What This Skill Does

This skill audits a curriculum framework against a statutory or accreditation requirement list and produces a structured coverage table showing which framework content addresses each requirement and how strongly. It is framework-agnostic: the framework being audited can be any school's curriculum, any programme of study, or any competency framework. The requirement list can be a statutory mandate, an accreditation standard, or any external checklist that the school is expected to meet. Neither input is assumed to be REAL School, UK, or any other specific context.

The skill classifies each requirement match as direct (the framework explicitly addresses the requirement), partial (the framework addresses related content but not the specific requirement), indirect (tangentially related content is present), or none (no framework content touches the requirement). This four-tier scale follows Webb's (1997) categorical-concurrence logic, operationalised at the requirement level rather than the item level. The skill is transparent about what "coverage" means in this context: topical presence in the framework documentation. A framework item that touches a requirement topic does not necessarily mean the requirement is fully taught, assessed, or enacted at the intended cognitive depth.

The skill produces three outputs: a Markdown coverage table for PLC or accreditation preparation, a matching CSV for spreadsheet filtering, and a prose gap summary for narrative reporting. The coverage_statistics object gives a headline count for quick scanning. These outputs are scaffolds for human professional judgement, they are designed to reduce the time a curriculum coordinator spends locating evidence, not to replace the judgement required to confirm it.

Evidence Foundation