Leadership Styles and Influence
METADistinguish different leadership styles (directive, democratic, servant, transformational) and understand when each is appropriate; understand that influence in a group comes with responsibility, and explore the difference between leading through inspiration versus coercion; practise inclusive leadership: actively creating space for quieter voices and diverse perspectives; understand the ethics of influence and the boundary between persuasion and manipulation; explore concepts of consent and coercion in peer relationships; reflect on what kind of influence they want to have in their communities
Mastery Evidence
Assessment Prompt
“If [child] were leading a group project where one person was dominating all the decisions, can they describe two different leadership approaches they could take and explain why the most authoritative person in a group isn't always the best leader?”
Prerequisites2
- Giving and Receiving FeedbackhardAges 9—11
- Honest Conversations and Conflict RepairhardAges 12—13
Show full prerequisite tree
- Giving and Receiving Feedback hard
Advanced friendship and community skills depends on earlier social connection concepts
- Communication Vocabulary soft
Constructive feedback uses vocabulary from assertive communication and conflict resolution
- Communication Vocabulary soft
Working effectively in groups draws on vocabulary like 'cooperate', 'compromise', and 'conflict'
- Vocabulary: working with others hard
Taking turns and sharing cooperatively requires vocabulary like 'cooperate', 'take turns', and 'include'
- Listening and responding soft
Effective small-group collaboration requires the foundational listening skill of attending to others and following discussion rules developed in Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Vocabulary: resilience and self hard
Positive self-talk practice requires knowing the term 'self-talk' and distinguishing it from intrusive negative thoughts
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Emotion Vocabulary soft
Self-talk benefits from wider emotion vocabulary to name what you're feeling
- Vocabulary: resilience and self hard
The growth mindset concept requires understanding the vocabulary pair 'growth mindset' vs 'fixed mindset'
- Learning from Mistakes hard
Growth mindset builds on understanding mistakes as learning opportunities
- Words for Big Feelings soft
Framing mistakes as learning uses the vocabulary of feelings management and coping with setback
- Making Sense of Problems soft
Growth mindset understanding (SEL) is grounded in the concrete experience of persevering through mathematical problems — the abstract principle is made real through mathematics
- Checking Your Own Work soft
Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
- How Many in Total? soft
Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening to Texts Read Aloud soft
Making sense of word problems requires listening comprehension skills
- Addition as combining or putting together two soft
Making sense of addition problems requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Persisting When It's Hard soft
Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Communication Vocabulary hard
Assertive communication requires understanding the trio: assertive vs passive vs aggressive
- Resolving Disagreements with Friends hard
Assertive communication builds on basic conflict resolution
- Communication Vocabulary hard
Resolving disagreements requires vocabulary for conflict, resolution, and compromise
- Vocabulary: working with others soft
Understanding what makes a good friend draws on cooperation and inclusion vocabulary
- Expressing Feelings with Words soft
Resolving disagreements benefits from expressing feelings in words
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Group discussions soft
Resolving disagreements through conversation requires the collaborative speaking skills — staying on topic, building on others' contributions — from Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Engaging Listeners and Valuing Viewpoints soft
Giving feedback benefits from evaluating viewpoints and building on contributions
- Teaching It Back soft
Building on others' contributions in discussion requires being able to articulate your own thinking — the self-explanation habit applied in a social context
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Honest Conversations and Conflict Repair hard
Friendship and community mastery depends on advanced cooperation skills
- Helping Others Resolve Conflicts hard
Advanced cooperation skills depends on earlier group work concepts
- Seeing Someone Else's Point of View soft
Mediating conflicts benefits from perspective-taking ability
- Vocabulary: social awareness soft
Perspective-taking practice is enriched by precise vocabulary including 'perspective', 'bias', and 'compassion'
- Vocabulary: understanding others hard
Understanding that others have perspectives and feelings requires the vocabulary of empathy and perspective
- Communication Vocabulary hard
Mediating conflicts requires precise vocabulary for mediation, conflict, and resolution
- Resolving Disagreements with Friends hard
Mediating others' conflicts builds on resolving own disagreements
- Communication Vocabulary hard
Resolving disagreements requires vocabulary for conflict, resolution, and compromise
- Vocabulary: working with others soft
Understanding what makes a good friend draws on cooperation and inclusion vocabulary
- Expressing Feelings with Words soft
Resolving disagreements benefits from expressing feelings in words
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Group discussions soft
Resolving disagreements through conversation requires the collaborative speaking skills — staying on topic, building on others' contributions — from Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Communication Vocabulary soft
Understanding group roles requires vocabulary including 'mediator', 'leader', and 'peer pressure'
- Communication Vocabulary soft
Working effectively in groups draws on vocabulary like 'cooperate', 'compromise', and 'conflict'
- Vocabulary: working with others hard
Taking turns and sharing cooperatively requires vocabulary like 'cooperate', 'take turns', and 'include'
