoroids/meteors/meteorites (space rocks that enter Earth’s atmosphere)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Describe asteroids as rocky bodies mostly found in the belt between Mars and Jupiter", "Describe comets as icy bodies that develop a glowing tail when they approach the Sun", "Explain the difference between a meteoroid (in space), meteor (streak of light in atmosphere), and meteorite (lands on Earth)" ], "assessmentPrompt": "If {{name}} saw a shooting star, could they explain that it’s actually a tiny space rock burning up in our atmosphere — and tell you the difference between that and a comet?", "standards": [] }, { "id": "mt_w2xiMNkyyX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Earth's Spin & Orbit", "description": "Understand that Earth moves in two ways: it rotates (spins) on its axis once every 24 hours causing day and night, and it orbits (travels around) the Sun once every 365 days, which is one year", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02599179206566347, "evidence": [ "Demonstrate with a globe or ball that Earth's rotation causes day on the Sun-facing side and night on the opposite side", "State that one full rotation takes about 24 hours (one day)", "State that one full orbit around the Sun takes about 365 days (one year)" ], "assessmentPrompt": "Can {{name}} explain that we have day and night because the Earth spins, and that a year is the time it takes Earth to go all the way around the Sun?", "standards": [] }, { "id": "mt_-SZU6cVB_-", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "How Telescopes Work", "description": "Know that telescopes are instruments that help us see distant objects in space, and that space telescopes like Hubble and James Webb orbit above Earth’s atmosphere to get clearer views of the universe", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Explain that a telescope magnifies distant objects so we can see them in more detail", "State that Earth's atmosphere blurs the view, so space telescopes get clearer pictures", "Name at least one space telescope (Hubble or James Webb) and describe what it does" ], "assessmentPrompt": "Does {{name}} know what a telescope does and why some telescopes are sent into space — like the Hubble or James Webb telescopes?", "standards": [] }, { "id": "mt_W8Eq3CqWJf", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Planet Features", "description": "Describe a key feature of each planet: Mercury is smallest and closest, Venus is the hottest, Mars is red with rust, Jupiter is the largest with a Great Red Spot, Saturn has rings, Uranus tilts on its side, Neptune is the farthest and very cold", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "State one distinctive feature for at least six of the eight planets", "Compare at least two planets (e.g. Jupiter is much bigger than Earth, Venus is hotter than Mercury)", "Explain why Mars appears red (iron oxide/rust in its rocks)" ], "assessmentPrompt": "If you named a planet, could {{name}} tell you one interesting fact about it — like Saturn's rings or Jupiter's Great Red Spot?", "standards": [] }, { "id": "mt_7GwWplh-48", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Space Robots & Rovers", "description": "Describe how robots and rovers have explored places humans cannot easily go — Mars rovers like Curiosity and Perseverance drive across Mars taking photos, collecting rock samples, and searching for signs of past water", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01778385772913817, "evidence": [ "Name at least one Mars rover (Curiosity or Perseverance) and state it drives on Mars's surface", "Explain that rovers take photos, analyse rocks, and look for evidence of water", "State why we send robots instead of people: Mars is very far away and has no breathable air" ], "assessmentPrompt": "Does {{name}} know about the Mars rovers? Can they tell you what Curiosity or Perseverance does on Mars?", "standards": [] }, { "id": "mt_AVk2EmSULC", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "The Eight Planets", "description": "Name the eight planets in order from the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune), know that Pluto is a dwarf planet, and distinguish rocky inner planets from gas giant outer planets", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "List all eight planets in order from the Sun", "State that Pluto was reclassified as a dwarf planet in 2006", "Explain that the four inner planets are small and rocky while the four outer planets are large gas giants" ], "assessmentPrompt": "Can {{name}} list all eight planets in order from the Sun — maybe using a memory trick like 'My Very Eager Mother Just Served Us Nachos'?", "standards": [] }, { "id": "mt_15FduGRf5c", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "The Moon's Orbit", "description": "Know that the Moon orbits Earth approximately once a month, that it does not make its own light but reflects sunlight, and that its changing appearance (phases) is caused by how much of the sunlit side we can see from Earth", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "State that the Moon orbits Earth roughly once every 28-30 days", "Explain that the Moon reflects sunlight rather than producing its own light", "Describe how Moon phases happen: we see different amounts of the lit-up side as the Moon orbits Earth" ], "assessmentPrompt": "Can {{name}} explain why the Moon seems to change shape — that it’s always round but we only see the part lit up by the Sun?", "standards": [] }, { "id": "mt_u3Y3Tb-G_n", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "The Sun is a star", "description": "Know that the Sun is a star — the closest star to Earth — and that it is at the centre of our solar system, with all eight planets orbiting around it", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.04924760601915185, "evidence": [ "State that the Sun is a star, not a unique type of object", "Explain that the Sun appears bigger and brighter than other stars because it is much closer", "Describe the solar system as the Sun at the centre with planets orbiting around it" ], "assessmentPrompt": "Does {{name}} know that the Sun is actually a star — just a very close one — and that the planets go around it?", "standards": [] }, { "id": "mt_KiRn5lnRgj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Changing Ideas About Space", "description": "Understand that ideas about the solar system changed over time: ancient people believed Earth was at the centre (geocentric model, Ptolemy), until Copernicus proposed the Sun was at the centre (heliocentric model), later confirmed by Galileo’s telescope observations", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Describe the geocentric model (Earth at the centre) and name Ptolemy as its main proponent", "Describe the heliocentric model (Sun at the centre) and name Copernicus as the person who proposed it", "Explain that Galileo used a telescope to find evidence supporting the heliocentric model (e.g. moons orbiting Jupiter)" ], "assessmentPrompt": "Can {{name}} tell you that people used to think the Sun went around the Earth, and explain how scientists like Copernicus and Galileo changed our understanding?", "standards": [] }, { "id": "mt_Y2WcY2lOTK", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Gravity Pulls Things Down", "description": "Understand gravity as a force that pulls objects towards the centre of the Earth, that 'down' means towards Earth’s centre regardless of where you stand on the sphere, and that gravity keeps the Moon orbiting Earth and planets orbiting the Sun", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Define gravity as a pulling force that attracts objects towards the centre of the Earth", "Explain that 'down' points towards Earth's centre, so people on opposite sides of the globe both feel pulled 'down'", "State that gravity keeps the Moon orbiting Earth and planets orbiting the Sun" ], "assessmentPrompt": "Can {{name}} explain why things fall 'down' and that gravity is the same force keeping the Moon going around the Earth?", "standards": [] }, { "id": "mt_iTjrKEdAOj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Life Cycle of Stars", "description": "Understand the basics of a star’s life cycle: stars are born in clouds of gas and dust (nebulae), shine for millions or billions of years by fusing hydrogen, and eventually die — massive stars explode as supernovae while smaller stars fade into white dwarfs", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Describe that stars form from clouds of gas and dust called nebulae", "State that stars produce energy by fusing hydrogen into helium in their cores", "Explain that massive stars end in a supernova explosion while smaller stars shrink to become white dwarfs" ], "assessmentPrompt": "Can {{name}} explain that stars are born, live for a very long time, and eventually die — and that really big stars can explode at the end?", "standards": [] }, { "id": "mt_TlGhXAqC4p", "type": "PROCEDURAL", "subject": "Science", "domain": "Space Exploration", "name": "Scale of the Solar System", "description": "Use scale models, diagrams, or calculations to represent the relative sizes and distances of objects in the solar system, understanding that the distances between planets are enormously larger than the planets themselves", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01367989056087551, "evidence": [ "Explain that if the Sun were the size of a beach ball, Earth would be a pea about 26 metres away", "State that the distances between planets are much greater than the sizes of the planets themselves", "Create or interpret a scale model showing both relative sizes and distances" ], "assessmentPrompt": "Has {{name}} ever built or looked at a scale model of the solar system? Can they explain why the planets would need to be spread across a whole playing field to be the right distance apart?", "standards": [] }, { "id": "mt_9VZem2vUqk", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Seasonal Constellations", "description": "Recognise named constellations visible in different seasons and understand why we see different constellations at different times of year — because Earth’s orbit around the Sun changes which part of the sky we face at night", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01641586867305062, "evidence": [ "Name at least three constellations (e.g. Orion, Ursa Major/Big Dipper, Leo, Cassiopeia)", "State that different constellations are visible in different seasons", "Explain that this happens because Earth's orbit means we face different directions in space at different times of year" ], "assessmentPrompt": "Does {{name}} know that you can see different constellations in winter than in summer, and can they explain why?", "standards": [] }, { "id": "mt_H9RAGGiHBL", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Space Exploration Milestones", "description": "Describe key milestones in human space exploration: the Space Race (Sputnik, Yuri Gagarin, Apollo 11 Moon landing), the Space Shuttle era, the International Space Station, and current missions (Artemis programme, Mars exploration plans, commercial spaceflight)", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01778385772913817, "evidence": [ "Name Sputnik as the first satellite (1957) and Yuri Gagarin as the first person in space (1961)", "Describe the Apollo 11 Moon landing (1969) with Neil Armstrong and Buzz Aldrin", "Name at least one current space programme (Artemis, SpaceX, ISS) and describe its goal" ], "assessmentPrompt": "Can {{name}} tell you about the history of space exploration — from the first satellite to the Moon landing to what’s happening now?", "standards": [] }, { "id": "mt_aulwq39aj8", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "The Vast Scale of Space", "description": "Describe the scale of the universe in nested layers: Earth is one planet in our solar system, the Sun is one star among billions in the Milky Way galaxy, and the Milky Way is one galaxy among billions in the universe", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "State that the Milky Way is our galaxy and it contains billions of stars", "Explain the hierarchy: planet → solar system → galaxy → universe", "Use a comparison to convey cosmic scale (e.g. if the Sun were a football, Earth would be a peppercorn 26 metres away)" ], "assessmentPrompt": "Can {{name}} describe how our place in the universe works — that we’re on a planet in a solar system in a galaxy among billions of galaxies?", "standards": [] }, { "id": "mt_ae-cHHFR76", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Why the Sun Looks Brightest", "description": "Explain why the Sun appears much brighter than other stars: it is the nearest star to Earth, not the biggest or brightest star in the universe — understanding the difference between apparent brightness (how bright something looks) and actual brightness", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "State that the Sun is a medium-sized star that appears brightest because it is the closest star to Earth", "Explain the difference between apparent brightness (how bright it looks) and actual brightness (how much light it gives off)", "Give an example: a torch held close looks brighter than a distant floodlight, even though the floodlight is more powerful" ], "assessmentPrompt": "Does {{name}} understand that the Sun looks so bright because it’s close, not because it’s the biggest star — and that some faraway stars are actually much larger?", "standards": [] }, { "id": "mt_UjuriPLVgT", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Finding Exoplanets", "description": "Describe how astronomers detect planets around other stars using transit photometry (dip in starlight as a planet crosses) and radial velocity (Doppler wobble of the star), explain the habitable zone concept, and discuss what atmospheric biosignatures — such as oxygen, methane, and water vapour detected together — would suggest about a planet", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01778385772913817, "evidence": [ "Explains transit photometry: the small, periodic dip in a star's brightness when a planet passes in front of it", "Explains the habitable zone as the range of distances from a star where liquid water could exist on a planet's surface", "Describes two or more atmospheric biosignatures and explains why their co-presence is significant (e.g. oxygen + methane together suggests active life replenishing both)" ], "assessmentPrompt": "If {{name}} heard that a planet the size of Earth had been found in the habitable zone of a nearby star, could they explain how astronomers detected it, what the habitable zone means, and what they'd look for in its atmosphere to decide if life might exist there?", "standards": [] }, { "id": "mt_rbY77m8_s1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Observing with Light Waves", "description": "Explain how the electromagnetic spectrum is the primary tool of modern astronomy — different wavelengths (radio, infrared, visible, ultraviolet, X-ray, gamma-ray) reveal different phenomena, why some telescopes must be in space, and what specific discoveries each wavelength range has enabled (e.g. CMB in microwave, black hole jets in X-ray, cold gas clouds in radio)", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01504787961696306, "evidence": [ "Lists at least four regions of the EM spectrum and gives a specific astronomical object or phenomenon observed in each", "Explains why some telescopes must be placed in space (Earth's atmosphere blocks X-ray, gamma-ray, and much infrared radiation)", "Describes the James Webb Space Telescope or Hubble and explains which part of the spectrum each primarily observes and why that was chosen" ], "assessmentPrompt": "If {{name}} was told that we can't see most of the universe with our eyes, could they explain why — and describe two types of telescope that detect something other than visible light, naming what they've helped us discover?", "standards": [] }, { "id": "mt_1nl396BaVa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Orbital Mechanics", "description": "Apply Newton's laws to explain orbital motion: why orbit is continuously falling sideways rather than floating; how a gravity assist (slingshot