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Education Concept Tracker

A prerequisite knowledge graph of 1590 learning concepts across 8subjects. Track what you've mastered and see exactly what you're ready to learn next — the topics whose prerequisites you've already met. Built on the Marble Open Skill Taxonomy.

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Knowledge-graph map

Personal & Social Development
Mastered Ready to learn LockedHover a node for its description · click to open
Expressing Feelings wit…Expressing Feelings with Words — frontier Express their own feelings appropriately using words rather than actions — saying 'I feel angry because...' instead of hitting, shouting, or withdrawingFeelings Change and Dif…Feelings Change and Differ — frontier Understand that everyone has feelings, that feelings change throughout the day, and that the same event can make different people feel different thingsNaming Basic EmotionsNaming Basic Emotions — frontier Name and recognise basic emotions — happy, sad, angry, scared, excited, and surprised — in themselves and in others by looking at facial expressions and body languageTriggers and Causes of…Triggers and Causes of Feelings — frontier 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 emotionsEmotion VocabularyEmotion Vocabulary — locked 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 emotionsHidden and Masked Feeli…Hidden and Masked Feelings — locked 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 thisHow Emotions Feel in Yo…How Emotions Feel in Your Body — locked 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)Mild to Strong EmotionsMild to Strong Emotions — locked 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)Everyday Kindness and C…Everyday Kindness and Care — locked 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 wordsOther People's Feelings…Other People's Feelings and Thoughts — locked 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 waySimilarities & Differen…Similarities & Differences — frontier 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 interestingVocabulary: understandi…Vocabulary: understanding others — frontier 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 feelingDifferent Lives and Exp…Different Lives and Experiences — locked 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 judgementFairness, Equality and…Fairness, Equality and Equity — locked 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 situationsSeeing Someone Else's P…Seeing Someone Else's Point of View — locked 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 interactionsVocabulary: social awar…Vocabulary: social awareness — frontier 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 conceptsPrejudice and Discrimin…Prejudice and Discrimination — locked 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 itStereotypes and Individ…Stereotypes and Individual Differences — locked 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 differencesAsking for HelpAsking for Help — frontier 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 weaknessListening to OthersListening to Others — locked 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 ideasMakes someone a good fr…Makes someone a good friend — frontier 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 thingsVocabulary: working wit…Vocabulary: working with others — frontier 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 onCommunication VocabularyCommunication Vocabulary — frontier 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 approachesFriendships change over…Friendships change over time — locked 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 themResolving Disagreements…Resolving Disagreements with Friends — locked 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 acceptRoles in a GroupRoles in a Group — locked 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 leaderWorking Well in a GroupWorking Well in a Group — locked 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 goalAssertive CommunicationAssertive Communication — locked 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 rightGiving and Receiving Fe…Giving and Receiving Feedback — locked 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 defensiveHelping Others Resolve…Helping Others Resolve Conflicts — locked 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 resolutionActions and Their Conse…Actions and Their Consequences — locked 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 actEveryday Safety Awarene…Everyday Safety Awareness — frontier 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 somethingRight and Wrong ChoicesRight and Wrong Choices — locked 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 harderRules and agreements ex…Rules and agreements exist — locked 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 watchedVocabulary: making deci…Vocabulary: making decisions and keeping safe — frontier 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 choicesBasic digital citizensh…Basic digital citizenship — locked 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 uncomfortableBystanders and Upstande…Bystanders and Upstanders — locked 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 upstanderStop, Think, Then ChooseStop, Think, Then Choose — locked 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 impulsivelyUnderstanding BullyingUnderstanding Bullying — locked 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 itVocabulary: ethics and…Vocabulary: ethics and citizenship — frontier 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 termsCommunity Rights and Re…Community Rights and Responsibilities — locked 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 wayPeer Pressure and Resis…Peer Pressure and Resisting It — locked 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 uncomfortableNaming Your FeelingsNaming Your Feelings — locked 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 itVocabulary: selfVocabulary: self — frontier 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 aboutFeelings Versus ActionsFeelings Versus Actions — locked Understand that feelings and actions are separate — you can feel something strongly without having to act on it straight awayPatterns in Your Own Re…Patterns in Your Own Reactions — locked Notice patterns in your own reactions — 'I tend to respond like this when I'm tired, left out, or put on the spot'Your Impact on OthersYour Impact on Others — locked Reflect on how your behaviour lands on others — consider not just what you intended but what the actual impact was on the other personQuestioning First Impre…Questioning First Impressions — locked Notice when your first reading of a social situation might be wrong — your assumptions about why someone acted a certain way are not always factsCoping with Life ChangesCoping with Life Changes — frontier 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 changesLearning from MistakesLearning from Mistakes — frontier 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 upSimple Calming Strategi…Simple Calming Strategies — locked 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 downWords for Big FeelingsWords for Big Feelings — frontier 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 themBreaking Tasks into Ste…Breaking Tasks into Steps — locked Break a challenging task into smaller, manageable steps rather than feeling overwhelmed by the whole thing — and celebrate progress along the wayChoosing the Right Copi…Choosing the Right Coping Strategy — locked 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 homeGrowth MindsetGrowth Mindset — locked 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 notPositive Self-TalkPositive Self-Talk — locked 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'Vocabulary: resilience…Vocabulary: resilience and self — frontier 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 practicePersonal Goal-SettingPersonal Goal-Setting — locked Set realistic personal goals, create a simple plan to achieve them, monitor their own progress, and adjust their approach when things aren't workingResilience and Bouncing…Resilience and Bouncing Back — locked 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
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Not all minibeasts are insects

Science · Insects & Minibeasts · conceptual

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.

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What mastery looks like

  • 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

Check your understanding

If you showed Not all minibeasts are insects a spider and asked whether it's an insect, could they explain why not — for example, that spiders have eight legs, not six?

Prerequisites

Required first

Unlocks (2 directly)