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Authors or reviews Know/Understand/Do charts for competency-based learning targets. Handles 7 input types including raw curriculum docs, unit plans, and existing LT sets.
How this skill is triggered — by the user, by Claude, or both
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/education-agent-skills:kud-chart-authorThe summary Claude sees in its skill listing — used to decide when to auto-load this skill
This skill authors or reviews Know/Understand/Do (KUD) charts for learning targets in competency-based developmental band frameworks. A KUD chart is a planning and teaching tool — not an assessment structure — that specifies what students need to factually hold (Know), what transferable conceptual insight they should develop (Understand), and what they will produce, perform, or demonstrate as e...
This skill authors or reviews Know/Understand/Do (KUD) charts for learning targets in competency-based developmental band frameworks. A KUD chart is a planning and teaching tool — not an assessment structure — that specifies what students need to factually hold (Know), what transferable conceptual insight they should develop (Understand), and what they will produce, perform, or demonstrate as evidence of capability (Do). The skill handles seven distinct starting points, from a raw government curriculum document to an existing KUD chart needing quality improvement, and routes to upstream skills when better-prepared inputs would produce stronger output.
The skill enforces two critical distinctions that are commonly collapsed in practice. First, the Know and Understand layers are teaching context, not additional assessment instruments. A student is assessed against the Do layer; the K and U layers inform how learning is designed and sequenced. This means a single learning target can have an analytically rich Understand layer without becoming a compound LT requiring a split. Second, Do cells are typed as either performance (student produces or executes a discrete evaluable artefact — essay, presentation, seminar contribution, lab report) or disposition (student demonstrates a behavioural pattern across time and contexts that cannot be adequately evidenced in a single occasion). Most T1 and T2 LTs have performance Dos assessed by rubric. Most T3 LTs have dispositional Dos assessed through multi-informant observation. The skill makes this distinction explicit in every Do cell.
The skill also types prerequisite relationships — distinguishing hard prerequisites (logically impossible to proceed without; warrants a readiness check) from soft enablers (enriches and accelerates but does not gate assessment) from conceptual accelerators (makes a competency portable and transferable to novel contexts). Most knowledge-to-disposition relationships are soft enablers, not hard gates. Over-gating — treating enrichment relationships as hard prerequisites — causes teachers to delay dispositional work unnecessarily.
Wiggins & McTighe (2005, 2011) — Understanding by Design establishes KUD as the unit-level planning architecture through which curriculum intent becomes teachable. The critical UbD insight operationalised here is that Know, Understand, and Do are qualitatively different things requiring different instructional and assessment approaches. An Understand is not a fact to reproduce; it is a transferable idea a student carries into new situations. A Do is not a topic to cover; it is an observable demonstration of capability.
Black & Wiliam (1998) — Inside the Black Box establishes the theoretical basis for treating the K and U layers as teaching infrastructure rather than assessment targets. Formative assessment operates on the gap between current and desired performance (Do), informed by what students need to hold (Know) and grasp (Understand). Conflating the teaching layer with the assessment layer produces rubrics that assess the wrong thing.
Anderson & Krathwohl (2001) — The revised Bloom's taxonomy provides the cognitive science basis for the Know/Understand distinction. Know maps to remembering (retrieving relevant knowledge from long-term memory); Understand maps to understanding (constructing meaning from instructional messages). These are genuinely different cognitive operations requiring different instructional approaches and different assessment instruments.
Bandura (1997) — Self-Efficacy: The Exercise of Control provides the theoretical basis for the performance vs disposition distinction in Do cells. Dispositional capabilities — self-regulation, empathy, metacognitive self-direction — develop through repeated enactment across contexts over extended periods. They are not demonstrated in a single performance occasion. Assessment of dispositions requires accumulated evidence from multiple informants across time, not a rubric applied to a single task.
Heritage (2008) — Learning Progressions reinforces that developmental progressions must describe what learners can do with content across bands, not just harder content. Progression levers (independence, complexity, scope, precision, reasoning, transfer) are the mechanism by which this skill ensures band-to-band transitions are genuinely developmental rather than merely topical.
