Topic 24 — Volcanoes, earthquakes, landslides — blueprint (28 September 2026)
What I need from you: 2 decisions
Do the three "how fast" values stand as typical, or do they soften to "about"?
the topic's point is FAST change. The lessons say lava covers a field "in one day" (Kilauea's 2018 flows crossed roads in hours to a day), an earthquake shakes "for about twenty seconds" (a large quake's strong shaking), a landslide takes "less than a minute" (a soil slide on a steep hillside). Each is typical, none is a record; each appears on the before / after strip's event chip.
My recommendation: keep them, spoken as "in one day", "about twenty seconds", "less than a minute" — a child needs a number to feel the speed.
Does L03 keep its one line saying the cause of the shaking comes in a later grade?
EAR3-008's cross note gives the cause (rock slipping, waves through the crust) to Grade 4 (EAR4-046). You had Topic 3 name gravity as "later in the course" rather than leave the question hanging. This line does the same for the cause of the shaking, without teaching it. The non-author reviewer agrees it should stay.
My recommendation: keep.
Topic 24 at a glance — 6 lessons
| Lesson | Opens on | Format | |
|---|---|---|---|
| L01 | What a volcano is | Here is a mountain in Washington called Mount Saint Helens. | video + article |
| L02 | Volcanoes change the land fast | Sienna lives near Kilauea, in Hawaii. | video + article |
| L03 | What an earthquake is | Hazel is eating breakfast in her kitchen in California. | video + article |
| L04 | Earthquakes change the land fast | Camila lives in California. | video + article |
| L05 | What a landslide is | Elliot and his dad walk on a path below a steep hillside in California. | video + article |
| L06 | Landslides change the land fast | Javier and his mom drive to school along a valley road in California. | video + article |
What this topic is, in five lines
Six short lessons, one per atom, in the architecture's order: what a volcano is, then how a volcano changes the land; what an earthquake is, then how it changes the ground; what a landslide is, then how it changes a slope. The three "what it is" lessons (L01, L03, L05) are categorical example sequences, one frame each, the verdict mark carrying its question on every card. The three "how it changes the land" lessons (L02, L04, L06) share ONE frame — a before panel, the event with how long it took, an after panel — so the three changes sort against each other, which is the summary's three questions and the PP100's hard type (name the event from the change).
Real places: Kilauea (Hawaii) pours out lava; Mount Saint Helens (Washington) erupted in 1980 and is quiet; Pikes Peak (Colorado), Mount Mitchell (North Carolina) and a hill in Ohio are not volcanoes; Old Faithful (Wyoming) is the boundary case — an opening, but hot water; Mount Hood (Oregon) and Mount Redoubt (Alaska) are volcanoes; a California street cracks in a twenty-second earthquake; a California hillside slides after three days of rain.
Every drawing an item is answered from is SVG; children and their scenes are cartoons; the real things are photographs. Nothing draws "the layers of the Earth": the cut-through shows the ground, an opening and melted rock deep inside Earth.
Applied without asking (rulings you have already given): hard PP100 items are typed (two of ten exemplars, both text entry — the topic is not numerical); every attached question stands alone with its own drawing or scene; no option bundles a verdict with a reason (thirteen claims, all bare yes / no); every stem a positive question; colour in figures, captions matching the render; "let's" at scene changes and never an imperative aimed at the student; the intro ends on a ready line and a poll and names no lesson; three questions on the summary; a prediction item never animates its answer (only L03's teaching figure animates); one lesson per atom, six lessons; the misconceptions this age holds are met by name (lava is fire; land only changes slowly; earthquakes only happen far away; the ground swallows houses; a landslide needs rain; a volcano must be erupting to be one); US spelling; lava is melted rock in Topic 21's words.
What a volcano is L01
Here is a mountain in Washington called Mount Saint Helens.
Here is another mountain, in Colorado, called Pikes Peak.
Both are tall, and both have snow on top for part of the year.
One of them is a volcano, and the other is not.