- Listening and responding soft
Effective small-group collaboration requires the foundational listening skill of attending to others and following discussion rules developed in Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Social Cues and Group Dynamics hard
Advanced cooperation skills depends on foundational advanced friendship skills
- Vocabulary: resilience and self hard
Positive self-talk practice requires knowing the term 'self-talk' and distinguishing it from intrusive negative thoughts
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Emotion Vocabulary soft
Self-talk benefits from wider emotion vocabulary to name what you're feeling
- Vocabulary: resilience and self hard
The growth mindset concept requires understanding the vocabulary pair 'growth mindset' vs 'fixed mindset'
- Learning from Mistakes hard
Growth mindset builds on understanding mistakes as learning opportunities
- Words for Big Feelings soft
Framing mistakes as learning uses the vocabulary of feelings management and coping with setback
- Making Sense of Problems soft
Growth mindset understanding (SEL) is grounded in the concrete experience of persevering through mathematical problems — the abstract principle is made real through mathematics
- Checking Your Own Work soft
Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
- How Many in Total? soft
Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening to Texts Read Aloud soft
Making sense of word problems requires listening comprehension skills
- Addition as combining or putting together two soft
Making sense of addition problems requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Persisting When It's Hard soft
Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Communication Vocabulary hard
Assertive communication requires understanding the trio: assertive vs passive vs aggressive
- Resolving Disagreements with Friends hard
Assertive communication builds on basic conflict resolution
- Communication Vocabulary hard
Resolving disagreements requires vocabulary for conflict, resolution, and compromise
- Vocabulary: working with others soft
Understanding what makes a good friend draws on cooperation and inclusion vocabulary
- Expressing Feelings with Words soft
Resolving disagreements benefits from expressing feelings in words
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Group discussions soft
Resolving disagreements through conversation requires the collaborative speaking skills — staying on topic, building on others' contributions — from Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Communication Vocabulary soft
Constructive feedback uses vocabulary from assertive communication and conflict resolution
- Communication Vocabulary soft
Working effectively in groups draws on vocabulary like 'cooperate', 'compromise', and 'conflict'
- Vocabulary: working with others hard
Taking turns and sharing cooperatively requires vocabulary like 'cooperate', 'take turns', and 'include'
- Listening and responding soft
Effective small-group collaboration requires the foundational listening skill of attending to others and following discussion rules developed in Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Vocabulary: resilience and self hard
Positive self-talk practice requires knowing the term 'self-talk' and distinguishing it from intrusive negative thoughts
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Emotion Vocabulary soft
Self-talk benefits from wider emotion vocabulary to name what you're feeling
- Vocabulary: resilience and self hard
The growth mindset concept requires understanding the vocabulary pair 'growth mindset' vs 'fixed mindset'
- Learning from Mistakes hard
Growth mindset builds on understanding mistakes as learning opportunities
- Words for Big Feelings soft
Framing mistakes as learning uses the vocabulary of feelings management and coping with setback
- Making Sense of Problems soft
Growth mindset understanding (SEL) is grounded in the concrete experience of persevering through mathematical problems — the abstract principle is made real through mathematics
- Checking Your Own Work soft
Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
- How Many in Total? soft
Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening to Texts Read Aloud soft
Making sense of word problems requires listening comprehension skills
- Addition as combining or putting together two soft
Making sense of addition problems requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Persisting When It's Hard soft
Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Communication Vocabulary hard
Assertive communication requires understanding the trio: assertive vs passive vs aggressive
- Resolving Disagreements with Friends hard
Assertive communication builds on basic conflict resolution
- Communication Vocabulary hard
Resolving disagreements requires vocabulary for conflict, resolution, and compromise
- Vocabulary: working with others soft
Understanding what makes a good friend draws on cooperation and inclusion vocabulary
- Expressing Feelings with Words soft
Resolving disagreements benefits from expressing feelings in words
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Group discussions soft
Resolving disagreements through conversation requires the collaborative speaking skills — staying on topic, building on others' contributions — from Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Engaging Listeners and Valuing Viewpoints soft
Giving feedback benefits from evaluating viewpoints and building on contributions
- Teaching It Back soft
Building on others' contributions in discussion requires being able to articulate your own thinking — the self-explanation habit applied in a social context
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Patterns in Your Own Reactions soft
Recognising patterns in how you interact with others is the Friendship domain-specific form of the foundational pattern-noticing habit
- Vocabulary: self hard
Noticing own patterns requires vocabulary of 'pattern', 'trigger', and 'reflect'
- Feelings Versus Actions hard