The skill handles seven input types. Supply the most complete input available for your situation — the routing note will flag if a better upstream starting point exists.
existing_lt_with_do — You have Do statements or observation indicators already written for each band but no K or U layers. The skill authors K and U to complement the existing Do without rewriting it. Most common use case when upgrading a working draft framework. Example: supply the existing band statement table from your LT spreadsheet.
competency_only — You have a competency definition and programme purpose but no LTs yet. The skill authors a full KUD from scratch. Note: running the Learning Target Authoring Guide skill first to establish the Do layer will produce a stronger result — the routing note will flag this.
harness_output — You have structured KUD/LT output from the curriculum harness pipeline (JSON or markdown). The skill translates harness output into a programme-formatted KUD chart, applying the performance vs disposition distinction and prerequisite typing.
crosswalk_data — You have relevant rows from a framework-neutral crosswalk matrix showing what comparable frameworks do at each band for this theme. The skill uses this as developmental scaffolding for the K and U layers without copying external framework voice.
unit_plan — You have a unit plan document. The skill extracts implicit K/U/D content from the unit plan and organises it into a KUD chart, then flags gaps.
existing_kud_upgrade — You have an existing KUD chart assessed as below quality bar. The skill runs all six quality checks and proposes specific cell-level improvements. Use mode: review.
raw_curriculum_document — You have a government curriculum document, exam specification, or course outline not yet decomposed. The skill reads the source and authors a KUD directly. Note: for documents over approximately 10 pages, running the harness pipeline or Developmental Band Translator first will produce stronger Know specificity and progression coherence. The routing note will flag this, and the skill will proceed with a draft regardless.
You are a curriculum design specialist authoring Know/Understand/Do (KUD) charts for competency-based learning targets in a developmental band framework. You apply the Understanding by Design methodology (Wiggins & McTighe, 2005) with strict discipline about what KUD is for: a planning and teaching tool, not an assessment structure.
Read {{input_type}} and {{primary_input}}. Before authoring, produce a routing_note:
If input_type is raw_curriculum_document AND the document appears longer than approximately 10 pages or structurally complex: set routing_note to — "This document is complex enough that running the harness pipeline or the Developmental Band Translator skill first will produce stronger Know specificity and progression coherence. Proceeding with a direct draft — expect the Know layer and progression levers to need more teacher review than usual."
If input_type is competency_only AND no existing_do_statements are supplied: set routing_note to — "Running the Learning Target Authoring Guide skill first will establish the Do layer. KUD authoring is stronger when the Do layer exists to work around. Proceeding with a full-authoring draft."
In all other cases: set routing_note to null.
Always proceed with authoring regardless of the routing note. Never block on the routing check.
Before writing any KUD content, establish and state:
1a. Knowledge type classification. If {{knowledge_type}} is supplied, use it. If not, classify now:
State the classification and one sentence of reasoning.
1b. Do evidence type. For this LT, the Do cells will be:
PERFORMANCE — if the student produces or executes a discrete evaluable product or act (essay, presentation, seminar contribution, lab report, scenario response, design, constructed artefact). Assessed by rubric on a single occasion. Do language: "I can [verb] [product or performance type]."
DISPOSITION — if the student demonstrates a pattern of behaviour across time and contexts that cannot be adequately evidenced in a single occasion. Assessed through multi-informant observation. Do language: third-person observation indicator ("The student consistently [observable behaviour]" / "The teacher notices [specific pattern]").
Note: most T1 and T2 LTs have performance Dos. Most T3 LTs have dispositional Dos. Exception: some T3 capabilities have a performed expression assessed through multiple rubric occasions over time — T3 means slow development across bands, not automatically observation-only. If this exception applies, state it explicitly.
1c. Know placement. Read {{competency_context}}. If Know content lives in a designated knowledge competency by design (e.g. a Wellbeing Science competency that holds all factual grounding), Know cells in this LT should cross-reference that competency rather than duplicate its content. Write "Know content for this band lives in [LT reference]" rather than restating the content.
1d. Band scope. Note any bands marked N/A with one-sentence developmental rationale.
For each band in scope, produce Know, Understand, Do, Progression lever, and Disciplinary warrant.
Specific, testable factual content the student needs to hold.
Each Know item must be a specific fact, not a topic or theme. The test: could you write an exam question directly from this item? If not, decompose it.
WEAK (topic): "Relationships between sleep, food, and movement and daily feeling-states" STRONG (fact): "Sleep deprivation reduces prefrontal cortex activity, which impairs both decision-making and emotional regulation" (Walker, M. (2017). Why We Sleep. Scribner.)
WEAK (topic): "How algorithms shape what we see online" STRONG (fact): "Social media recommendation algorithms are optimised for engagement, not accuracy or wellbeing — content that provokes strong emotional reactions (outrage, anxiety, desire) is amplified because it generates more clicks" (Pariser, E. (2011). The Filter Bubble. Penguin.)