What makes a mountain a volcano?
Deep inside Earth, some rock is so hot that it has melted.
In some places there is an opening in the ground, and the melted rock comes up through it and out.
The melted rock that comes out is called lava.
An opening in the ground where melted rock from deep inside Earth comes out is a volcano.
Pikes Peak has no opening and no melted rock, so it is not a volcano.
Video: the red pool glowing under the ground and the pipe filling; each card's tick or cross appearing on the verdict word — video and article.
Part 1 — EAR3-007 — State that a volcano is an opening in the ground where melted rock from deep inside Earth comes out
Part 1q — quiz, 12 items
Volcanoes change the land fast L02
Sienna lives near Kilauea, in Hawaii.
Yesterday a road ran past the end of her street.
This morning the road is gone.
A layer of dark rock lies where the road was.
What happened in one night?
When a volcano erupts, lava pours out of the opening.
Lava is a liquid, so it flows downhill over the land.
Out in the air, the lava cools and turns into solid rock.
New solid rock lies where the field and the road were.
The lava covered the field in one day.
Video: the red tongue running across the field, the trees darkening, the red fading to dark gray — video and article.
Part 1 — EAR3-010 — Predict how the land changes when a volcano erupts
Part 1q — quiz, 10 items
What an earthquake is L03
Hazel is eating breakfast in her kitchen in California.
Suddenly the floor shakes.
The pictures rattle on the wall, and a cup wobbles off the table.
Twenty seconds later, everything is still again.
What just happened?
The floor did not shake on its own: the ground under the house shook, and the house shook with it.
A sudden shaking of the ground is called an earthquake.
It starts suddenly and lasts a few seconds, and then the shaking stops.
A truck rattling a window is not an earthquake, because the ground stays still.
Earthquakes happen in California, Alaska, Oklahoma and many other states.
Video: the ground band, the house and the lamp post rocking side to side together; the four cards — video and article (the article's teaching figure is a looping animation).
Part 1 — EAR3-008 — State that an earthquake is a sudden shaking of the ground
Part 1q — quiz, 11 items
Earthquakes change the land fast L04
Camila lives in California.
Last night an earthquake shook her street for about twenty seconds.
This morning a crack runs right across the road.
One side of the road is a step higher than the other.
The shaking is over, but the road has changed.
As the ground shakes, it cracks in places.
One crack runs across the road, about as wide as a hand.
One side of the crack ends up a step higher than the other.
The shaking stops, but the crack and the step stay.
The road changed in about twenty seconds.
Video: the panel rocking, the zigzag drawing across the road, the right side rising a step, the rocking stopping — video and article.
Part 1 — EAR3-011 — Predict how the ground changes when an earthquake strikes
Part 1q — quiz, 10 items
What a landslide is L05
Elliot and his dad walk on a path below a steep hillside in California.
It has rained for three days.
Dad stops and says, "Listen."
There is a rumble, and then the whole side of the hill slides down onto the path ahead, trees and all.
In less than a minute, it is over.
Ground that goes downhill is a slope.
Most days, the soil and rock on a slope stay where they are.
After days of heavy rain, a whole mass of soil, rock and trees slid down the slope, suddenly.
A mass of rock or soil suddenly sliding down a slope is a landslide.
Heavy rain can start one, and so can the ground shaking.
Video: the slope's surface sliding down as one mass; the four cards, the flat field first — video and article.
Part 1 — EAR3-009 — State that a landslide is a mass of rock or soil suddenly sliding down a slope
Part 1q — quiz, 10 items
Landslides change the land fast L06
Javier and his mom drive to school along a valley road in California.
This morning the road is blocked.
A heap of soil, rocks and broken trees lies right across it.
Above the road, the hillside has a bare brown hollow.
Where did all that soil come from?
A mass of soil and rock slides down the slope in less than a minute.
Where the soil was, the slope is left with a bare hollow.
Where the soil went, a heap of soil and rock lies on the valley floor.
Whatever was at the bottom is under the heap.