manoeuvre) transfers momentum from a planet to a spacecraft; and why rockets need to reach a specific speed to enter orbit — with a conceptual (not algebraic) treatment of the Tsiolkovsky rocket equation", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.03283173734610123, "evidence": [ "Explains that orbit is a state of continuous freefall — the spacecraft is falling towards Earth but moving so fast horizontally that it keeps missing", "Describes how a gravity assist works: a spacecraft flying past a planet gains speed by 'borrowing' from the planet's orbital momentum", "Explains the key insight of the rocket equation: the ratio of fuel to final spacecraft mass grows exponentially with required Δv, explaining why large rockets are mostly fuel" ], "assessmentPrompt": "If {{name}} was asked why astronauts in the ISS float even though they're still close to Earth and gravity hasn't disappeared, could they explain that they're actually in freefall and describe what 'being in orbit' really means physically?", "standards": [] }, { "id": "mt_KYx0m4OyZv", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Exploration", "name": "Where Elements Come From", "description": "Explain stellar nucleosynthesis: the Big Bang produced mainly hydrogen and helium; main-sequence fusion builds elements up to iron; and supernovae produce elements heavier than iron and scatter them into space — meaning the atoms in our bodies were forged in ancient stars", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.03009575923392613, "evidence": [ "States that the Big Bang produced primarily hydrogen and helium, and that all heavier elements were made later in stars", "Explains that nuclear fusion in main-sequence stars converts hydrogen to helium and can continue building heavier elements up to iron", "Explains why elements heavier than iron require supernova explosions to form, and describes how supernovae distribute these elements into interstellar space where they become the raw material for new stars, planets, and life" ], "assessmentPrompt": "If {{name}} was told that the calcium in their bones and the iron in their blood were made inside ancient stars that exploded billions of years ago, could they explain the chain of events from the Big Bang to the formation of those atoms to how they ended up on Earth?", "standards": [] }, { "id": "mt_EIbltgXRWR", "type": "META", "subject": "Science", "domain": "Space Exploration", "name": "Journey to Mars", "description": "Evaluate the engineering and human challenges of long-duration spaceflight to Mars — radiation exposure, muscle and bone loss, psychological isolation, communication delays — and assess the current state of the SETI programme: what methods are used, what has been detected so far, and what the Fermi Paradox is", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.03967168262653899, "evidence": [ "Identifies and explains at least three major challenges of a Mars mission: radiation (no magnetosphere), bone/muscle loss from low gravity, psychological isolation, and delayed communications", "Describes how SETI searches for intelligent life (radio signals, laser pulses, technosignatures) and explains why the lack of detection so far is not proof of absence", "States the Fermi Paradox ('Where is everybody?') and discusses two contrasting proposed resolutions" ], "assessmentPrompt": "If {{name}} was asked whether they'd volunteer for a 3-year mission to Mars, could they describe at least three serious scientific or engineering challenges that would need to be solved first — and explain why the 20-minute communication delay alone changes almost everything about how the mission would operate?", "standards": [] }, { "id": "mt_EHuU1ZeUFA", "type": "LANGUAGE", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Naming the Planets", "description": "Name the planets in our solar system in order from the Sun and use vocabulary for space — planet, star, sun, moon, satellite, orbit, solar system, galaxy, universe, asteroid, comet — applying these correctly when describing the structure of the solar system and objects we see in the sky", "ageRangeStart": 5, "ageRangeEnd": 8, "centrality": 0.05471956224350205, "evidence": [ "Name the eight planets in order from the Sun without prompting", "Use 'orbit' correctly to describe the movement of planets around the Sun and moons around planets", "Distinguish between a planet, a moon, a star, and an asteroid using the correct vocabulary" ], "assessmentPrompt": "Can {{name}} name the planets in order from the Sun — and explain the difference between a star, a planet, and a moon?", "standards": [] }, { "id": "mt_K0mZxY2AM8", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Why seasons change", "description": "Make observations at different times of year to relate the amount of daylight to the time of year, noticing longer days in summer and shorter days in winter", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.05882352941176471, "evidence": [ "Describe the pattern: more daylight hours in summer, fewer in winter", "Compare sunrise/sunset times at different points in the year", "Relate amount of daylight to seasonal changes in weather and nature" ], "assessmentPrompt": "Has {{name}} noticed that it's still light at bedtime in summer but dark much earlier in winter, and can they explain this pattern?", "standards": [ "ngss-k5:1-ESS1-2", "uk-nc-2013:Y1.Sci.SC.2" ] }, { "id": "mt_fk33IEGP-T", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Sun, Moon, and stars", "description": "Use observations of the sun, moon, and stars to describe predictable patterns such as the sun rising and setting, the moon changing shape, and stars appearing at night", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "Describe the daily pattern of sunrise and sunset", "Describe the pattern of the moon's shape changing over about a month", "Explain that stars are visible at night and describe any seasonal patterns observed" ], "assessmentPrompt": "Can {{name}} describe patterns they've noticed in the sky — like the sun rising in the east, the moon changing shape over weeks, and stars coming out at night?", "standards": [ "ngss-k5:1-ESS1-1" ] }, { "id": "mt_ZJu8s-Q1xa", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Rapid earth changes", "description": "Use information from several sources to provide evidence that Earth events can occur quickly (earthquakes, volcanic eruptions) or slowly (erosion, mountain building)", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02325581395348837, "evidence": [ "Give at least two examples of rapid Earth events (earthquake, volcanic eruption, landslide, flood)", "Give at least two examples of slow Earth processes (erosion, mountain formation, canyon carving)", "Use evidence from text, images, or video to support the distinction between fast and slow changes" ], "assessmentPrompt": "Can {{name}} give examples of things that change the Earth quickly, like an earthquake, and things that change it very slowly, like a river carving a valley?", "standards": [ "ngss-k5:2-ESS1-1" ] }, { "id": "mt_LQt4vnKeB4", "type": "LANGUAGE", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Earth & Space Vocabulary", "description": "Use technical vocabulary for Earth's motion and the wider universe — rotation, revolution, axis, tilt, orbit, light year, gravitational force, atmosphere, lunar phases, waxing, waning, solstice, equinox, eclipse — and apply these when explaining day and night, the seasons, and the Moon's phases", "ageRangeStart": 8, "ageRangeEnd": 11, "centrality": 0.009575923392612859, "evidence": [ "Use 'rotation' and 'revolution' correctly to describe Earth's two distinct types of movement and explain what each causes", "Use 'waxing' and 'waning' to describe the Moon's phases and explain what causes them", "Apply 'solstice' and 'equinox' correctly when explaining why seasons exist and why day length varies" ], "assessmentPrompt": "Can {{name}} explain the difference between the Earth rotating and the Earth orbiting the Sun — using the actual science words 'rotation' and 'revolution'?", "standards": [] }, { "id": "mt_q15w--Fb5H", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Earth's rotation and day/night", "description": "Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02325581395348837, "evidence": [ "Explain that the Earth rotates (spins) on its axis once every 24 hours", "Describe how this rotation causes day (facing the sun) and night (facing away)", "Explain that the sun appears to move across the sky because we are rotating, not the sun" ], "assessmentPrompt": "Can {{name}} explain that the sun doesn't actually move across the sky — it's the Earth spinning that makes it look like it does, and that's what causes day and night?", "standards": [ "ngss-k5:5-ESS1-2", "uk-nc-2013:Y5.Sci.ES.4" ] }, { "id": "mt_GheLsWvrJ4", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "How fossils form", "description": "Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02462380300957592, "evidence": [ "Explain that rock layers (strata) form over time, with the oldest at the bottom", "Describe how fossils in different layers provide evidence of organisms that lived at different times", "Use patterns in rock formations to explain how a landscape has changed over millions of years" ], "assessmentPrompt": "If {{name}} sees layers of rock in a cliff face, can they explain that the bottom layers are oldest and any fossils tell us what lived there long ago?", "standards": [ "ngss-k5:4-ESS1-1" ] }, { "id": "mt_5l7iGkf1Tp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "The solar system", "description": "Describe the sun, Earth, and moon as approximately spherical bodies, and describe the movement of the Earth and other planets orbiting the sun in the solar system", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.02599179206566347, "evidence": [ "State that the sun, Earth, and moon are approximately spherical", "Name the planets in order from the sun and explain they all orbit the sun", "Describe the moon orbiting the Earth while both orbit the sun" ], "assessmentPrompt": "Can {{name}} describe the solar system — how Earth and the other planets orbit the sun, and how the moon orbits Earth, and that they're all roughly ball-shaped?", "standards": [ "uk-nc-2013:Y5.Sci.ES.1", "uk-nc-2013:Y5.Sci.ES.2", "uk-nc-2013:Y5.Sci.ES.3" ] }, { "id": "mt_tMLsTPQHwF", "type": "PROCEDURAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Shadows", "description": "Represent data in graphical displays to reveal patterns of daily changes in shadow length and direction, day and night cycles, and seasonal star patterns", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.03146374829001368, "evidence": [ "Measure and record shadow length and direction at different times of day", "Create a graph showing how shadow length changes throughout the day", "Connect shadow patterns to the sun's apparent position and Earth's rotation" ], "assessmentPrompt": "Can {{name}} measure their shadow at different times of day, plot it on a chart, and explain why it's longest in the morning and evening but shortest at midday?", "standards": [ "ngss-k5:5-ESS1-2" ] }, { "id": "mt_ZhKuYCbXz1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Star Brightness & Distance", "description": "Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth, understanding the sun is a relatively close star", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.01915184678522572, "evidence": [ "Explain that the sun is a star, and it appears much brighter because it is much closer to Earth", "Describe how a torch looks brighter close up and dimmer far away as an analogy", "Argue that differences in apparent brightness of stars are mainly due to their different distances from Earth" ], "assessmentPrompt": "Can {{name}} explain why the sun looks so much brighter than other stars, even though many stars are actually bigger — it's because the sun is much closer to us?", "standards": [ "ngss-k5:5-ESS1-1" ] }, { "id": "mt_4V-vYhFUcm", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Phases of the Moon", "description": "Explain the phases of the Moon as the changing angle of sunlight on the lunar surface as seen from Earth, and describe how solar and lunar eclipses occur", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02051983584131327, "evidence": [ "Explains that the phases of the Moon arise from the changing geometry of Sun, Earth, and Moon, not Earth's shadow", "Describes the sequence of Moon phases over approximately 28 days", "Distinguishes between a solar eclipse (Moon between Sun and Earth) and a lunar eclipse (Earth between Sun and Moon)" ], "assessmentPrompt": "If {{name}} noticed the Moon looking like a thin crescent one night and a full circle two weeks later, could they explain what has changed and why — and describe what happens during a lunar eclipse?", "standards": [ "ngss-ms:MS-ESS1-1", "uk-nc-2013:KS3.Sci.Phys.SpacePhysics.3" ] }, { "id": "mt_33RrpbceZE", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "The solar system (age 11+)", "description": "Describe the detailed structure of the solar system, including moons, asteroids, and comets, compare orbital periods and distances of the planets, and distinguish between planets, dwarf planets, and other bodies", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.01915184678522572, "evidence": [ "Names the eight planets in order and gives one distinguishing fact about each", "Describes the difference between a planet, a dwarf planet, an asteroid, and a comet", "Explains the relationship between distance from the Sun and orbital period (planets further out take longer)" ], "assessmentPrompt": "If {{name}} was making a model of the solar system, could they describe the difference between a planet, a moon, an asteroid, and a comet — and explain why planets closest to the Sun take less time to complete an orbit?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.SpacePhysics.1" ] }, { "id": "mt_lFiDFPkVmH", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Why We Have Seasons", "description": "Explain that the seasons are caused by the tilt of Earth's axis during its orbit around the Sun, distinguishing this from the common misconception that seasons are caused by changing distance from the Sun", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.02188782489740082, "evidence": [ "Explains that Earth's axis is tilted at about 23.5° relative to its orbit", "Describes how the tilted axis causes one hemisphere to receive more direct sunlight in summer and less in winter", "Refutes the misconception that distance from the Sun causes seasons by noting Earth is actually slightly closer to the Sun in January" ], "assessmentPrompt": "If {{name}} was asked why the UK is hot in summer but Australia is cold at the same time, could they explain that it's not about being closer to the Sun but about which half of the Earth is tilted towards the Sun?", "standards": [ "ngss-ms:MS-ESS1-1", "uk-nc-2013:KS3.Sci.Phys.SpacePhysics.2" ] }, { "id": "mt_v9uYnIY5-B", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Galaxies and the universe", "description": "Describe the scale of the universe, including the structure of galaxies, the position of the Sun in the Milky Way, and the use of light years as a unit of distance, and appreciate why space exploration requires enormous timescales", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.03419972640218878, "evidence": [ "Defines a light year as the distance light travels in one year", "Describes the structure of a galaxy and states that the Sun is a star in the Milky Way galaxy", "Compares the distances within the solar system with the distances between stars and between galaxies, expressing them in appropriate units" ], "assessmentPrompt": "If {{name}} heard that a star is 400 light years away, could they explain what a light year means, roughly how far that is, and why we will never be able to visit it with current spacecraft?", "standards": [ "ngss-ms:MS-ESS1-2", "uk-nc-2013:KS3.Sci.Phys.SpacePhysics.5" ] }, { "id": "mt_oLjz18CxDg", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Universal Gravitation", "description": "Describe gravity as a universal attractive force between all masses, explain that orbital motion arises because gravity provides the centripetal force keeping objects in orbit, and compare gravitational field strengths on different planets", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.02735978112175103, "evidence": [ "States that gravity is a universal attractive force acting between all objects with mass", "Explains that orbital motion occurs because gravity continuously deflects the path of the orbiting object", "Compares gravitational field strength on different planets and explains how this affects weight" ], "assessmentPrompt": "If {{name}} was asked why the Moon doesn't fly off into space but also doesn't crash into Earth, could they explain that gravity is constantly pulling it into a curved path — like swinging a ball on a string?", "standards": [ "ngss-ms:MS-ESS1-2", "uk-nc-2013:KS3.Sci.Phys.SpacePhysics.4" ] }, { "id": "mt_lHasFmgvnT", "type": "CONCEPTUAL", "subject": "Science", "domain": "Space Systems & Earth's History", "name": "Life Cycle of a Star", "description": "Describe the life cycle of a star from nebula through main sequence to its end state (white dwarf, neutron star, or black hole depending on mass), and relate the life cycle to the origin of elements heavier than hydrogen", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.03283173734610123, "evidence": [ "Describes the main stages in the life cycle of a star similar to the Sun: nebula → protostar → main sequence → red giant → planetary nebula → white dwarf", "Explains that more massive stars end as a supernova followed by a neutron star or black hole", "States that nuclear fusion inside stars produces heavier elements from hydrogen and helium" ], "assessmentPrompt": "If {{name}} was told that the iron in their blood was forged inside a star that exploded billions of years ago, could they explain the life cycle of a star and how elements are made inside stars?