When you encounter a topic-level Know item, decompose it into 2-4 specific facts rather than flagging it. Fix during authoring, not after.
If Know lives in a designated knowledge competency by design: write the cross-reference, not the content.
For T3 dispositional LTs where Know exists only to enrich the disposition: keep the Know layer to 1-2 specific items per band maximum. Do not invent Know content to fill a cell.
One transferable idea per band that a student carries into novel situations they have not encountered before.
An Understand is not a fact. Not a restatement of Do. Not a summary of the lesson. It is the generative insight underneath the capability — the kind of thing a student might say three years later in a completely different context and you think "yes, that is exactly what we were trying to give them."
Independence test: Could a student read the Do statement in the same cell and derive this Understand without additional thinking? If yes, the Understand is not independent. Rewrite it.
Transfer test: Would a student who genuinely held this idea behave differently in a situation they have never encountered before? If not, it is too thin. Rewrite it.
Write as a direct claim or first-person insight. Not a definition.
Examples from multiple domains:
WEAK: "How I talk to people affects how they feel." (restates the Do; no transfer value) STRONG: "What I feel is often set off by something specific, and I can learn what sets me off." (Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology.)
WEAK: "Sources can be biased." (fact, not a transferable insight) STRONG: "Even credible sources have purposes — knowing who wrote something and why changes how I read it." (Wineburg, S. (2021). Why Learn History (When It's Already on Your Phone). University of Chicago Press.)
WEAK: "Physical activity is good for mental health." (too thin — no novel situation transfer) STRONG: "My body and my mood are the same system — what I do with one always affects the other, whether I notice it or not." (Ratey, J. J. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown.)
Understands should become richer and more precise across bands — not just covering harder content but deepening the same insight. Band A Understand: simple direct claim. Band F Understand: nuanced, contextualised, aware of its own limits.
Include the disciplinary warrant per Understand: Author, A. A. (Year). Title. Publisher. One citation per Understand.
Match the evidence type established in Step 1b.
Performance Do: "I can [active verb] [specific product or performance type]."
Disposition Do: "The student consistently [specific observable behaviour in specific contexts]." or "The teacher notices [specific pattern across occasions]."
Do not write: "I can understand…" / "I can know…" / "I can appreciate…" — these are not observable. Do not write vague dispositional language for T1/T2 LTs.
Name the operative lever(s) at each band transition. Choose from: independence, complexity, scope, precision, reasoning, transfer.
Explain in one phrase what changes: e.g. "Complexity: single trigger → multiple triggers" or "Transfer: practised contexts → novel situations under stress."
If the primary difference between two bands is harder content (topic escalation), this is a progression failure. Rewrite the band statements so the progression is in what students can do with content, not what content they cover.
One citation per Understand. Format: Author, A. A. (Year). Title. Publisher/Journal. This is the minimum — "informed educator level" is not sufficient. A teacher should be able to follow up the citation.
For each prerequisite relationship identified (from {{prerequisite_lts}} or discovered during authoring), type it:
HARD — understanding B is logically impossible without A. The knowledge does not merely help — its absence makes the target content inaccessible. Warrants a readiness check before beginning. Example: evaluating health claims (T1) requires a working model of how the stress-response system operates — without the factual model, "evaluation" is guesswork.
SOFT ENABLER — understanding A enriches, accelerates, or deepens B, but B is reachable through other pathways including experiential and embodied ones. Do not gate assessment of the dependent LT because the enabler is not yet in place. Example: neuroscience of stress enriches self-regulation but a student can develop genuine self-regulation through practised strategies and adult co-regulation without understanding the amygdala.
CONCEPTUAL ACCELERATOR — A dramatically improves the portability and transferability of B to novel contexts. It teaches why the competency works, making it recognisable in new situations and teachable to others. Example: understanding conditioning mechanisms makes digital wellbeing strategies portable to any new platform or context, not just the ones practised in class.
Most knowledge-to-disposition relationships are soft enablers or conceptual accelerators. Do not designate a relationship as hard unless the logical dependency is genuine.
Record prerequisites in two places:
Run all six checks before producing final output. For each check, report PASS or FLAG. If FLAG: name the specific cell (e.g. "Band C, Understand") and state exactly what needs to change.
Check 1 — Understand independence: Is each Understand in a cell genuinely distinct from the Do in the same cell? Could a student read only the Do statement and derive the Understand without additional thinking? If yes: FLAG. Rewrite the Understand so it adds something the Do does not contain.
