This course is for lower-secondary and university project learners. The source framework was written for ages 5–11 and offers planning prompts for foundational behaviours. Here those ideas are applied to more complex, real projects. They are not a way to judge a learner's age or ability, and this is not a claim of alignment with university standards. Begin with the entry task to see what support is needed.
| Learning moment | Learning setting | Topic ID / original name | Application in the Chinese course | Required / suggested prerequisite IDs | Evidence from the learner | Bloom |
|---|---|---|---|---|---|---|
| Activity 2 / checking AI's work | Lower secondary / university, with depth adjusted to the task | mt_8dstvf-KKb / Checking Your Own Work | Applying foundational skills to a real project | No prerequisites listed | Write down the expected result, the actual result and one retest | Apply |
| Activity 4 / breaking down the action | Lower secondary / university, with depth adjusted to the task | mt_QR3vxbN1o4 / Planning a Task | Applying foundational skills to a real project | hard: mt_8dstvf-KKb | Actions, order, resources and what to do if blocked | Apply |
| Revising after feedback / changes supported by evidence | Lower secondary / university, with depth adjusted to the task | mt_95zxYqpP7m / Trying a New Approach | Applying foundational skills to a real project | hard: mt_klyw-tdlhP；hard: mt_QR3vxbN1o4 | Compare two approaches and explain the change | Analyse |
| Exit note / a commitment within 48 hours | Lower secondary / university, with depth adjusted to the task | mt_jIszRCO2ij / Setting Learning Goals | Applying foundational skills to a real project | hard: mt_2uHYdoxD0H；hard: mt_QR3vxbN1o4 | Timing, completion criteria and a review after 7 days | Apply |
Entry check: can the learner name one observed fact, break a task into one action, and explain how they will know it is done? Demonstrate first if needed. The prerequisite map is there to support learning, not exclude people.
A shared task with different levels of depth: lower-secondary learners may draw cards and ask an adult for help. University learners work independently and add a budget, a recruitment approach, and assumptions about users and who might pay; they can ask for advice online. Both settings use the same standard of evidence. The university extension was designed by AHALab.
The Chinese task descriptions and Bloom annotations above are AHALab's teaching applications. Microtopic names and dependencies come from the local v1 dataset. No curriculum-standard text has been reproduced, and no formal certification is claimed.
Marble Skill Taxonomy (v1) · © Generative Spark, Inc. (Marble) · https://withmarble.com · ODbL 1.0 / CC BY-SA 4.0
Adapted content in this mapping follows CC BY-SA 4.0; the database structure is licensed under ODbL 1.0. The course does not include the case app's source code.