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.SpacePhysics.6" ] }, { "id": "mt_cxJRc15osy", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Basic Body Needs", "description": "Know that the body needs food for energy, water to stay hydrated, sleep to rest and grow, and exercise to keep muscles and the heart strong — and that these are basic needs every human body has", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02325581395348837, "evidence": [ "List the four basic needs: food (energy), water (hydration), sleep (rest and growth), exercise (strength)", "Explain that food gives the body energy to move, think, and grow", "Describe what happens if one need isn't met (e.g. feeling tired without sleep, thirsty without water)" ], "assessmentPrompt": "Can {{name}} explain why their body needs food, water, sleep, and exercise — and what happens if they miss any of them?", "standards": [] }, { "id": "mt_SdIWVjzopp", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Bones & Muscles", "description": "Know that the body has a skeleton made of bones inside it that gives the body its shape and protects important organs like the brain (skull) and heart (ribcage), and that muscles attached to bones allow the body to move", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02051983584131327, "evidence": [ "State that bones give the body shape, support, and protection", "Name at least three bones or bone groups (e.g. skull, ribcage, spine, leg bones)", "Explain that muscles pull on bones to make the body move" ], "assessmentPrompt": "Can {{name}} feel their own ribs or skull and explain what those bones are protecting inside?", "standards": [] }, { "id": "mt_tiPyEkm4cU", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "How Breathing Works", "description": "Know that we breathe air into our lungs through the nose and mouth, that our lungs take in oxygen from the air which our body needs to stay alive, and that we breathe out carbon dioxide as waste", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03283173734610123, "evidence": [ "Trace the path of air: nose/mouth → windpipe → lungs", "State that lungs take oxygen from the air, which the body needs", "State that we breathe out carbon dioxide, which the body doesn't need" ], "assessmentPrompt": "After running around, can {{name}} notice their faster breathing and explain that their lungs are taking in air that the body needs?", "standards": [] }, { "id": "mt_pJ5zsocdNx", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "The Brain Controls the Body", "description": "Understand that the brain is the body’s control centre: it receives messages from the senses, thinks and makes decisions, and sends messages through nerves to tell muscles what to do", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02599179206566347, "evidence": [ "State that the brain is inside the skull and controls the whole body", "Describe the basic loop: senses send information to the brain, the brain decides what to do, and sends messages to muscles", "Give an example (e.g. eyes see a ball coming, brain decides to catch it, nerves tell hands to move)" ], "assessmentPrompt": "Can {{name}} explain what the brain does — that it’s in charge of thinking, feeling, and telling the body what to do?", "standards": [] }, { "id": "mt_nwSWPTENmv", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "The Five Senses", "description": "Explore the five senses in detail: sight uses eyes to detect light, hearing uses ears to detect sound, touch uses skin to feel pressure and temperature, taste uses the tongue to detect flavours, and smell uses the nose to detect odours", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01094391244870041, "evidence": [ "Name all five senses and match each to the correct body part", "Describe what each sense detects (e.g. eyes detect light, ears detect sound waves)", "Give an example of using each sense in everyday life (e.g. smelling food cooking, feeling hot water)" ], "assessmentPrompt": "If you blindfolded {{name}} and gave them something to smell, taste, and touch, could they name which sense they were using each time and which body part does the job?", "standards": [] }, { "id": "mt_lp1eTsQen7", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "The Heart & Blood", "description": "Understand that the heart is a muscle that pumps blood around the body through tubes called blood vessels, and that we can feel our heartbeat by placing a hand on our chest or fingers on our wrist", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03283173734610123, "evidence": [ "Locate their own heartbeat by touch (chest or pulse point)", "State that the heart pumps blood through the body continuously", "Describe blood vessels as tubes that carry blood to every part of the body" ], "assessmentPrompt": "Can {{name}} find their own pulse on their wrist or neck, and explain that it’s their heart pumping blood?", "standards": [] }, { "id": "mt_QhLAeAlHI0", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Balanced Diet & Food Groups", "description": "Know the main food groups (carbohydrates, proteins, fats, vitamins, minerals, fibre, water) and understand that a balanced diet includes the right amounts from each group to keep the body healthy and provide energy, growth materials, and protection from illness", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "Name at least five food groups and give an example food for each (e.g. carbohydrates = bread, protein = chicken)", "Explain what carbohydrates (energy), proteins (growth and repair), and fats (energy and warmth) do for the body", "State that vitamins and minerals protect against illness and help the body work properly" ], "assessmentPrompt": "If {{name}} looked at their dinner plate, could they identify which foods give energy, which help muscles grow, and which keep them healthy?", "standards": [] }, { "id": "mt_C7FNeIDGc6", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Cells, Tissues & Organs", "description": "Understand that the body is organised in a hierarchy: tiny cells are the building blocks, groups of similar cells form tissues, tissues combine into organs (like the heart or stomach), and organs work together in organ systems (like the circulatory system)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02188782489740082, "evidence": [ "State that cells are the smallest building blocks of the body, too small to see without a microscope", "Describe the hierarchy: cells → tissues → organs → organ systems", "Give an example: muscle cells form muscle tissue, which forms the heart organ, which is part of the circulatory system" ], "assessmentPrompt": "Can {{name}} explain that the body is made of tiny cells, and that cells group together to make tissues, which make organs, which make whole systems?", "standards": [] }, { "id": "mt_6N-4TqCleR", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "How Muscles Move Bones", "description": "Understand that muscles work in pairs to move bones: when one muscle contracts (gets shorter and pulls), the opposite muscle relaxes, and that some muscles are voluntary (we choose to use them) while others like the heart are involuntary (they work automatically)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.002735978112175103, "evidence": [ "Demonstrate or describe how biceps and triceps work as a pair to bend and straighten the arm", "Explain the difference between voluntary muscles (we control them) and involuntary muscles (they work automatically)", "Name the heart and muscles of the digestive system as examples of involuntary muscles" ], "assessmentPrompt": "Can {{name}} bend their arm and explain that one muscle is pulling while the other is relaxing — and that their heart muscle works without them thinking about it?", "standards": [] }, { "id": "mt_-gkJdxJUQT", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "How the Eye Works", "description": "Describe how the eye works: light enters through the pupil, the lens focuses it onto the retina at the back of the eye, and the retina sends signals along the optic nerve to the brain, which interprets the image", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Name the main parts: pupil (lets light in), lens (focuses light), retina (detects light), optic nerve (sends signals to brain)", "Describe the sequence: light enters → lens focuses → retina detects → nerve signals brain → brain interprets image", "Explain that the pupil gets bigger in dim light and smaller in bright light to control how much light enters" ], "assessmentPrompt": "Can {{name}} explain what happens inside their eye when they look at something — how light comes in through the pupil and the brain turns it into a picture?", "standards": [] }, { "id": "mt_OMmiuv9ZLH", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Naming Major Bones", "description": "Identify major bones of the human skeleton by name (skull, spine/vertebrae, ribcage, pelvis, femur, humerus) and explain the skeleton’s three jobs: supporting the body’s shape, protecting organs, and enabling movement with muscles", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.002735978112175103, "evidence": [ "Name and locate at least six major bones or bone groups on a diagram or their own body", "Explain the three functions: support (holds us upright), protection (skull protects brain, ribs protect heart/lungs), movement (bones work with muscles)", "State that not all animals have internal skeletons — some have shells or exoskeletons" ], "assessmentPrompt": "Can {{name}} point to different parts of their body and name the bones underneath — like the femur in the thigh or the vertebrae in the spine?", "standards": [] }, { "id": "mt_JpQUM1129q", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "The Digestive Journey", "description": "Trace the journey of food through the digestive system: food enters the mouth where teeth break it down and saliva begins digestion, travels down the oesophagus to the stomach, passes through the small intestine where nutrients are absorbed, and waste moves through the large intestine", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01778385772913817, "evidence": [ "List the organs in order: mouth, oesophagus, stomach, small intestine, large intestine", "Describe what happens at each stage (teeth chew, stomach churns with acid, small intestine absorbs nutrients)", "State that the small intestine is where most nutrients pass into the blood, and the large intestine removes water from waste" ], "assessmentPrompt": "If {{name}} ate a sandwich, could they describe the journey it takes through their body — from mouth to stomach to intestines?", "standards": [] }, { "id": "mt_I047mKeeaq", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Types of Teeth", "description": "Identify the four types of human teeth (incisors for cutting, canines for tearing, premolars and molars for grinding) and understand that tooth shape is linked to function, just as in other animals — herbivores have flat teeth, carnivores have sharp teeth", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.006839945280437756, "evidence": [ "Name the four tooth types and describe each one's job: incisors cut, canines tear, premolars/molars grind", "Compare human teeth to herbivore teeth (flat, for grinding plants) and carnivore teeth (sharp, for tearing meat)", "Explain that humans have all types because we are omnivores — we eat both plants and meat" ], "assessmentPrompt": "Can {{name}} look in a mirror, point out their different types of teeth, and explain what each type is for?", "standards": [] }, { "id": "mt_QK-ZZb7UUN", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Circulation & Breathing Together", "description": "Understand how the circulatory and respiratory systems work together: the lungs oxygenate the blood, the heart pumps it around the body, cells use the oxygen and produce carbon dioxide waste, and the blood carries the waste back to the lungs to be breathed out", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Describe the cycle: lungs add oxygen to blood → heart pumps oxygenated blood to body → cells use oxygen → blood returns CO₂ to lungs", "Explain why heart rate and breathing rate increase during exercise (muscles need more oxygen)", "Measure their own resting and post-exercise heart rate and explain the difference" ], "assessmentPrompt": "Can {{name}} explain why their heart beats faster when they run — and how their heart and lungs are working together to deliver more oxygen to their muscles?", "standards": [] }, { "id": "mt_pu2mmK27UA", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Growing Up & Puberty", "description": "Describe the stages of human development from birth to old age: baby, toddler, child, adolescent (puberty), young adult, middle-aged adult, elderly — understanding the physical changes that happen at each stage, especially during puberty", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03830369357045144, "evidence": [ "Name and order at least six life stages from birth to old age", "Describe key physical changes during puberty (growth spurts, body shape changes, development of adult features)", "Explain that puberty is triggered by hormones — chemical messengers released by glands" ], "assessmentPrompt": "Can {{name}} describe how a person’s body changes as they grow from a baby to an adult to an elderly person — and explain what happens during puberty?", "standards": [] }, { "id": "mt_4k3HGahK2k", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Healthy Lifestyle Choices", "description": "Understand how lifestyle choices affect the body’s health: a balanced diet, regular exercise, adequate sleep, and avoiding harmful substances (tobacco, alcohol, drugs) help body systems function well, while poor choices increase the risk of disease", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02462380300957592, "evidence": [ "Explain how regular exercise strengthens the heart, lungs, and muscles", "Describe how a poor diet high in sugar and fat can lead to obesity, tooth decay, and heart problems", "State at least two harmful effects of smoking (damages lungs, increases heart disease risk) or alcohol (damages liver, affects brain)" ], "assessmentPrompt": "Can {{name}} explain how what they eat, how much they exercise, and how much they sleep affects how their body works — and why smoking or drugs are