k12-core-literacy-planning

The saved excerpt is a snapshot from when this skill was listed. The external source remains the complete and most current version.

---
name: k12-core-literacy-planning
title: "核心素养教学设计"
description: "Chinese K-12 core-literacy course design for a single OpenMAIC classroom. Use when a teacher asks for 中小学课程、核心素养、素养导向、2022 课标、真实情境、任务群、表现性评价, or wants a grade-and-subject lesson designed around authentic tasks rather than content delivery. Covers Chinese, mathematics, languages, science, humanities, technology, arts, PE and labor education across primary, junior-high and senior-high stages."
---

# K-12 core-literacy classroom design

Design or reshape **one persisted OpenMAIC stage** around the Chinese curriculum
standards' core-literacy model. The deliverable is the classroom itself: pages,
roles, learner activity, assessment evidence and narration written into the
stage. Do not produce a Word lesson plan, a `lesson.json`, HTML, or instructions
for running local render scripts.

The invariant is:

**authentic context → performance task → learning activity → observable evidence → transfer**

`stage-design` still governs the persistence sequence for a new stage. This
skill governs the pedagogy and the information carried in every page brief. If
the stage already has pages, edit it surgically under the `pro-editing` rules;
do not create a duplicate stage.

## Ground the lesson before planning

Before proposing pages, determine the subject and school stage. Then use the
native `read` tool to load both:

1. [`references/core-literacy.md`](references/core-literacy.md), always;
2. exactly one matching subject guide:
   - Chinese / languages: [`references/subjects/languages.md`](references/subjects/languages.md)
   - mathematics: [`references/subjects/mathematics.md`](references/subjects/mathematics.md)
   - science / physics / chemistry / biology: [`references/subjects/science.md`](references/subjects/science.md)
   - history / geography / morality and law / politics: [`references/subjects/humanities.md`](references/subjects/humanities.md)
   - IT / arts / PE and health / labor: the matching section in `core-literacy.md`

Loading the relevant reference is mandatory. Do not rely on a remembered
dimension name when the reference distinguishes compulsory and senior-high
wording.

If grade or topic is genuinely unknown, ask at most two load-bearing questions
in one `ask_user` call. Default the rest to 45 minutes, general curriculum
quality expectations and UDL support. Never ask again for information already
present in the request or attached material.

If the teacher names a textbook edition, standard clause or supplied material,
align to it. Otherwise use general curriculum wording and say the lesson is not
aligned to a specific textbook edition. Never invent a standard number, quote
or material fact.

## Settle the learning contract

Choose only **one or two** primary literacy dimensions for one lesson. State
the contract in this form before the page list:

> Students will **do X** in order to make **literacy dimension Y** observable
> through **evidence Z**.

Weak targets such as “understand”, “master” and “cultivate thinking” are not a
contract. Use visible verbs: annotate, model, compare, justify, test, revise,
design, decide, create or present.

The authentic context must carry all the way through the lesson:

- it creates the opening problem;
- learners use it in the central task;
- assessment returns to it with a new case or changed condition.

A story discarded after page 1 is decoration, not context. A normal exercise
with a person's name pasted on it is not an authentic problem.

## Plan pages around learner work

Default to 6–10 pages for a 45-minute lesson, but do not treat that range as a
hard page cap. Each proposed page includes `title`, `type`, `brief`, the learner
action, the evidence collected and its link to adjacent pages.

A useful default arc is:

1. `slide`: the authentic situation, the unresolved question and the final task;
2. `interactive` or evidence page: observe, manipulate, read, map or collect evidence;
3. `interactive` or `slide`: com