Learning Map Where we’re up to
Learning to LearnAges 10–11

Finding Knowledge Gaps

Your child can look over a whole topic and say honestly which parts they know well and which parts still need work.

In curriculum terms

Survey your own understanding of a whole topic — identify where your knowledge is solid, where it is shaky, and what still needs work

Ages are typical, not deadlines — follow your child’s pace. How to help at home →

How to tell they’ve got it

Tick these off as you see them — no test required.

🖨 Print this page to keep the checklist — it prints beautifully.

Try this together

If you ask your child how well they understand a whole topic, can they tell you honestly which parts they feel confident on and which parts need more work?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on
Choosing a Strategyages 9–10Surveying understanding across a whole topic requires the strategy-evaluation habit applied at a wider scale
Reflecting After Learningages 9–10Metacognitive monitoring of a topic requires the reflective habits built in individual learning episodes
Finding Knowledge Gapsthis skill · ages 10–11
Unlocks
Setting Learning Goalsages 10–11The plan-do-review cycle requires metacognitive monitoring — you cannot honestly review without being able to survey your own understanding
Advanced Multi-Step Problemsages 10–11Analysing known and unknown quantities in complex maths problems draws on the universal metacognitive monitoring habit

solid = must come firstdashed = helps

Curriculum alignment

Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.

This skill aligns to ACARA’s General Capabilities rather than a learning-area code.

Nearby on the map

Setting Learning Goalsages 10–11 Choosing a Strategyages 9–10 Reflecting After Learningages 9–10 Describing Rules & Patternsages 8–9

All Learning to Learn skills →