harmful?", "standards": [] }, { "id": "mt_g_M4Vh_pK7", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Heart & Blood Circulation", "description": "Describe the circulatory system in detail: the heart has four chambers (two atria, two ventricles) that pump blood in a double loop — one to the lungs for oxygen and one to the rest of the body to deliver it — through arteries, veins, and tiny capillaries", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Name the four heart chambers and describe the double-loop pathway (heart → lungs → heart → body)", "Distinguish arteries (carry blood away from heart), veins (carry blood back to heart), and capillaries (tiny vessels where exchange happens)", "Name the components of blood: red blood cells (carry oxygen), white blood cells (fight infection), platelets (help clotting), plasma (liquid)" ], "assessmentPrompt": "Can {{name}} trace the path blood takes through the heart and body — explaining that it goes to the lungs first for oxygen, then out to the rest of the body?", "standards": [] }, { "id": "mt_zPDDJLAl-J", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "How the Lungs Work", "description": "Explain how the respiratory system works in detail: air travels through the nose/mouth, down the trachea, into bronchi and bronchioles, reaching tiny air sacs (alveoli) in the lungs where oxygen passes into the blood and carbon dioxide passes out", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Trace the air pathway: nose/mouth → trachea → bronchi → bronchioles → alveoli", "Explain gas exchange in the alveoli: oxygen passes into blood capillaries, carbon dioxide passes out", "Describe the mechanical process: the diaphragm contracts to pull air in and relaxes to push air out" ], "assessmentPrompt": "Can {{name}} describe what happens to the air they breathe in — how it travels deeper and deeper into the lungs until oxygen swaps into the blood?", "standards": [] }, { "id": "mt_4JpMXUIxeD", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "The Immune System", "description": "Know that the body has an immune system that protects against illness: the skin acts as a barrier, white blood cells identify and destroy germs (bacteria and viruses), and vaccines train the immune system to recognise specific diseases before they cause illness", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01094391244870041, "evidence": [ "Describe the skin as the body's first line of defence against germs", "Explain that white blood cells detect and fight bacteria and viruses inside the body", "Describe how vaccines work: they contain weakened or inactive germs that train the immune system to recognise the real disease" ], "assessmentPrompt": "Can {{name}} explain how their body fights off germs — and why getting a vaccine helps protect them from getting sick?", "standards": [] }, { "id": "mt_qzbgwaUQOA", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "The Nervous System", "description": "Understand that the nervous system has two parts — the central nervous system (brain and spinal cord) and nerves that branch throughout the body — and that nerve signals travel at high speed to coordinate senses, thought, and movement", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01231190150478796, "evidence": [ "Name the two parts of the nervous system: central (brain + spinal cord) and peripheral (nerves throughout the body)", "Describe the reflex arc: stimulus → sensory nerve → spinal cord/brain → motor nerve → muscle response", "State that nerve signals travel extremely fast, which is why reflexes happen almost instantly" ], "assessmentPrompt": "Can {{name}} explain how a message travels from their finger to their brain when they touch something hot, and then back to their hand to pull it away?", "standards": [] }, { "id": "mt_LkOMijDvL7", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Immunity & Vaccines", "description": "Distinguish innate (non-specific, immediate) from adaptive (specific, memory-forming) immunity; explain how B cells produce antibodies that recognise specific antigens, how T cells destroy infected cells, and why immunological memory makes vaccines work; and describe the gut microbiome as a community of trillions of microbes that significantly influences immune function", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.006839945280437756, "evidence": [ "Distinguishes innate immunity (rapid, non-specific barriers and inflammation) from adaptive immunity (slow, specific, memory-forming)", "Explains how B cells produce antibodies that bind to specific antigens on pathogens, targeting them for destruction", "Explains immunological memory: after first exposure, memory B and T cells remain, making subsequent response faster and stronger — the basis of vaccine protection" ], "assessmentPrompt": "If {{name}} was asked why they don't get chickenpox twice, could they explain the difference between just fighting off a germ and actually 'remembering' it — and describe how a vaccine trains the immune system without causing the disease?", "standards": [] }, { "id": "mt_okUMpHsV-P", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "Neurons & Brain Structure", "description": "Explain how neurons transmit signals as electrochemical impulses across synapses, describe how the brain is organised (lobes and functions, limbic system for emotion), and explain neuroplasticity — why learning and practice physically change brain structure — connecting to optical illusions as evidence that the brain constructs reality rather than passively recording it", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.01231190150478796, "evidence": [ "Describes the neuron-to-neuron signal pathway: electrical impulse travels along axon, neurotransmitter crosses the synapse, new impulse begins in the next neuron", "Names the four lobes of the cerebral cortex (frontal, parietal, temporal, occipital) and gives one function for each", "Explains neuroplasticity: repeated neural pathways become stronger and faster — this is the biological mechanism of learning and skill development" ], "assessmentPrompt": "If {{name}} was asked why practising a skill like piano or football makes you better over time, could they explain what's actually happening physically in the brain — and describe what it means to say the brain 'rewires itself'?", "standards": [] }, { "id": "mt_0sELh0MYWb", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "DNA & Genes", "description": "Describe the double helix structure of DNA (base pairs, complementarity), explain how genes are sections of DNA that code for proteins, introduce the central dogma (DNA → mRNA → protein) conceptually, and discuss the ethical implications of CRISPR gene editing — including potential benefits (genetic disease treatment) and concerns (germline editing, 'designer babies')", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.005471956224350205, "evidence": [ "Describes DNA as a double helix with four bases (A, T, C, G) where A pairs with T and C pairs with G", "Explains that a gene is a section of DNA that codes for a specific protein, and that proteins carry out most of the body's functions", "Describes CRISPR as a molecular tool that can cut and edit DNA sequences, and raises at least two distinct ethical considerations about its use in humans" ], "assessmentPrompt": "If {{name}} heard that scientists have edited a human gene to prevent a hereditary disease, could they explain what DNA actually is, how genes work, and why some people think editing human DNA raises serious ethical questions?", "standards": [] }, { "id": "mt_J40cOn7VWn", "type": "CONCEPTUAL", "subject": "Science", "domain": "The Human Body", "name": "How the Body Stays in Balance", "description": "Explain homeostasis as the process of maintaining a stable internal environment; describe the main feedback loop systems (negative feedback) using blood glucose regulation (insulin/glucagon) and body temperature as concrete examples; and connect the endocrine system (hormone-secreting glands) to the nervous system as two complementary communication systems with different speeds and durations", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.04924760601915185, "evidence": [ "Defines homeostasis and explains why maintaining a stable internal environment is essential for survival", "Describes the blood glucose negative feedback loop: glucose rises → pancreas releases insulin → cells take up glucose → glucose falls → insulin release stops", "Compares the nervous system (fast, electrical, short-duration signals) with the endocrine system (slower, chemical, longer-duration signals) and gives an example where each is more appropriate" ], "assessmentPrompt": "If {{name}} ate a large meal of sugary food and was asked what their body does to keep blood sugar from getting dangerously high, could they explain the role of insulin and describe how the feedback system brings levels back to normal?", "standards": [] }, { "id": "mt_roinupb_7L", "type": "META", "subject": "Science", "domain": "The Human Body", "name": "Cancer & Stem Cells", "description": "Explain that cancer occurs when mutations in DNA disable normal cell-cycle controls, causing uncontrolled cell division and tumour formation; describe how stem cells differ from specialised cells and their potential for regenerative medicine; and evaluate the ethical debates around embryonic stem cell research and genetic testing", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.005471956224350205, "evidence": [ "Explains cancer as the result of DNA mutations that disable tumour suppressor genes or activate oncogenes, causing unchecked mitosis", "Distinguishes stem cells (unspecialised, can differentiate) from specialised cells (fixed function) and explains why stem cells are medically valuable", "Presents the embryonic stem cell debate with at least two specific scientific arguments in favour and two ethical objections against, without simply asserting one side is correct" ], "assessmentPrompt": "If {{name}} was asked to explain what cancer actually is at a cellular level, could they describe what goes wrong with cell division — and explain why some people object to using stem cells from embryos for medical research, even if it could save lives?", "standards": [] }, { "id": "mt_uUa6cgv8zV", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Earth Is Made of Rock", "description": "Understand that Earth is made of rock and other solid materials", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02735978112175103, "evidence": [ "State that the ground beneath us is made of rock", "Identify rocks and stones as pieces of the Earth", "Explain that Earth is solid and made of natural materials" ], "assessmentPrompt": "If {{name}} picks up a stone in the garden, can they tell you that the whole Earth is made of rock and other materials like that stone?", "standards": [] }, { "id": "mt__pMF-Xb0TE", "type": "PROCEDURAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Earthquake Safety", "description": "Know basic earthquake safety: drop, cover, and hold on; move away from windows; tell a trusted adult", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.001367989056087551, "evidence": [ "Demonstrate the drop, cover, and hold on procedure", "Explain why to move away from windows and shelves during shaking", "Name a trusted adult to tell if they feel an earthquake" ], "assessmentPrompt": "If you asked {{name}} what to do if the ground started shaking, could they show you 'drop, cover, and hold on' and say they'd move away from windows?", "standards": [] }, { "id": "mt_adpdEaKEBC", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Fast & Slow Earth Changes", "description": "Understand that Earth's surface changes: some changes are quick (eruptions, earthquakes) and some are slow (wind, water wearing away rock)", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.02735978112175103, "evidence": [ "Give an example of a quick change to Earth's surface like a volcanic eruption", "Give an example of a slow change to Earth's surface like erosion by wind or water", "Compare quick and slow changes and explain the difference" ], "assessmentPrompt": "If you point out a cliff being worn away by waves, can {{name}} explain that this happens slowly, while a volcanic eruption or earthquake changes the land quickly?", "standards": [] }, { "id": "mt_BLQ2_OXPod", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Power of Eruptions", "description": "Appreciate that volcanic eruptions are powerful events that can change the landscape", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.01915184678522572, "evidence": [ "Describe an eruption as a powerful, dramatic event", "Give examples of how an eruption changes the area around a volcano", "Compare the landscape before and after an eruption using pictures" ], "assessmentPrompt": "After watching a video of a volcano erupting, does {{name}} show excitement and talk about how powerful it is and how it changes the land around it?", "standards": [] }, { "id": "mt_e29VrLfmYt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "What Is an Earthquake", "description": "Know what an earthquake is: a sudden shaking of the ground that can be strong or weak", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.03009575923392613, "evidence": [ "Describe an earthquake as the ground shaking suddenly", "Explain that earthquakes vary in strength from barely noticeable to very strong", "Describe what it might feel like during an earthquake" ], "assessmentPrompt": "Can {{name}} explain that an earthquake is when the ground suddenly shakes, and that some earthquakes shake harder than others?", "standards": [] }, { "id": "mt_S9SKah-yi_", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "What Is a Volcano", "description": "Know what a volcano is: an opening in Earth's surface where hot melted rock (lava) comes out", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.04651162790697674, "evidence": [ "Describe a volcano as a place where hot material comes out of the Earth", "Explain that lava is rock so hot it has melted", "Point to a volcano in a picture and describe what is happening" ], "assessmentPrompt": "If {{name}} sees a picture of a volcano erupting, can they explain that it's an opening in the ground where very hot melted rock comes out?", "standards": [] }, { "id": "mt_dSeFrAWE4v", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Active, Dormant & Extinct", "description": "Classify volcanoes as active (could erupt any time), dormant (sleeping but could wake up), or extinct (will not erupt again)", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Define active, dormant, and extinct volcanoes", "Explain that a dormant volcano is not safe just because it has not erupted recently", "Classify a given volcano based on its eruption history" ], "assessmentPrompt": "If you told {{name}} about a volcano that last erupted 500 years ago, could they explain whether it's active, dormant, or extinct, and why a dormant volcano might still be dangerous?", "standards": [] }, { "id": "mt_jwElFY7Syd", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Earth's Layers", "description": "Know that Earth has layers — a thin outer crust, a thick hot mantle, and a core at the centre — and that the inside of the Earth is extremely hot", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02872777017783858, "evidence": [ "Name Earth's three main layers: crust, mantle, and core", "Explain that the crust is thin compared to the other layers", "State that Earth's interior is extremely hot — hot enough to melt rock" ], "assessmentPrompt": "If {{name}} cracks open a hard-boiled egg, can they compare it to Earth and name the three layers — crust on the outside, mantle in the middle, and core at the centre?", "standards": [] }, { "id": "mt_QtIAWOcoQT", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Inside a Volcano", "description": "Understand the inside of a volcano: magma is hot melted rock underground, lava is the same material after it reaches the surface, and volcanoes have a magma chamber, vent, and crater", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01504787961696306, "evidence": [ "Explain that magma is melted rock underground and lava is the same material above ground", "Label