GarethManning/education-agent-skills
Skill Claude CodeCodex
Design a learning sequence teaching prompt quality — comparing vague vs. refined prompts to show why specificity and context transform AI output. Use when students use AI without understanding why output quality varies.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Takes a curriculum framework and a statutory or accreditation requirement list; produces a coverage table, gap summary, and CSV showing which framework content covers each requirement and where gaps exist.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Compares two or more band-tagged frameworks and produces a framework-neutral topic matrix showing coverage and gaps across all inputs, plus an optional reference-centric PLC crosswalk document when a reference framework is supplied.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Tags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping rules from it.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Authors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Audit a proposed assessment for construct validity, reliability, and alignment to learning objectives. Use when reviewing or quality-assuring assessments before deployment.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Plan a unit using backwards design from desired outcomes through assessment evidence to learning activities. Use when starting a new unit or redesigning an existing one from standards.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Unpack a broad standard or competency descriptor into specific, assessable success criteria and sub-skills. Use when interpreting curriculum standards or writing learning objectives.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Generate a criterion-referenced rubric with descriptive performance levels for a task or objective. Use for marking guides and general curriculum contexts. For Manning programmes where Competent = success, use coherent-rubric-logic-builder instead.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Map the epistemic structure of a subject to determine knowledge types and inform curriculum sequencing. Use when designing courses, restructuring programmes, or analysing knowledge architecture.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Adapt a classroom task for specific learner needs while preserving the core learning objective intact. Use when differentiating for SEND, EAL, gifted, ADHD, dyslexia, or anxiety.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Select the right formative assessment technique for a specific learning moment, purpose, and age group. Use when choosing how to check understanding during, between, or after lessons.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Analyse student work against criteria to identify specific gaps between current performance and learning objectives. Use when reviewing submissions, planning feedback, or diagnosing learning needs.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Classify curriculum content into Know, Understand, and Do categories to align teaching and assessment approaches. Use when planning units, writing objectives, or selecting assessment methods.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Build a learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Design a project-based learning brief with a driving question, milestones, and assessment criteria. Use when planning PBL units, inquiry projects, or extended investigations.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Design a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Generate tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Analyse the language demands of a classroom task to identify barriers for EAL and multilingual learners. Use when adapting tasks, planning support, or assessing linguistic accessibility.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Modify a classroom task with language scaffolds that preserve cognitive demand for EAL learners. Use when adapting existing tasks for students at different English proficiency levels.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Modify a lesson plan using SIOP sheltered instruction principles to support language learners across all four skills. Use when planning lessons for classes that include EAL students.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Tier vocabulary from a text or topic into everyday, academic, and technical categories with teaching priorities. Use when pre-teaching vocabulary or identifying language barriers in a text.
GarethManning/education-agent-skills
Skill Claude CodeCodex
Redesign a learning space using biophilic design principles to improve focus, calm, and wellbeing. Use when classroom environment contributes to restlessness, poor attention, or stress.