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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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Progressive and Continuous Tenses

English · Grammar & Punctuation · procedural

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

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What mastery looks like

  • 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'

Check your understanding

If Progressive and Continuous Tenses 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?

Prerequisites

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