a magma chamber, vent, and crater on a volcano cross-section", "Describe the path magma takes from underground to the surface during an eruption" ], "assessmentPrompt": "If {{name}} looks at a cross-section diagram of a volcano, can they point to the magma chamber, vent, and crater, and explain the difference between magma underground and lava on the surface?", "standards": [] }, { "id": "mt_XG4RqUIXm8", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Pompeii & Vesuvius", "description": "Know the story of Pompeii: a Roman city buried by the eruption of Mount Vesuvius in 79 AD, preserved under volcanic ash, and rediscovered by archaeologists centuries later", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Retell the key events: Vesuvius erupted, Pompeii was buried under ash", "Explain that the ash preserved the city, its buildings, and even people's shapes", "Describe how archaeologists uncovered the city and what we can learn from it" ], "assessmentPrompt": "If {{name}} sees a picture of the ruins of Pompeii, can they tell the story of how a Roman city was buried by a volcanic eruption and then found again hundreds of years later?", "standards": [] }, { "id": "mt_bhwf_rDXQL", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Ring of Fire", "description": "Recognise that volcanoes and earthquakes tend to happen in certain places — especially around the edges of the Pacific Ocean (Ring of Fire) — not randomly across the Earth", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.03419972640218878, "evidence": [ "Describe the pattern that volcanoes and earthquakes cluster in certain zones", "Locate the Ring of Fire on a world map", "Explain that the locations of earthquakes and volcanoes are not random" ], "assessmentPrompt": "If {{name}} looked at a world map showing where earthquakes and volcanoes happen, could they spot the pattern — that they cluster in certain lines and bands rather than being scattered everywhere?", "standards": [] }, { "id": "mt_Wu-ftkzoiE", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Tsunamis", "description": "Know what a tsunami is: a very large, fast ocean wave caused by an earthquake or volcanic eruption under the sea, which can cause great damage when it reaches land", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01094391244870041, "evidence": [ "Explain that a tsunami is caused by an earthquake or eruption under the sea", "State that tsunamis travel very fast across the ocean", "Describe the damage a tsunami can cause when it reaches the coast" ], "assessmentPrompt": "If {{name}} hears the word 'tsunami' on the news, can they explain that it's a huge wave caused by an earthquake or eruption under the ocean, and that it can travel very fast across the sea?", "standards": [] }, { "id": "mt_NYA50DFcOO", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Types of Rock", "description": "Know the three main types of rock — igneous (formed when lava or magma cools), sedimentary (formed from layers pressed together), and metamorphic — and that fossils are found in sedimentary rock", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01915184678522572, "evidence": [ "Name the three main rock types: igneous, sedimentary, metamorphic", "Explain that igneous rock forms when lava or magma cools and hardens", "State that fossils are preserved in sedimentary rock because it forms in layers" ], "assessmentPrompt": "If {{name}} finds different rocks on a beach walk, can they sort them and explain that some formed from cooled lava, some from layers pressed together over time, and that fossils are found in the layered ones?", "standards": [] }, { "id": "mt_NVr4AhsvIq", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Why Earthquakes Happen", "description": "Understand that earthquakes happen when rocks underground suddenly move or break, releasing energy that shakes the ground", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.02735978112175103, "evidence": [ "Explain that earthquakes are caused by rocks underground suddenly moving", "Describe how this movement sends shaking through the surrounding ground", "Distinguish between the underground cause and the surface effects of an earthquake" ], "assessmentPrompt": "If {{name}} felt a small tremor or saw footage of an earthquake, could they explain that it happens because rocks deep underground suddenly shift or crack?", "standards": [] }, { "id": "mt_yDZbQODIwp", "type": "PROCEDURAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Earthquake-Resistant Design", "description": "Know that buildings can be designed to resist earthquakes, tsunami warning systems alert coastal communities, and communities prepare through evacuation plans and drills", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.08618331053351573, "evidence": [ "Describe at least one feature that makes buildings more earthquake-resistant", "Explain how tsunami warning systems detect danger and alert communities", "Describe how communities prepare for earthquakes and eruptions through drills and evacuation plans" ], "assessmentPrompt": "If {{name}} saw a documentary about earthquake-proof buildings in Japan, could they explain how engineers design buildings to withstand shaking and how tsunami warnings give people time to evacuate?", "standards": [] }, { "id": "mt_W4j7T_PnGH", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Eruption Types & Volcano Shape", "description": "Understand that not all volcanic eruptions are the same: some flow gently (effusive) and some explode violently (explosive), depending on the properties of the magma, and that volcano shape is related to eruption type", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05471956224350205, "evidence": [ "Contrast effusive eruptions (gentle lava flows) with explosive eruptions (violent blasts of ash and rock)", "Explain that eruption type depends on properties of the magma such as thickness and gas content", "Connect volcano shape to eruption style: shield volcanoes from runny lava, steep cones from thick explosive magma" ], "assessmentPrompt": "If {{name}} compared pictures of a gently oozing Hawaiian volcano and a violently erupting one like Mount St Helens, could they explain why eruptions look so different and how that relates to the volcano's shape?", "standards": [] }, { "id": "mt_rML9unnd9x", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Famous Eruptions & Pangaea", "description": "Know about famous eruptions and their global effects: Mount St Helens (1980), Eyjafjallajökull (2010), and how large eruptions can affect weather and climate worldwide; understand that continents were once joined (Pangaea) and have slowly drifted apart", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0560875512995896, "evidence": [ "Describe at least one famous volcanic eruption and its key effects", "Explain how volcanic ash and gases in the atmosphere can cool global temperatures", "State that continents were once joined in a supercontinent and have slowly moved apart over millions of years" ], "assessmentPrompt": "Can {{name}} tell you about a famous volcanic eruption like Mount St Helens and explain how a really big eruption can send so much ash into the sky that it affects weather around the whole world?", "standards": [] }, { "id": "mt_mdZ3nBWChW", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Measuring Earthquake Strength", "description": "Know that scientists measure earthquakes using seismometers, that earthquakes release energy that travels as waves through the ground, and that a magnitude scale describes their strength", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Explain that a seismometer is an instrument that detects and records ground shaking", "Describe earthquake energy as waves that travel outward from where rocks broke", "Interpret a magnitude number as a measure of an earthquake's strength" ], "assessmentPrompt": "If {{name}} heard a news report about a magnitude 6 earthquake, could they explain what a seismometer is, that earthquakes send waves through the ground, and that higher numbers mean stronger quakes?", "standards": [] }, { "id": "mt_ZRoQVXf_aD", "type": "META", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Monitoring Volcanoes", "description": "Understand how volcanologists monitor volcanoes by looking for warning signs — gas emissions, ground swelling, small earthquakes — and that prediction involves evidence and uncertainty, not certainty", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.0506155950752394, "evidence": [ "Name at least two warning signs scientists look for before an eruption", "Explain that volcanologists combine multiple types of evidence to assess risk", "Discuss why volcanic prediction involves uncertainty and cannot guarantee exact timing" ], "assessmentPrompt": "Can {{name}} explain how scientists watch for signs that a volcano might erupt — like gas, ground bulging, or tiny earthquakes — and why they can warn people but can't predict the exact moment?", "standards": [] }, { "id": "mt_cpDpjJaE5u", "type": "PROCEDURAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Natural Disaster Solutions", "description": "Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans, such as earthquakes, floods, or volcanic eruptions", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.05198358413132695, "evidence": [ "Identify at least two natural hazards and their impacts on human life and property", "Generate multiple solutions for reducing impacts (e.g. earthquake-resistant buildings, flood barriers, early warning systems)", "Compare solutions based on criteria like effectiveness, cost, and feasibility" ], "assessmentPrompt": "Can {{name}} come up with different ideas for keeping people safe from earthquakes or floods, and compare which ones would work best?", "standards": [ "ngss-k5:4-ESS3-2" ] }, { "id": "mt_-JnOhdei6F", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Plate Boundaries", "description": "Explain how plate boundaries cause earthquakes and volcanoes: plates pushing together, pulling apart, or sliding past each other create the forces that trigger these events, and mountains form where plates collide", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05745554035567715, "evidence": [ "Describe three types of plate boundary movement: convergent, divergent, and transform", "Explain that earthquakes occur when plates grind or collide at boundaries", "Explain that volcanoes form where plates pull apart or one slides under another, allowing magma to rise" ], "assessmentPrompt": "Can {{name}} explain why most volcanoes and earthquakes happen at the edges of tectonic plates — where plates push together, pull apart, or slide past each other?", "standards": [] }, { "id": "mt_XrvPx5kUfO", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Tectonic Plates", "description": "Understand that Earth's crust is broken into large pieces called tectonic plates that float on hotter, softer rock beneath and move very slowly — a few centimetres per year", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05745554035567715, "evidence": [ "Describe Earth's crust as broken into large plates", "Explain that the plates float on hotter, partially melted rock underneath", "State that plates move very slowly, typically a few centimetres per year" ], "assessmentPrompt": "If you showed {{name}} a map of the tectonic plates, could they explain that Earth's surface is cracked into huge pieces that move very slowly — about as fast as their fingernails grow?", "standards": [] }, { "id": "mt_z7AJZapsJj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "The Rock Cycle", "description": "Understand the rock cycle: rocks slowly change from one type to another over millions of years — igneous rock weathers into sediment, sediment becomes sedimentary rock, heat and pressure create metamorphic rock, and melting starts the cycle again", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02462380300957592, "evidence": [ "Describe the rock cycle as a continuous process with no beginning or end", "Trace at least one complete path through the cycle from igneous to sedimentary to metamorphic and back", "Explain that the rock cycle operates over millions of years through weathering, pressure, heat, and melting" ], "assessmentPrompt": "If {{name}} saw igneous rock, sandstone, and marble side by side, could they explain how each type forms and how rocks slowly transform from one type to another in a never-ending cycle?", "standards": [] }, { "id": "mt_gv_uoHkdjR", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "How Tectonic Plates Move", "description": "Understand that convection currents in the molten mantle drive the movement of rigid tectonic plates; distinguish between convergent (collision/subduction), divergent (spreading ridges), and transform (sliding) plate boundaries; explain why volcanoes, earthquakes, and mountain chains cluster at boundaries; introduce the Wilson cycle of supercontinent assembly and breakup", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.05745554035567715, "evidence": [], "assessmentPrompt": "If {{name}} looks at a world map showing where volcanoes and earthquakes happen, can they explain why these events follow specific ring-shaped patterns rather than occurring randomly around the globe?", "standards": [] }, { "id": "mt__kFxuAgs6d", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Seismic Waves & Earth's Interior", "description": "Distinguish between P-waves (compression, travel through solids and liquids) and S-waves (shear, cannot pass through liquids); explain why a seismic shadow zone exists on the far side of an earthquake; describe how seismologists use wave refraction and reflection to infer that Earth has a solid inner core, liquid outer core, mantle, and crust", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.02188782489740082, "evidence": [], "assessmentPrompt": "Can {{name}} explain how scientists know Earth has a liquid outer core if nobody has ever drilled that deep — what clues do earthquake waves give us about Earth's hidden interior?", "standards": [] }, { "id": "mt_edaoZRkK6M", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Hazard Assessment & Evacuation", "description": "Explain probabilistic hazard assessment using eruption recurrence intervals and fault slip rates; describe how volcano observatories monitor ground deformation, gas emissions, and seismicity to issue alert levels; explore why communities remain near active hazards (fertile volcanic soil, poverty, cultural ties); discuss the ethics and politics of evacuation decisions and the social justice dimensions of disaster risk", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.08618331053351573, "evidence": [], "assessmentPrompt": "If {{name}} read a news story about a town that refused to evacuate before a predicted volcanic eruption, can they describe at least two reasons — beyond just stubbornness — why people might genuinely choose to stay?", "standards": [] }, { "id": "mt_Am_iTzHjoe", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Supervolcanoes & Volcanic Winter", "description": "Describe calderas such as Yellowstone and Toba as supervolcanoes capable of erupting thousands of cubic kilometres of ash; explain how sulphur dioxide aerosols in the stratosphere scatter sunlight and cause volcanic winter; discuss the Toba catastrophe theory and how giant eruptions have interacted with ice ages; contrast supervolcano eruptions with ordinary eruptions in scale and climate impact", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.09028727770177838, "evidence": [], "assessmentPrompt": "Has {{name}} heard of a supervolcano? Can they describe how a single enormous eruption could cool the entire planet for years — what gets into the atmosphere and why does it block warmth?", "standards": [] }, { "id": "mt_QwWo6an9N1", "type": "CONCEPTUAL", "subject": "Science", "domain": "Volcanoes & Earthquakes", "name": "Volcanoes & Mass Extinctions", "description": "Explain how large igneous provinces (LIPs) — massive outpourings of lava over millions of years — caused global warming and ocean acidification that drove mass extinctions; connect the Siberian Traps to the end-Permian extinction and the Deccan Traps to the end-Cretaceous event; explore how hydrothermal