A landslide changes the top of the slope and the bottom at the same time.
Video: the slide as one mass, then the hollow chip and the heap chip appearing on their words; the stream widening into a pond — video and article.
Part 1 — EAR3-012 — Predict how a slope changes when a landslide happens
Part 1q — quiz, 10 items
Language decisions
- The atoms' words: "volcano", "lava" (the melted rock that comes out) in L01; "erupts" in L02; "earthquake"; "landslide"; "slope" arrives as its plain meaning (ground that goes downhill) and is not tested as a term; "the ground" is the soil and rock under everything.
- Lava is melted rock, a liquid, that cools and turns into solid rock (Topic 21's words: melts, liquid, solid, cools, turns into). Lava is never "fire"; it glows because it is so hot; grass and trees burn because it is so hot.
- An earthquake is the ground shaking (Topic 7: the ground moves, and the house moves with it). Never a monster, never a wind. The cause is named as "a later grade".
- A landslide "slides"; nothing "lets go", "leaks" or "lifts". Rain is one thing that starts a landslide; the ground shaking is another.
- FAST is said with numbers: in one day; about twenty seconds; less than a minute. Slow changes (Grade 4's weathering and erosion) are not named.
- Not said: "crater", "geyser", "magma", "crust", "plates", "layers of the Earth", "fault", "ash", "tsunami", "mudslide", "gravity", "force", "matter", "weathering", "erosion".
- Openers vary: L01 "Here's a mountain…", L02 "Sienna lives near…", L03 "Hazel is eating breakfast…", L04 "Camila lives in California.", L05 "Elliot and his dad walk…", L06 "Javier and his mom drive…"; contractions in scripts and headaches.
PP100 type sheet (TYPE_SHEET_ONLY; James's 28 Sep night ruling: hard items are typed)
Ten types, ten exemplars, at most two alone-types per atom; eight four-option MCQs (easy and medium) and two typed hard items (both text entry: the name of the event from a drawn change; the word for what comes out of a volcano). Coverage table in records/TYPES_G3T24.md.
Figures
74 figures: 60 SVG (the cut-through, the verdict cards, the before / after panels and strips, the rule cards, every item drawing), 7 photos (Mount Saint Helens; Kilauea's lava; Pikes Peak; Old Faithful; a Hawaii road under lava rock; a cracked California road; a California landslide scar), 7 cartoons (Sienna at the window; Hazel's kitchen; Miles on the bench; Camila at the crack; Elliot and his dad; Javier and his mom; the wall map). Every figure has an IMAGE_BRIEFS entry and an IMAGE_KINDS entry; people and hands are never drawn as glyphs. Item figures carry no verdict mark, no event chip and no question chip. Only the L03 teaching figure animates (asserted in figures.py). Every figure the review changed was re-rendered and opened (records/FIGURES_G3T24_2026-09-28.md, second round).
Deliberately not taught
Why rock deep inside Earth is hot; what makes the ground shake (EAR4-046); why wet soil slides (one what-line: wet soil is heavy and slides more easily); ash, gas and explosive eruptions; tsunamis; floods and mudflows; slow changes to land (Grade 4's weathering and erosion); how people stay safe in an earthquake; magnitudes and measuring; the rock cycle (6-8).
This grade’s course architecture — open only if you want the whole map
Skill: course-build → atomise (architecture, step 6b gate) → write-like-james @ acc4fb6
Grade 3 Science — course architecture v3 (James's rulings of 25 September, plus Olivia Mullins's sequencing)
Read this in five minutes. Grade 3 Science is ONE course with a fixed order; nobody picks strands. It arranges the 183 Grade 3 atoms into four strands and forty-two small topics, each with its own mixed practice, summary video and PP100. Nothing below writes a lesson sentence. The atoms stay where they are: the Science Knowledge Graph's 3-5 registers.
Rulings recorded (James, 25 September 2026)
- Strand order: Physics, Matter, Earth & Space, Life. James: "I don't think it matters hugely … Happy to go with 1 Physics 2 Matter 3 Earth and space 4 Life. That works well." Strands may be intermingled later if a reason appears; none does yet.
