What This Skill Does

This skill tags an external curriculum, already decomposed by the curriculum harness into KUD items, learning targets, and (optionally) criteria, with a school's developmental band labels. The school's band schema is supplied as an input; the skill reads it, derives a mapping table from the source's age ranges to the school's band ranges, and applies that mapping across every item. Every item receives a school_band value, a confidence level, and diagnostic flags. The source's own band labels are preserved verbatim alongside the new school band tags, so the output can always be traced back to, and interpreted against, the original framework.

The skill is a metadata operation, not a content operation. It does not rewrite KUDs, LTs, or criteria, and it does not reinterpret the source's intent. Its only job is to answer the question: "If a teacher planning for a given school band opened this framework, which of its content is relevant to them?" The skill is deliberately conservative where a source band spans two school bands: it assigns both candidate bands, sets an ambiguity flag, and records a rationale. Downstream skills, especially the Curriculum Crosswalk skill and the human planning process, resolve these ambiguities with teacher judgement.

The skill handles three common source-structure scenarios. Most sources have an explicit band structure (Welsh CfW Progression Steps, NZ Curriculum Levels, IB PYP/MYP/DP phases) which maps cleanly with occasional boundary ambiguity. Some have a formal-but-compressed structure (UK RSHE has four Key Stage labels but only two actual age bands in the statutory document), where the skill applies the source's real 2-band structure first and records the formal label via source_band_preserved. A minority have no band structure at all (CASEL, some competency frameworks), where the skill maps by developmental descriptor rather than age and flags every item for teacher review.

Evidence Foundation