vents on the early Earth may have been the cradle of life; understand volcanoes as both destroyers and creators in the history of life", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.08755129958960328, "evidence": [], "assessmentPrompt": "Can {{name}} explain how enormous volcanic eruptions millions of years ago may have triggered some of Earth's biggest mass extinctions — what's the chain of events from lava to species dying out?", "standards": [] }, { "id": "mt_ZL9qVVnpwN", "type": "PROCEDURAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Communication with Light & Sound", "description": "Design and build a device that uses light or sound to solve the problem of communicating over a distance", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.07797537619699042, "evidence": [ "Design a device that uses light or sound to communicate over a distance (e.g. string telephone, torch signals)", "Build and test the device, identifying what works and what could be improved", "Explain how the device uses properties of light or sound to transmit information" ], "assessmentPrompt": "Could {{name}} design a simple device — like a string telephone or a mirror signalling system — to send a message to someone far away?", "standards": [ "ngss-k5:1-PS4-4" ] }, { "id": "mt_4i-FKXDDXh", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Light & Seeing in the Dark", "description": "Observe that objects in darkness can be seen only when illuminated by a light source", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.09165526675786594, "evidence": [ "Explain that we need light to see objects — without any light source, it is completely dark", "Describe an observation showing objects become visible only when light reaches them", "Distinguish between light sources (sun, torch, lamp) and objects that just reflect light" ], "assessmentPrompt": "If you go into a completely dark room with {{name}}, can they explain why they can't see anything until a torch is switched on?", "standards": [ "ngss-k5:1-PS4-2", "uk-nc-2013:Y3.Sci.L.1" ] }, { "id": "mt_YPSx5pbpVl", "type": "LANGUAGE", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Light & Sound Vocabulary", "description": "Name and use vocabulary for how light and sound behave — light source, transparent, translucent, opaque, shadow, reflect, vibration, pitch, volume — and apply these terms correctly when describing observations about how light travels and how sounds are made and changed", "ageRangeStart": 6, "ageRangeEnd": 8, "centrality": 0.09165526675786594, "evidence": [ "Correctly classify a set of materials as transparent, translucent, or opaque and explain each term", "Explain what causes a shadow using the words 'opaque' and 'light source' correctly", "Describe what changes the pitch or volume of a sound using vibration vocabulary" ], "assessmentPrompt": "If you held up a piece of frosted glass, could {{name}} say whether it's transparent, translucent, or opaque — and explain what that word means?", "standards": [] }, { "id": "mt_p6frRFuxS6", "type": "PROCEDURAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Transparent, Translucent & Opaque", "description": "Investigate the effect of placing objects made of different materials in the path of a beam of light, discovering transparent, translucent, and opaque materials", "ageRangeStart": 6, "ageRangeEnd": 7, "centrality": 0.02051983584131327, "evidence": [ "Test at least six materials and classify them as transparent, translucent, or opaque", "Define transparent (light passes through clearly), translucent (some light passes, blurry), opaque (no light passes)", "Predict whether a given material will let light through based on its appearance" ], "assessmentPrompt": "Can {{name}} test different materials with a torch and sort them into ones light goes through, ones that block light, and ones in between?", "standards": [ "ngss-k5:1-PS4-3" ] }, { "id": "mt_VBl1T1sFCM", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Vibrations & Sound", "description": "Understand that vibrating materials can make sound, and that sound can make materials vibrate", "ageRangeStart": 6, "ageRangeEnd": 9, "centrality": 0.07797537619699042, "evidence": [ "Describe that sounds are made when objects vibrate (move back and forth quickly)", "Give at least three examples of vibrating objects making sound (drum skin, guitar string, voice box)", "Demonstrate that sound can cause objects to vibrate (e.g. rice on a drum jumps when you shout near it)" ], "assessmentPrompt": "Can {{name}} pluck a rubber band and explain that the vibrating band makes the sound, and then hold a ruler on a speaker and see it shake from the music?", "standards": [ "ngss-k5:1-PS4-1", "uk-nc-2013:Y4.Sci.Snd.1" ] }, { "id": "mt_Oru08pKlxd", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "How Shadows Form", "description": "Recognise that shadows are formed when light from a source is blocked by an opaque object, and find patterns in how shadow size changes", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.02051983584131327, "evidence": [ "Explain that a shadow forms because an opaque object blocks light from reaching a surface", "Describe the pattern: shadow gets larger when object moves closer to the light source", "Predict the shape and relative size of a shadow given the position of light and object" ], "assessmentPrompt": "Can {{name}} make shadow puppets and explain why the shadow gets bigger when you move the puppet closer to the torch?", "standards": [ "uk-nc-2013:Y3.Sci.L.4", "uk-nc-2013:Y3.Sci.L.5" ] }, { "id": "mt_3yuqKww2tU", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Protecting Eyes from Sunlight", "description": "Recognise that light from the sun can be dangerous and that there are ways to protect eyes", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.002735978112175103, "evidence": [ "State that looking directly at the sun can damage eyes permanently", "Name at least two ways to protect eyes from bright sunlight (sunglasses, hat, shade)", "Explain that the sun is an extremely bright light source unlike any artificial light" ], "assessmentPrompt": "Does {{name}} know why you should never look directly at the sun and what you can do to protect your eyes on bright days?", "standards": [ "uk-nc-2013:Y3.Sci.L.3" ] }, { "id": "mt_gLy3ZgZWiN", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Reflecting Light", "description": "Notice that light is reflected from surfaces, and that shiny smooth surfaces reflect light best", "ageRangeStart": 7, "ageRangeEnd": 8, "centrality": 0.01231190150478796, "evidence": [ "Explain that light bounces off surfaces, which is called reflection", "Identify that smooth, shiny surfaces (mirrors, still water) reflect light best", "Give everyday examples of reflection: mirror, puddle, polished floor" ], "assessmentPrompt": "Can {{name}} explain why they can see themselves in a mirror or a shiny spoon, and why a rough wall doesn't reflect light the same way?", "standards": [ "uk-nc-2013:Y3.Sci.L.2" ] }, { "id": "mt_KTSoXcO7OL", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Pitch of Sounds", "description": "Find patterns between the pitch of a sound and features of the object that produced it", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.005471956224350205, "evidence": [ "Describe the pattern: shorter/thinner/tighter objects produce higher-pitched sounds", "Demonstrate pitch changes using at least one instrument or everyday object", "Explain pitch as how high or low a sound is, determined by how fast the object vibrates" ], "assessmentPrompt": "Can {{name}} explain why a short guitar string makes a higher sound than a long one, or why a small drum sounds higher than a big one?", "standards": [ "uk-nc-2013:Y4.Sci.Snd.3" ] }, { "id": "mt_Pau0aqLNgp", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Sound Fading with Distance", "description": "Recognise that sounds get fainter as the distance from the sound source increases", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.006839945280437756, "evidence": [ "State that sound gets quieter as distance from the source increases", "Describe an observation or investigation demonstrating this pattern", "Explain that vibrations spread out and get weaker as they travel further from the source" ], "assessmentPrompt": "Can {{name}} explain why a friend's voice gets harder to hear the further away they walk?", "standards": [ "uk-nc-2013:Y4.Sci.Snd.5" ] }, { "id": "mt_ydtcIBwHB9", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Sound Travels Through Materials", "description": "Recognise that vibrations from sounds travel through a medium (solid, liquid, or gas) to the ear", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01504787961696306, "evidence": [ "Explain that sound vibrations need a material (medium) to travel through — they can't travel in a vacuum", "Give examples of sound travelling through different media: air, water, solid objects", "Describe how a string telephone works: voice vibrates the cup, vibrations travel along the string to the other cup" ], "assessmentPrompt": "Can {{name}} explain why you can hear someone talking through a wall, and why sound travels through water when you're swimming underwater?", "standards": [ "uk-nc-2013:Y4.Sci.Snd.2" ] }, { "id": "mt__00ZSLnB7p", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Volume & Vibrations", "description": "Find patterns between the volume of a sound and the strength of the vibrations that produced it", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.01367989056087551, "evidence": [ "Describe the pattern: stronger vibrations (larger movements) produce louder sounds", "Demonstrate volume changes by varying the force applied to a sound-making object", "Explain volume as how loud or quiet a sound is, determined by the size of vibrations" ], "assessmentPrompt": "Can {{name}} explain why hitting a drum harder makes a louder sound, and what's happening to the drum skin differently?", "standards": [ "uk-nc-2013:Y4.Sci.Snd.4" ] }, { "id": "mt_6w2g7aoPgz", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "How We See Objects", "description": "Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "Draw a diagram showing light source → light hits object → reflects into eye", "Explain that we see objects because reflected light enters our eyes, not because our eyes send out light", "Use this model to explain why we can't see in total darkness (no light to reflect)" ], "assessmentPrompt": "Can {{name}} draw a diagram showing how light bounces off a book and enters your eye, which is how you actually see the book?", "standards": [ "ngss-k5:4-PS4-2", "uk-nc-2013:Y6.Sci.L.2", "uk-nc-2013:Y6.Sci.L.3" ] }, { "id": "mt_n5_Jt4ExUd", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Patterns & Codes for Information", "description": "Generate and compare multiple solutions that use patterns to transfer information, such as codes and signals", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01094391244870041, "evidence": [ "Describe at least two systems that use patterns of light or sound to transfer information (e.g. Morse code, semaphore, drum signals)", "Design a simple code using light or sound patterns to send a message", "Compare the advantages and disadvantages of different information transfer methods" ], "assessmentPrompt": "Can {{name}} come up with different ways to send a secret message using patterns of light or sound, like Morse code or drum beats?", "standards": [ "ngss-k5:4-PS4-3" ] }, { "id": "mt_SFOSbVnrJ8", "type": "LANGUAGE", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Wave Behaviour Vocabulary", "description": "Use technical vocabulary for wave behaviour — refraction, absorption, reflection, scattering, amplitude, frequency, wavelength, echo, spectrum, angle of incidence, angle of reflection — and apply these when explaining how light and sound travel and interact with different materials", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.01504787961696306, "evidence": [ "Use 'refraction' correctly to explain why a straw appears bent in a glass of water", "Distinguish 'reflection' from 'refraction' using the correct definitions", "Explain what an echo is using the vocabulary of sound reflection correctly" ], "assessmentPrompt": "Can {{name}} explain why a straw looks bent in a glass of water using a proper science word — or tell you what's actually happening when you hear an echo?", "standards": [] }, { "id": "mt_ph4xZVMiVq", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Waves & How They Move", "description": "Develop a model of waves to describe patterns in terms of amplitude and wavelength, and understand that waves can cause objects to move", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.01641586867305062, "evidence": [ "Describe a wave using the terms amplitude (height) and wavelength (distance between peaks)", "Demonstrate that larger amplitude means more energy (bigger waves move objects more)", "Model wave patterns using a slinky, rope, or water and describe what they observe" ], "assessmentPrompt": "Can {{name}} use a slinky or rope to show how waves work, and explain that bigger waves have more energy and can move things more?", "standards": [ "ngss-k5:4-PS4-1" ] }, { "id": "mt_qZro923zvz", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Light Travels in Straight Lines", "description": "Recognise that light appears to travel in straight lines and use this to explain how we see objects and why shadows have the same shape as the objects that cast them", "ageRangeStart": 10, "ageRangeEnd": 11, "centrality": 0.02188782489740082, "evidence": [ "State and demonstrate that light travels in straight lines (e.g. can't see around corners, laser pointer)", "Use straight-line light to explain why shadows have the same outline shape as the object", "Draw ray diagrams showing light travelling from source, being blocked by object, creating shadow on screen" ], "assessmentPrompt": "Can {{name}} explain why a shadow of a hand looks like a hand shape, using the idea that light travels in straight lines?", "standards": [ "uk-nc-2013:Y6.Sci.L.1", "uk-nc-2013:Y6.Sci.L.4" ] }, { "id": "mt_DQk9oDE7gr", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "How Sound Waves Travel", "description": "Explain that sound is produced by vibrating objects and travels as a longitudinal pressure wave through solids, liquids, and gases; describe reflection of sound (echoes) and absorption; explain why sound cannot travel through a vacuum", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.01231190150478796, "evidence": [ "Explains how a vibrating object creates regions of compression and rarefaction in air", "Explains why sound travels fastest in solids and cannot travel in a vacuum", "Describes how an echo is produced and gives a practical application (sonar, ultrasound)", "Explains what sound absorption means and why soft furnishings reduce echoes" ], "assessmentPrompt": "If {{name}} heard an echo in a large empty hall, could they explain what causes the echo, why the same sound in a carpeted living room doesn’t echo, and what would happen to sound in outer space?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Waves.3" ] }, { "id": "mt_PifbJOuXrG", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Reflection & Refraction", "description": "State the law of reflection (angle of incidence = angle of reflection) and explain refraction as the change in speed and direction when light crosses a boundary between two media; apply ray diagrams for plane mirrors and refracting surfaces", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.0506155950752394, "evidence": [ "States the law of reflection and applies it to draw a reflected ray correctly", "Draws a ray diagram for a plane mirror showing a virtual image", "Explains why a pencil looks bent in a glass of water using refraction", "Explains qualitatively why light bends towards the normal when entering a denser medium" ], "assessmentPrompt": "If {{name}} put a straw in a glass of water and it looked bent at the surface, could they explain why that happens — drawing a diagram to show the path of light at the water’s surface?