Noticing patterns in your reactions requires first understanding that feelings and responses are separable — you can only track a pattern once you're aware of the gap between feeling and action
- Naming Your Feelings hard
Understanding that feelings and actions are separate requires first being able to name and identify what you are feeling
- Vocabulary: self hard
Noticing and naming feelings requires the basic vocabulary of self-awareness and reflection
- Feeling of not understanding soft
Naming what you are feeling is emotional comprehension monitoring — the universal habit of noticing what's happening inside applied to emotional experience
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Vocabulary: self hard
Understanding the feelings-actions separation requires vocabulary to distinguish and name each component
- Spotting Patterns soft
Noticing recurring patterns in your own reactions is the PSD form of the universal pattern-recognition habit
- Connecting New & Old Ideas soft
Spotting patterns across domains is an extension of the habit of connecting new ideas to existing ones
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Your Impact on Others soft
Reflecting on your role and behaviour in relationships builds on the foundational habit of considering the impact of your behaviour on others
- Teaching It Back soft
Reflecting on how your behaviour landed on others requires being able to articulate your own thinking and intentions clearly — the self-explanation habit applied to social experience
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Vocabulary: self hard
Reflecting on impact on others requires vocabulary of 'impact', 'perspective', and 'reflect'
- Patterns in Your Own Reactions hard
Reflecting on the impact of your behaviour on others requires first having noticed patterns in your own reactions — you need self-knowledge before you can examine your social footprint
- Vocabulary: self hard
Noticing own patterns requires vocabulary of 'pattern', 'trigger', and 'reflect'
- Feelings Versus Actions hard
Noticing patterns in your reactions requires first understanding that feelings and responses are separable — you can only track a pattern once you're aware of the gap between feeling and action
- Naming Your Feelings hard
Understanding that feelings and actions are separate requires first being able to name and identify what you are feeling
- Vocabulary: self hard
Noticing and naming feelings requires the basic vocabulary of self-awareness and reflection
- Feeling of not understanding soft
Naming what you are feeling is emotional comprehension monitoring — the universal habit of noticing what's happening inside applied to emotional experience
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Vocabulary: self hard
Understanding the feelings-actions separation requires vocabulary to distinguish and name each component
- Spotting Patterns soft
Noticing recurring patterns in your own reactions is the PSD form of the universal pattern-recognition habit
- Connecting New & Old Ideas soft
Spotting patterns across domains is an extension of the habit of connecting new ideas to existing ones
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Feelings Versus Actions soft
Reflecting on impact requires understanding that your actions were choices, not automatic responses to feelings — the feelings/actions distinction underpins social accountability
- Naming Your Feelings hard
Understanding that feelings and actions are separate requires first being able to name and identify what you are feeling
- Vocabulary: self hard
Noticing and naming feelings requires the basic vocabulary of self-awareness and reflection
- Feeling of not understanding soft
Naming what you are feeling is emotional comprehension monitoring — the universal habit of noticing what's happening inside applied to emotional experience
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Vocabulary: self hard
Understanding the feelings-actions separation requires vocabulary to distinguish and name each component
- Vocabulary: resilience and self hard
Positive self-talk practice requires knowing the term 'self-talk' and distinguishing it from intrusive negative thoughts
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Emotion Vocabulary soft
Self-talk benefits from wider emotion vocabulary to name what you're feeling
- Vocabulary: resilience and self hard
The growth mindset concept requires understanding the vocabulary pair 'growth mindset' vs 'fixed mindset'
- Learning from Mistakes hard
Growth mindset builds on understanding mistakes as learning opportunities
- Words for Big Feelings soft
Framing mistakes as learning uses the vocabulary of feelings management and coping with setback
- Making Sense of Problems soft
Growth mindset understanding (SEL) is grounded in the concrete experience of persevering through mathematical problems — the abstract principle is made real through mathematics
- Checking Your Own Work soft
Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
- How Many in Total? soft
Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening to Texts Read Aloud soft
Making sense of word problems requires listening comprehension skills
- Addition as combining or putting together two soft
Making sense of addition problems requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Persisting When It's Hard soft
Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Communication Vocabulary hard
Assertive communication requires understanding the trio: assertive vs passive vs aggressive
- Resolving Disagreements with Friends hard
Assertive communication builds on basic conflict resolution
- Communication Vocabulary hard
Resolving disagreements requires vocabulary for conflict, resolution, and compromise
- Vocabulary: working with others soft
Understanding what makes a good friend draws on cooperation and inclusion vocabulary
- Expressing Feelings with Words soft
Resolving disagreements benefits from expressing feelings in words
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Group discussions soft
Resolving disagreements through conversation requires the collaborative speaking skills — staying on topic, building on others' contributions — from Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
Unlocks0
No topics build on this one.