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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

Learning to Learn
Mastered Ready to learn LockedHover a node for its description · click to open
Asking for HelpAsking for Help — frontier Ask for help when you've had a go yourself and are still stuck — knowing when to ask is a skill in itselfChecking Your Own WorkChecking Your Own Work — frontier After finishing a task, look back at what you did and ask yourself: does this seem right?Persisting When It's Ha…Persisting When It's Hard — frontier Keep trying when something feels hard — making mistakes and trying again is how learning happensFeeling of not understa…Feeling of not understanding — locked Notice the feeling of not understanding — recognise when something is confusing rather than reading or listening past itPlanning a TaskPlanning a Task — locked Make a simple plan before starting a task: what do I need to do, and what should I do first?Thinking Before StartingThinking Before Starting — locked Before starting something new, stop and think: what do I already know about this topic?Spotting PatternsSpotting Patterns — frontier Spot patterns and recurring structures — in numbers, words, nature, sounds, or events — and use them to make sense of new informationDescribing Rules & Patt…Describing Rules & Patterns — locked When you notice a pattern repeating, describe it as a rule that works every time — then test whether the rule holds in new casesLearning from MistakesLearning from Mistakes — locked When you get something wrong, investigate why — what did you misunderstand or overlook? Analysing errors is one of the most powerful ways to learnTransferring SkillsTransferring Skills — locked Recognise when a skill or strategy learned in one subject or situation can be applied in a completely different one
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The Present Perfect Tense

English · Grammar & Punctuation · conceptual

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')

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What mastery looks like

  • 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

Check your understanding

Can The Present Perfect Tense 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?

Prerequisites

Required first

Helpful

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