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Waves.1", "uk-nc-2013:KS3.Sci.Phys.Waves.4" ] }, { "id": "mt_LxK9OKZQZX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Wave Properties & Types", "description": "Describe waves in terms of amplitude, wavelength, frequency, and wave speed; distinguish transverse waves (oscillation perpendicular to direction of travel) from longitudinal waves (oscillation parallel); and use the wave equation v = fλ", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.01504787961696306, "evidence": [ "Labels a wave diagram with amplitude, wavelength, crest, and trough", "Distinguishes transverse and longitudinal waves and gives an example of each", "Uses v = fλ to calculate wave speed, frequency, or wavelength given the other two", "Explains what happens to wavelength if frequency increases while wave speed stays constant" ], "assessmentPrompt": "If {{name}} was asked to describe a wave and how fast it travels, could they sketch one, label the wavelength and amplitude, and use the wave equation to work out speed from the frequency and wavelength?", "standards": [ "ngss-ms:MS-PS4-1", "uk-nc-2013:KS3.Sci.Phys.Waves.1", "uk-nc-2013:KS3.Sci.Phys.Waves.2" ] }, { "id": "mt_qzGADV-NGe", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "White Light & Colour", "description": "Explain that white light is a mixture of all visible colours (ROYGBIV), describe dispersion through a prism, explain why objects appear coloured (selective reflection and absorption of wavelengths), and describe colour mixing with filters", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.04787961696306429, "evidence": [ "Lists the colours of the visible spectrum in order of increasing frequency", "Explains why a prism disperses white light into a spectrum", "Explains why a red object looks red under white light but black under blue light", "Predicts the colour of an object seen through a colour filter" ], "assessmentPrompt": "If {{name}} shone white light through a prism, could they explain why a rainbow of colours appears — and then predict what colour a blue jumper would look under red light and why?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Waves.5" ] }, { "id": "mt_-2VNlwAR5z", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Drawing Ray Diagrams", "description": "Draw ray diagrams to show reflection at a plane mirror (angle of incidence = angle of reflection) and refraction at a boundary between media; use ray diagrams to locate images and explain how lenses and mirrors work", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.03419972640218878, "evidence": [ "Draw a ray diagram for a plane mirror showing the incident ray, normal, reflected ray, and virtual image", "Draw a ray diagram showing a ray bending towards the normal when passing from air into glass", "Use a ray diagram to locate the image formed by a convex lens and describe whether it is real or virtual" ], "assessmentPrompt": "Can {{name}} draw a diagram showing how a ray of light bounces off a mirror or bends when it passes from air into glass — labelling the angles correctly?", "standards": [] }, { "id": "mt_FVERuBoCD1", "type": "REPRESENTATIONAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Ray Diagrams & Images", "description": "Construct ray diagrams to show the formation of images by plane mirrors and converging lenses, identifying whether images are real or virtual, magnified or diminished, upright or inverted", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.04787961696306429, "evidence": [ "Draws an accurate ray diagram for a plane mirror showing a virtual, upright, same-size image", "Draws a ray diagram for a converging lens to show image formation", "Uses a ray diagram to determine whether the image is real or virtual and which side of the lens it forms", "Applies ray diagram knowledge to explain how glasses, cameras, or projectors work" ], "assessmentPrompt": "If {{name}} was asked to show on a diagram where their reflection appears to be when they look in a mirror, could they draw the correct ray paths and explain whether the image is real or virtual — and where it actually appears to be located?", "standards": [ "uk-nc-2013:KS3.Sci.Phys.Waves.4", "uk-nc-2013:KS3.Sci.Phys.Waves.5" ] }, { "id": "mt_XSp-S0wter", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "The Electromagnetic Spectrum", "description": "Describe the full electromagnetic spectrum from radio waves to gamma rays, in order of increasing frequency and energy; explain that all EM waves travel at the same speed in a vacuum; and describe the uses and hazards of different regions", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.06976744186046512, "evidence": [ "Lists the seven regions of the EM spectrum in order of increasing frequency", "States that all EM waves travel at 3 × 10⁸ m/s in a vacuum", "Gives at least one use and one hazard for each region of the spectrum", "Explains why some EM waves are more dangerous to living tissue than others (linked to frequency/energy)" ], "assessmentPrompt": "If {{name}} heard about microwaves, X-rays, and visible light all being part of the same family, could they explain what makes them different from each other and name one useful application and one risk for each?", "standards": [ "ngss-ms:MS-PS4-2", "uk-nc-2013:KS3.Sci.Phys.Waves.1" ] }, { "id": "mt_w5HzPpOUmj", "type": "CONCEPTUAL", "subject": "Science", "domain": "Waves, Light & Sound", "name": "Waves & Different Materials", "description": "Explain how waves can be absorbed, transmitted, or reflected by different materials, and apply these interactions to explain colour perception, sight, communication technologies, and the effects of different surfaces on wave behaviour", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.06976744186046512, "evidence": [ "Explains the difference between absorption, transmission, and reflection of waves", "Uses the three interactions to explain how we see coloured objects", "Explains how radio waves, visible light, and infrared are used in different communication technologies", "Describes how the properties of a surface (colour, texture, material) determine how it interacts with radiation" ], "assessmentPrompt": "If {{name}} was wearing a black t-shirt on a sunny day and a friend was wearing white, could they explain using wave interactions why the black shirt gets hotter — and which properties of materials determine how they absorb or reflect radiation?", "standards": [ "ngss-ms:MS-PS4-2", "uk-nc-2013:KS3.Sci.Phys.Waves.4" ] }, { "id": "mt_Dj2xr8CoI0", "type": "PROCEDURAL", "subject": "Science", "domain": "Weather & Climate", "name": "Dressing for the Weather", "description": "Choose appropriate clothing and equipment for different weather conditions — coat and umbrella for rain, sun hat and sunscreen for hot sun, warm layers for cold — understanding that weather affects what we do and how we prepare each day", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.002735978112175103, "evidence": [ "Select appropriate clothing for at least three different weather conditions", "Explain why certain clothes or equipment are needed for specific weather", "Describe how weather affects daily activities like playtime, walking to school, or outdoor events" ], "assessmentPrompt": "Before going outside, can {{name}} check the weather and choose the right clothes — like grabbing a raincoat if it's cloudy or a sun hat if it's hot?", "standards": [] }, { "id": "mt_TlLE4cZgOr", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Rain & Puddles", "description": "Know that rain falls from clouds in the sky, that puddles disappear because water goes back into the air, and that this is part of how water moves around — up into the sky and back down again", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.08344733242134063, "evidence": [ "State that rain falls from clouds", "Explain that puddles disappear because the water goes into the air", "Describe the basic idea that water goes up and comes back down in a repeating process" ], "assessmentPrompt": "If {{name}} notices a puddle has disappeared on a sunny afternoon, can they explain that the water went up into the air, and that it will come back down again as rain from a cloud?", "standards": [] }, { "id": "mt_fI-8iqf_Id", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Seasons & Weather Patterns", "description": "Know that weather changes with the seasons — spring brings rain and new growth, summer is warmest with long days, autumn brings cooling and falling leaves, winter is coldest with short days — and that this pattern repeats every year", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1080711354309166, "evidence": [ "Name the four seasons and describe typical weather for each", "Explain that days are longer in summer and shorter in winter", "State that the seasonal pattern repeats every year" ], "assessmentPrompt": "Can {{name}} tell you what kind of weather to expect in each season and explain that summer has the longest days while winter has the shortest?", "standards": [] }, { "id": "mt_4pLvMN8uzL", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Storm Safety", "description": "Know basic storm safety: during thunder and lightning, go indoors or into a car, stay away from trees and water; understand that storms can be frightening but there are ways to stay safe", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.006839945280437756, "evidence": [ "State at least two safety rules for thunderstorms", "Explain why going indoors is the safest option during lightning", "Describe that storms are natural events and there are ways to stay safe" ], "assessmentPrompt": "If {{name}} heard thunder while playing outside, would they know to come inside straight away and could they explain why standing under a tree isn't safe during a lightning storm?", "standards": [] }, { "id": "mt_PrWc-HZzDl", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Temperature & Thermometers", "description": "Understand temperature as how hot or cold something is, that a thermometer measures temperature, and use words like hot, warm, cool, and cold to describe how the air feels on different days", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.08207934336525308, "evidence": [ "Explain that temperature describes how hot or cold something is", "Identify a thermometer as the tool used to measure temperature", "Use words like hot, warm, cool, and cold appropriately to describe air temperature" ], "assessmentPrompt": "If {{name}} saw a thermometer outside, could they explain that it tells us how hot or cold the air is, and describe today as hot, warm, cool, or cold?", "standards": [] }, { "id": "mt_jc9k_HJQGd", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Types of Weather", "description": "Identify and describe different types of weather — sunny, rainy, windy, snowy, cloudy, foggy, stormy — and describe what the weather is like today using simple vocabulary", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.1326949384404925, "evidence": [ "Name at least five types of weather", "Describe today's weather accurately using appropriate vocabulary", "Match weather types to simple pictures or symbols" ], "assessmentPrompt": "When {{name}} looks out the window in the morning, can they describe the weather using words like sunny, cloudy, rainy, or windy, and say whether it's a nice day or a wet day?", "standards": [] }, { "id": "mt_URezjbU-6f", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Weather Forecasting & Safety", "description": "Ask questions to obtain information about the purpose of weather forecasting and how people prepare for and respond to severe weather", "ageRangeStart": 5, "ageRangeEnd": 6, "centrality": 0.01641586867305062, "evidence": [ "Explain that weather forecasts help people plan and stay safe", "Describe how people prepare for at least two types of severe weather (storm, flood, heat wave, blizzard)", "Ask relevant questions about weather hazards and find answers from appropriate sources" ], "assessmentPrompt": "Can {{name}} explain why we check the weather forecast and what people do to get ready for a big storm or very hot weather?", "standards": [ "ngss-k5:K-ESS3-2" ] }, { "id": "mt_j7cj9eWN7w", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "What Is Wind?", "description": "Know that wind is moving air, that it can be gentle (a breeze) or very strong (a gale), and that wind can move things like leaves, kites, flags, and even push people", "ageRangeStart": 5, "ageRangeEnd": 7, "centrality": 0.06155950752393981, "evidence": [ "Define wind as air that is moving", "Describe the difference between a gentle breeze and a strong wind", "Give examples of things that wind can move or affect" ], "assessmentPrompt": "On a windy day, can {{name}} explain that wind is air moving, point out things being blown around, and describe whether it's a gentle breeze or a strong gust?", "standards": [] }, { "id": "mt_IhWzO4sQPg", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Cloud Types", "description": "Identify the three main cloud types — cumulus (fluffy, fair weather), stratus (flat layers, overcast or drizzle), and cirrus (thin wisps, high up) — and understand that clouds form when water vapour in the air cools and condenses into tiny droplets", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.08344733242134063, "evidence": [ "Name and describe the three main cloud types: cumulus, stratus, cirrus", "Explain that clouds form when water vapour cools and condenses", "Use cloud type to make a simple prediction about the weather" ], "assessmentPrompt": "If {{name}} looked up at the sky, could they identify whether the clouds are fluffy cumulus, flat stratus, or wispy cirrus, and explain that clouds are made of tiny water droplets?", "standards": [] }, { "id": "mt_hjJkBWruO6", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Geography & Local Weather", "description": "Know that different places around the world have very different typical weather — tropical places are hot and wet all year, deserts are very dry, polar regions are freezing cold — and that geography (distance from the equator, altitude, nearness to the sea) affects local weather", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.09439124487004104, "evidence": [ "Describe typical weather in at least three different climate types", "Explain that places near the equator tend to be hotter", "Name at least one factor that affects a place's weather besides latitude" ], "assessmentPrompt": "If {{name}} compared weather in a tropical rainforest, a desert, and the Arctic, could they describe how different each is and explain why — like distance from the equator?", "standards": [] }, { "id": "mt_fhqVdj4BYr", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "The Water Cycle", "description": "Understand the water cycle: the Sun heats water in oceans and lakes causing it to evaporate into water vapour, the vapour rises and cools to form clouds (condensation), and water falls back to Earth as rain, snow, or hail (precipitation) — then the cycle repeats", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.09165526675786594, "evidence": [ "Name the three main stages: evaporation, condensation, precipitation", "Explain the Sun's role in driving the water cycle", "Describe the water cycle as a continuous loop with no beginning or end" ], "assessmentPrompt": "Can {{name}} trace the journey of a raindrop — from the ocean being heated by the Sun, rising as invisible vapour, forming a cloud, and falling back down as rain — and explain it keeps going round and round?", "standards": [] }, { "id": "mt_BO_AHGLCk0", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Thunder & Lightning", "description": "Know that thunder and lightning happen during thunderstorms: lightning is a giant spark of electricity that forms in clouds, thunder is the sound the lightning makes, and we see lightning before hearing thunder because light travels faster than sound", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.009575923392612859, "evidence": [ "Describe lightning as a large electrical discharge in clouds", "Explain that thunder is the sound caused by lightning", "State that we see lightning before hearing thunder because light travels faster than sound" ], "assessmentPrompt": "During a thunderstorm, can {{name}} explain that lightning is electricity in the