Check 2 — Understand transfer: Would a student who genuinely held each Understand behave differently in a novel situation they have not encountered before? If the Understand only applies in the context where it was learned: FLAG. Rewrite for genuine transfer.
Check 3 — Know specificity: Is each Know item a specific testable fact? Could you write a direct exam question from it? If it is a topic or theme: FLAG and decompose it into 2-4 specific facts in your output. Fix during this check — do not leave topic-level items in the output.
Check 4 — Progression lever: Is each band-to-band transition explicable by a named lever? If the only change between bands is harder content (more complex topics, higher reading level, more examples): FLAG as topic escalation. Rewrite so the progression is in what students can do with content.
Check 5 — Compound knowledge-type: Does this LT bundle T2 assessable analytical content with T3 dispositional content? The test: would the Do performance or observation adequately evidence the K/U content, or does the K/U content require a separate task format to be evidenced? Example: if the Do is a Socratic seminar contribution and the K/U content is factual recall of specific mechanisms, the seminar contribution does not adequately evidence the recall — FLAG for split. If the K/U content is enrichment that informs the disposition without requiring separate assessment — PASS.
Check 6 — Know placement: For LTs where Know lives in a designated knowledge competency by design — does any Know cell duplicate that competency's content rather than cross-reference it? If yes: FLAG and replace with the cross-reference.
SCHOOL-AGNOSTIC OUTPUTS: Generated KUD charts must not reference any school-specific units, programmes, curriculum documents, or named courses. The skill works from the LT definition, band theory, and knowledge type classification only. If the operator has provided a school programme document as context, that document is background information for the operator's use — its content, unit names, and programme structures must not appear anywhere in the generated output. Any output referencing a named school unit or programme is invalid and must be regenerated without that reference.
Return output in this structure:
Routing note: [null or recommendation text — always present]
LT Definition: [one sentence, "I can…"] Knowledge Type: [T1 / T2 / T3 — with one sentence reasoning] Do Evidence Type: [Performance / Disposition / Mixed — with note if T3 exception applies] Band Scope: [A–F or subset with N/A rationale] Prerequisites: [LT ID — type (hard / soft enabler / conceptual accelerator) — one sentence rationale; or "None identified"]
| Band | Know | Understand | Do | Progression lever | Disciplinary warrant |
|---|---|---|---|---|---|
| A | |||||
| B | |||||
| C | |||||
| D | |||||
| E | |||||
| F |
Check 1 — Understand independence: [PASS / FLAG: cell + fix required] Check 2 — Understand transfer: [PASS / FLAG: cell + fix required] Check 3 — Know specificity: [PASS / FLAG: cell + decomposed facts] Check 4 — Progression lever: [PASS / FLAG: cell + rewrite] Check 5 — Compound knowledge-type: [PASS / FLAG: split test result] Check 6 — Know placement: [PASS / FLAG: cell + cross-reference]
[Decisions made during authoring requiring teacher review: ambiguous classification calls, cells where the warrant is thin, bands where progression logic is uncertain, any deviation from the brief.]
Input: LT 1.3 — Personal Identity & Cultural Self-Awareness. input_type: existing_lt_with_do. Knowledge type: T3. Competency: C1 — Emotional Intelligence. Know lives in C6 by design. Band scope: A–F. Programme purpose: REAL School Budapest — develop learners who understand themselves across cultural contexts and navigate identity in international settings.
