Skill rating

Design learning tasks built on Ubuntu philosophy emphasising collective knowledge-building and mutual responsibility. Use when fostering collaboration that values community over individual competition

Design the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.

Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.

Structure a direct experience into a full learning cycle with concrete experience, reflection, and conceptual transfer. Use when planning field trips, simulations, or practical tasks.

Redesign a lesson to centre students' cultural backgrounds, community knowledge, and lived experience. Use when making curriculum relevant and inclusive for diverse student populations.

Design an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.

Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.

Design a service-learning project connecting genuine community need with embedded curriculum learning. Use when planning community projects, civic engagement, or social action units.

Check an educational practice or task for cultural bias, WEIRD assumptions, and cross-cultural validity. Use when adapting resources for diverse contexts or questioning universal claims.

Redesign a direct instruction sequence to include productive struggle before the explanation phase. Use when teaching concepts that benefit from failure-first approaches.

Design an uninterrupted work cycle with choice-based activities structured within a realistic time block. Use when planning Montessori-style independent work periods or extended choice time.

Design AI-supported collaborative tasks that structure group interaction and address participation problems. Use when students struggle to collaborate effectively on group tasks.

Design a learning task where mixed-age students work together with mutual benefit for all age groups. Use when planning cross-age tutoring, vertical grouping, or multi-year group activities.

Scaffold an emergent project from observed children's interests using Reggio-inspired approaches. Use when following children's fascinations into deeper inquiry in early years or primary settings.

Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understandi

Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.

Redesign a classroom as a prepared environment optimised for independent learning, calm transitions, and material access. Use when classroom layout hinders independence or self-directed work.

Diagnose motivation problems in a task using self-determination theory and redesign for autonomy, competence, and relatedness. Use when students are disengaged, resistant, or going through the motions

Modify a lesson plan using SIOP sheltered instruction principles to support language learners across all four skills. Use when planning lessons for classes that include EAL students.

Design a pedagogical documentation protocol for making children's learning processes visible and shareable. Use when documenting learning, communicating with families, or planning next steps.

Anchor a multidisciplinary unit in a real-world phenomenon that requires multiple subject lenses to understand. Use when designing integrated or phenomenon-based units across disciplines.

Map a scoped topic across three coexisting horizons — current system under strain (H1), preferred future (H3), and transition innovations sorted as H2+ or H2- — to understand change dynamics and ident

Map knowledge components and skill hierarchies for a cognitive tutoring system or adaptive learning platform. Use when designing intelligent tutoring software or skill-based mastery systems.

Design a Montessori three-period lesson for introducing concepts through concrete materials and naming. Use when teaching vocabulary, classifications, or concepts through hands-on materials.

Present project-design pathway options and orchestrate regenerative projects using backwards design, PBL, SEEDS, compassionate systems action, or civic/service pathways.

Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.

Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills

Identify and navigate genuine dilemmas in curriculum, school, or community contexts — tensions between competing goods that cannot be solved, only navigated. Produces a structured dilemma map with bot

Structure a student's self-determined project with mentoring checkpoints, competency alignment, and reflection. Use when guiding student-led projects within a competency-based framework.

Explain and configure individual spacing algorithms using student performance data and forgetting curves. Use when personalising retention schedules in adaptive learning platforms.

Script a multi-turn tutoring dialogue with branching responses for anticipated student difficulties. Use when designing AI tutors, chatbot interactions, or structured one-to-one support scripts.

Design a critical thinking task targeting specific skills like evaluating evidence, identifying bias, or analysing arguments. Use when embedding critical analysis into subject lessons.

Design a mastery experience sequence that systematically builds student confidence in a skill they avoid. Use when students say 'I can't do this', avoid tasks, or show learned helplessness.

Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.

Design a developmental band system mapping student growth from early childhood through upper secondary. Use when building competency-based curriculum architecture for a school or programme.

Translate an external competency framework like DigComp, GreenComp, or ISTE into classroom-ready activities. Use when implementing framework standards in specific teaching contexts.

Generate scaffolds that gradually increase student choice, voice, and ownership within a learning task. Use when students depend heavily on teacher direction and need to develop autonomy.

Design a SEEDS regenerative inquiry cycle connecting place-based learning to ecological awareness for young learners. Use when building early childhood or primary inquiry around ecosystems and communi

Build students' capacity to place historical documents in their temporal and social context. Use when students read sources without considering what was happening at the time, or know the context but

Design a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing

Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.

Tags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping r

Design a complete document-based history lesson using the Reading Like a Historian four-part structure. Use when planning a primary source inquiry lesson or converting a textbook lesson into document-

Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.

Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use c

Design a complete lesson study cycle from research question through collaborative planning to research lesson. Use when planning jugyou kenkyuu or collaborative teacher inquiry into practice.

Design a single-point rubric with one criterion and open columns for evidence. Use for student self-assessment, peer feedback, teacher formative feedback, or pre-task planning. Works with any learning

Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.

Build students' capacity to read historical documents closely — attending to word choice, tone, and rhetoric as evidence of perspective. Use when students summarise sources without analysing language.

Build students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rat