clouds, thunder is its sound, and that we see the flash before the boom because light is faster than sound?", "standards": [] }, { "id": "mt_sA0RvWXSYY", "type": "PROCEDURAL", "subject": "Science", "domain": "Weather & Climate", "name": "Using Weather Instruments", "description": "Use weather instruments to measure and record weather data: thermometers for temperature in °C, rain gauges for rainfall, wind vanes for direction, and anemometers for wind speed — and keep a weather diary over time", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01231190150478796, "evidence": [ "Name at least three weather instruments and explain what each measures", "Read a thermometer and record the temperature in degrees Celsius", "Record weather data in a table or diary over several days" ], "assessmentPrompt": "If {{name}} had a thermometer, rain gauge, and wind vane at school, could they take daily readings, record them in a table, and spot patterns over a week or month?", "standards": [] }, { "id": "mt_AghN5YcCHX", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Weather Forecasting", "description": "Know that meteorologists are scientists who study and forecast the weather using satellites, radar, weather balloons, and computer models, and that weather forecasts help people plan their activities and prepare for dangerous weather", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.01641586867305062, "evidence": [ "Define a meteorologist as a scientist who studies and predicts weather", "Name at least three tools meteorologists use", "Explain why weather forecasting is useful for safety and daily planning" ], "assessmentPrompt": "Can {{name}} explain what a meteorologist does, name some tools they use like satellites and radar, and describe why weather forecasts are important for keeping people safe?", "standards": [] }, { "id": "mt_AB-TEMXSGJ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Weather vs Climate", "description": "Distinguish between weather and climate: weather is what the atmosphere is doing right now or today (it can change hour to hour), while climate is the typical pattern of weather in a place over many years", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.08481532147742818, "evidence": [ "Define weather as short-term atmospheric conditions", "Define climate as the long-term pattern of weather in a place", "Give an example showing the difference: a cold day doesn't change the overall climate" ], "assessmentPrompt": "If someone said 'It's raining today so climate change isn't real,' could {{name}} explain the difference between weather (today's conditions) and climate (patterns over many years)?", "standards": [] }, { "id": "mt_-UAxilUtUt", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "What Causes Wind", "description": "Understand what causes wind: the Sun heats the Earth's surface unevenly, warm air rises because it is lighter, and cooler air rushes in to take its place — this movement of air is wind", "ageRangeStart": 7, "ageRangeEnd": 9, "centrality": 0.05745554035567715, "evidence": [ "Explain that the Sun heats Earth's surface unevenly", "State that warm air rises and cooler air moves in to replace it", "Define this air movement as wind" ], "assessmentPrompt": "Can {{name}} explain why wind blows — that the Sun warms some areas more than others, warm air floats upward, and cooler air rushes in to fill the gap?", "standards": [] }, { "id": "mt_JmMtZCifJB", "type": "PROCEDURAL", "subject": "Science", "domain": "Weather & Climate", "name": "Designing for Weather Hazards", "description": "Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard such as flooding, wind damage, or extreme temperatures", "ageRangeStart": 8, "ageRangeEnd": 9, "centrality": 0.03967168262653899, "evidence": [ "Identify a specific weather-related hazard and its impacts on people", "Describe at least two design solutions intended to reduce those impacts", "Make a claim supported by evidence about which solution is most effective and why" ], "assessmentPrompt": "If there's a risk of flooding in a town, can {{name}} evaluate different solutions like building levees, planting trees, or improving drainage and argue which works best?", "standards": [ "ngss-k5:3-ESS3-1" ] }, { "id": "mt_DbI1kNg_0R", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Climate Change Basics", "description": "Understand the basics of climate change: Earth’s atmosphere traps some of the Sun's heat (the greenhouse effect), burning fossil fuels adds extra greenhouse gases (especially CO₂), this is making Earth gradually warmer, and this warming changes weather patterns, melts ice, and raises sea levels", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.1203830369357045, "evidence": [ "Describe the greenhouse effect: the atmosphere traps heat from the Sun", "Explain that burning fossil fuels increases CO₂ in the atmosphere", "Name at least two consequences of global warming: changing weather patterns, melting ice, rising seas" ], "assessmentPrompt": "Can {{name}} explain the greenhouse effect in simple terms and describe how burning oil, gas, and coal adds extra CO₂ to the air, making Earth warmer and changing weather patterns?", "standards": [] }, { "id": "mt_TMOzMCE17H", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Climate Zones", "description": "Understand that Earth has distinct climate zones — tropical (hot and wet near the equator), temperate (moderate, with four seasons), polar (freezing cold), arid/desert (very dry), and mountain (cold at high altitude) — and that each zone supports different ecosystems and ways of life", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.07523939808481532, "evidence": [ "Name and describe at least four climate zones", "Explain what determines which zone a place belongs to (mainly latitude and geography)", "Give an example of how a climate zone affects the plants, animals, or people living there" ], "assessmentPrompt": "If {{name}} looked at a world map showing climate zones, could they explain why the Amazon rainforest, the Sahara desert, and the Arctic all have such different weather, plants, and animals?", "standards": [] }, { "id": "mt_6EfevRyeFW", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Extreme Weather Events", "description": "Know about extreme weather events — hurricanes (spinning storms over warm ocean), tornadoes (violent rotating columns of air), floods, droughts, and blizzards — how they form, where they typically occur, and their effects on people and the environment", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.02599179206566347, "evidence": [ "Describe how at least two types of extreme weather form", "Explain where hurricanes and tornadoes typically occur and why", "Describe the effects of extreme weather on communities and landscapes" ], "assessmentPrompt": "If {{name}} saw news about a hurricane, could they explain how it forms over warm ocean water, why it spins, and what makes it so destructive when it reaches land?", "standards": [] }, { "id": "mt_VI5kdtf28e", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Natural resources", "description": "Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment", "ageRangeStart": 9, "ageRangeEnd": 10, "centrality": 0.07934336525307797, "evidence": [ "Name natural resources used for energy and fuels (coal, oil, gas, wind, sun, water)", "Describe how extracting and using these resources affects the environment (pollution, habitat loss, climate change)", "Distinguish between renewable (wind, solar) and non-renewable (fossil fuels) energy sources" ], "assessmentPrompt": "Can {{name}} explain where petrol, electricity, and gas come from — that they come from natural resources like oil, coal, wind, or sunlight — and how using them affects the environment?", "standards": [ "ngss-k5:4-ESS3-1" ] }, { "id": "mt_3pgTpuetKi", "type": "PROCEDURAL", "subject": "Science", "domain": "Weather & Climate", "name": "Reading Weather Maps", "description": "Read and interpret weather maps, data tables, and graphs — identifying symbols for sun, rain, wind, and temperature; spotting trends and patterns in weather data over weeks, months, or seasons; and using data to make simple predictions", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03830369357045144, "evidence": [ "Interpret common weather map symbols for temperature, precipitation, and wind", "Read a data table or graph of weather data and identify patterns", "Use weather data to make a simple prediction about upcoming conditions" ], "assessmentPrompt": "If {{name}} saw a weather map with symbols on the news, could they read it and explain what weather is coming — and if shown a graph of monthly rainfall, could they spot the wettest and driest months?", "standards": [] }, { "id": "mt_-YYnLLIZh5", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Sun-Driven Weather Systems", "description": "Understand how the Sun drives weather: the Sun heats Earth's surface unevenly (land heats faster than water, equator gets more heat than poles), creating differences in air pressure that cause wind patterns, ocean currents, and large-scale weather systems", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.07660738714090287, "evidence": [ "Explain that the Sun heats land and water at different rates", "Describe how temperature differences create air pressure differences that drive wind", "Connect uneven heating to large-scale weather patterns" ], "assessmentPrompt": "Can {{name}} explain why coastal areas often have sea breezes and why the equator is hotter than the poles, connecting it all back to the Sun heating Earth unevenly?", "standards": [] }, { "id": "mt_fkcxpeYP85", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "The Atmosphere", "description": "Know that Earth is surrounded by a layer of air called the atmosphere, that air has weight and exerts pressure, that the atmosphere protects us from harmful radiation and keeps the planet warm enough for life, and that weather happens in the lowest layer (troposphere)", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.03693570451436388, "evidence": [ "Define the atmosphere as the layer of air surrounding Earth", "State that air has weight and exerts pressure", "Explain that weather occurs in the troposphere, the lowest layer of the atmosphere" ], "assessmentPrompt": "Can {{name}} explain that we're surrounded by a blanket of air called the atmosphere, that this air actually has weight and pushes on everything, and that all our weather happens in the lowest layer?", "standards": [] }, { "id": "mt_iiUdDUEEGY", "type": "PROCEDURAL", "subject": "Science", "domain": "Weather & Climate", "name": "Weather-Resistant Engineering", "description": "Understand that engineers design buildings, flood defences, and warning systems to protect communities from extreme weather — hurricane-resistant roofs, flood barriers, tornado shelters, and early-warning alert systems — and evaluate the merits of these solutions", "ageRangeStart": 9, "ageRangeEnd": 11, "centrality": 0.05471956224350205, "evidence": [ "Describe at least two engineering solutions designed to protect against extreme weather", "Explain how a specific design feature reduces damage from a weather hazard", "Evaluate the advantages and limitations of a weather protection solution" ], "assessmentPrompt": "If {{name}} saw pictures of houses on stilts in a flood zone and a tornado shelter, could they explain how each design protects people and discuss whether one solution works better than another?", "standards": [] }, { "id": "mt_iYOcfzFqMw", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Global Wind Patterns", "description": "Explain that unequal solar heating drives large-scale atmospheric circulation: Hadley cells (0-30°), Ferrel cells (30-60°), and polar cells (60-90°) produce the trade winds, westerlies, and polar easterlies; describe how the Coriolis effect from Earth's rotation deflects winds rightward in the Northern Hemisphere; explain the jet stream as a fast high-altitude wind that steers weather systems; connect jet stream waviness and Arctic amplification to prolonged extreme weather", "ageRangeStart": 11, "ageRangeEnd": 13, "centrality": 0.04651162790697674, "evidence": [], "assessmentPrompt": "Can {{name}} explain why the UK tends to get wet weather arriving from the west — what global pattern of winds is steering weather systems, and how does Earth's rotation contribute to this?", "standards": [] }, { "id": "mt_EQQWKz03P8", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Greenhouse Gas Science", "description": "Describe the electromagnetic spectrum and distinguish between short-wave solar radiation and long-wave infrared radiation emitted by Earth; explain how greenhouse gas molecules (CO2, CH4, N2O, H2O) absorb and re-emit infrared through molecular vibration while O2 and N2 do not; distinguish the natural greenhouse effect (which makes Earth habitable) from the enhanced greenhouse effect driven by human emissions; evaluate the relative potency of different greenhouse gases", "ageRangeStart": 11, "ageRangeEnd": 12, "centrality": 0.04514363885088919, "evidence": [], "assessmentPrompt": "Can {{name}} explain, in terms of light and energy, why CO2 in the atmosphere traps heat but nitrogen and oxygen — which make up most of the air — don't? What's physically different about CO2 molecules?", "standards": [] }, { "id": "mt__wWHVvqMWb", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Hurricanes, Tornadoes & Monsoons", "description": "Explain how hurricanes form and intensify over warm ocean water (latent heat release, low-pressure spiral); describe tornado formation within supercell thunderstorms; explain monsoon mechanics driven by temperature differences between land and sea; introduce attribution science — how scientists use climate models to calculate whether and by how much climate change increased the probability or intensity of a specific extreme weather event", "ageRangeStart": 12, "ageRangeEnd": 13, "centrality": 0.09712722298221614, "evidence": [], "assessmentPrompt": "When scientists say that climate change made a recent hurricane stronger, can {{name}} explain what they actually mean and how scientists figure that out — what kind of calculation lets them link a specific storm to climate change?", "standards": [] }, { "id": "mt_olFzbawexJ", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Reading Ancient Climate Records", "description": "Explain how ice cores preserve ancient air bubbles, isotope ratios, and volcanic markers allowing reconstruction of temperature and CO2 going back 800,000 years; describe tree rings, ocean sediment cores, coral skeletons, and pollen records as additional climate proxies; explain how climate models are built and validated against the palaeoclimate record; describe the IPCC process of synthesising scientific evidence across thousands of studies to produce consensus assessments", "ageRangeStart": 12, "ageRangeEnd": 14, "centrality": 0.09302325581395349, "evidence": [], "assessmentPrompt": "Can {{name}} explain how scientists know what the climate was like 500,000 years ago — what kind of 'time capsules' exist in nature that preserve ancient air and temperature records, and how do scientists read them?", "standards": [] }, { "id": "mt_Wzj1RETm9A", "type": "CONCEPTUAL", "subject": "Science", "domain": "Weather & Climate", "name": "Net Zero & Energy Transition", "description": "Evaluate the energy transition required to reach net zero: renewable energy scaling, electrification of transport and heat, green hydrogen; describe carbon capture and storage (CCS) and direct air capture (DAC); introduce proposed solar radiation management techniques (stratospheric aerosol injection, marine cloud brightening) and their potential risks and governance challenges; critically evaluate the role of individual behaviour change versus systemic policy in reducing emissions", "ageRangeStart": 13, "ageRangeEnd": 14, "centrality": 0.213406292749658, "evidence": [], "assessmentPrompt": "Has {{name}} heard of geoengineering? Can they describe one proposal for deliberately cooling the Earth and explain one potential risk of attempting it — and say whether they think individuals or governments bear more responsibility for tackling climate change?", "standards": [] } ] }