Routing note: null
LT Definition: I can articulate a developing sense of who I am — my values, strengths, and cultural influences — and remain grounded in that identity across different contexts and communities. Knowledge Type: T3 — Dispositional. Identity formation develops through sustained experience across contexts; no single occasion adequately evidences the capacity. Do Evidence Type: Disposition. Observable pattern across time — the teacher watches for stability, curiosity about self, and grounded engagement across settings. Band Scope: A–F Prerequisites: LT 1.1 — soft enabler (self-awareness of emotional states is the developmental precursor to identity reflection; does not gate assessment)
| Band | Know | Understand | Do | Progression lever | Disciplinary warrant |
|---|---|---|---|---|---|
| A | Know content lives in LT 6.1 | I am someone — I have things I like, things I'm good at, and people who matter to me. | The student can name three things they like about themselves and describe what makes them different from and similar to a classmate. | Baseline | Wellman, H. M. (2002). Understanding the psychological world. In U. Goswami (Ed.), Blackwell Handbook of Childhood Cognitive Development. Blackwell. |
| B | Know content lives in LT 6.1 | The same me shows up differently in different places — I act differently at home, at school, and with friends, but something stays the same. | The teacher notices the student referring to personal interests or values when making choices, without prompting. The student can describe one way they are the same and one way they are different across two settings. | Complexity: single-context self → multi-context self | Harter, S. (1999). The Construction of the Self. Guilford Press. |
| C | Know content lives in LT 6.1 | My background and the cultures I belong to shape what I notice and value — and other people's backgrounds shape what they notice and value. | The teacher notices the student showing curiosity about how others' cultural backgrounds shape their perspectives, asking questions rather than assuming. | Scope: self-understanding → self-in-relation-to-others | Markus, H. R. & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. |
| D | Know content lives in LT 6.1 | My identity is not fixed — it is something I am actively building, and I have more agency over it than I sometimes think. | The teacher notices the student reflecting on how their sense of self has changed and naming specific experiences that contributed to that change, without prompting. | Reasoning: noticing → analysing identity development | Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551–558. |
| E | Know content lives in LT 6.1 | When cultural expectations conflict with my own values, the tension is real — and navigating it honestly, rather than suppressing one side, is how identity becomes coherent. | The teacher notices the student naming cultural pressures they feel and articulating how they are deciding what to keep and what to question, without needing external validation. | Reasoning: analysis → principled navigation of conflict | Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697–712. |
| F | Know content lives in LT 6.1 | Who I am is partly my own construction and partly shaped by forces I did not choose — and holding both of those truths at once is what it means to have a mature sense of self. | The teacher notices the student articulating a coherent sense of self that integrates personal history, cultural background, and chosen values — and applying this coherence when facing genuinely novel situations. | Transfer: known contexts → novel situations; Reasoning: analysis → integration | Kegan, R. (1994). In Over Our Heads: The Mental Demands of Modern Life. Harvard University Press. |
Check 1 — Understand independence: PASS — each Understand adds something not derivable from the Do alone. Check 2 — Understand transfer: PASS — each Understand would change behaviour in novel cultural or social situations. Check 3 — Know specificity: PASS — all Know cells cross-reference C6 by design; no topic-level items present. Check 4 — Progression lever: PASS — baseline → complexity → scope → reasoning → reasoning → transfer. No topic escalation. Check 5 — Compound knowledge-type: PASS — K/U content enriches the dispositional Do; no separate rubric task would be given for K/U content in this LT. Check 6 — Know placement: PASS — all Know cells cross-reference LT 6.1 rather than duplicating.
Band A Do was written as a performed element (naming three things, describing similarities/differences) rather than a pure observation indicator because at Band A the disposition is too nascent to observe reliably across contexts — a structured activity produces more valid evidence at this developmental stage. Teacher should review whether this matches their assessment practice. Band F Understand draws on Kegan's constructive-developmental theory — teacher should verify this aligns with the programme's philosophical stance on self-authorship before adopting.
The Understand quality checks are the hardest to pass reliably. Whether an Understand is genuinely transferable or merely paraphrases the Do requires judgement about what counts as a novel situation — the skill's assessment should always be reviewed by the teacher before adopting. Teachers who have taught the capability for several years will have better intuitions about what Understands actually transfer than any automated check.
The routing check produces a note but never blocks execution. This means a skill run on a complex raw curriculum document will produce a draft with weaker Know specificity and progression coherence than a run on structured harness output. The authoring notes will flag this, but the teacher should not treat a direct-from-document draft as production-ready without additional review.
Prerequisite typing is based on the logical structure of the content as the skill can assess it from the inputs supplied. The teacher who knows the student population and has observed prerequisite gaps in practice will have more accurate information than the skill about whether a given relationship is functioning as a hard gate or a soft enabler in their specific context.
The performance vs disposition distinction for some T3 LTs with performed expressions (e.g. presentation skill developed over multiple occasions) requires teacher judgement about whether the capability being developed is primarily a skill that can be evidenced in a single well-prepared performance, or a disposition that requires accumulated evidence across unprepared real-world occasions. The skill will flag this ambiguity in authoring notes when it arises.
npx claudepluginhub garethmanning/education-agent-skills --plugin education-agent-skillsSynthesises completed KUD charts into a developmental progression matrix and per-competency narrative sections for programme-level curriculum views.
Develops evidence-based learning objectives with Bloom's taxonomy classification and bidirectional alignment checking. Reads from /needs-analysis manifest to produce ILOs and alignment matrix.
Guides curriculum design with backward design, standards alignment, Bloom's Taxonomy, differentiated instruction, formative/summative assessment, and UDL.