- Grade 3 is one course. "We're not going to allow students to pick any strand … we need to structure Grade 3 as we think Grade 3 should be structured best." v1's line about students choosing strands was wrong and is gone.
- Topic 1 is the pilot. "That topic 1, I think, works as a good pilot."
- Small topics. "3 atoms is fine for testing. PP100s on quite granular stuff is absolutely fine … A 4-atom topic and a 5-atom topic is great. 9 is too many, really … if something's got 9 atoms, we should be considering splitting it." So sound, soil, fossils and natural resources each stand alone, and every v1 topic of nine or more was split (Card 2). Topics 1 and 2 keep 8 and 7 lessons because James approved Topic 1 as it stands and Topic 2 is one chain about speed; both are flagged as split candidates once their PP100 data arrives.
- Forces opens with Earth's pull and magnets, before the word "force" (Olivia Mullins call, 25 September; James: "I think I'll follow that"). Topics 3 and 4 teach the two non-touching pulls with no talk of forces; Topic 5 coins "force" on both of them and on the hand push together, so the hand push never becomes the whole category. Her two classroom misconceptions (Earth pulls only on your feet; "balanced" is a kind of force) are in the register and the lessons.
- States of matter start with air (Olivia): air takes up space → gases spread → liquids → solids → the sort.
Applied from the earlier rulings: four strands; Motion before Forces before Energy; Scientific Reasoning atoms taught inside the topics that use them; one intro video per strand and per topic, each teaching nothing; one atom, one lesson, both video and article; a summary video before every PP100; PP100 banks of at least fifty items tagged by depth of reasoning; the Forces topics reuse the golden pack; the language rules (Earth's pull, carriers not forms, no "leak" or "lift").
Card 1 — The strands and their order
The call: Physics → Matter → Earth & Space → Life, each with its own intro video and its own end-of-strand test.
| Strand | Topics | Atoms | Why it sits here |
|---|---|---|---|
| Physics | 1-15 | 64 | Motion first: what you can see, before the invisible cause. Energy last: "faster means more energy" needs speed. |
| Matter | 16-21 | 22 (+7 Scientific Reasoning) | Uses the measuring tools and feeds Earth's water cycle in Grade 4. |
| Earth & Space | 22-31 | 41 (+4 Scientific Reasoning) | Weather uses tables and graphs; "the Sun powers Earth" must precede food chains. |
| Life | 32-42 | 43 | Ends the year; leans on Space (the Sun), Forces (Earth's pull) and Matter (properties). |
Scientific Reasoning's 13 atoms are spread through Topics 1, 16, 17, 22, 23 and 25 (Card 4). Total 183 lessons.
Card 2 — The topics
The call: forty-two topics, most of three to six lessons; a mixed mastery practice set, a summary video and a PP100 at the end of every one.
| # | Topic (student-facing title) | Atoms (in teaching order) | Lessons | The big idea it serves |
|---|---|---|---|---|
| Physics | ||||
| 1 | Where is it? Did it move? | MOT3-001, 002, 003, 004, 005, 006, 007, 008 (+ SR3-020, 021 inside L07/L08) | 8 | You say where something is with a landmark; moving means its position changed; motions can repeat |
| 2 | Fast and slow | MOT3-020, 021, 022, 023, 024, 025, 026 | 7 | Faster means farther in the same time, or the same distance in less time |
| 3 | Earth pulls things down | FOR3-021, 029, 030, 028, 022 (+ a closing lesson naming gravity) | 6 | Earth pulls every object, all the time, straight down, on every part of it, without touching; a strong enough pull can beat it; the pull's name is gravity (JM 28 Sep 2026; no word "force" yet) |
| 4 | Magnets | FOR3-023, 024, 025 | 3 | A magnet pulls steel without touching; two magnets pull or push; use a magnet to solve a problem (no word "force" yet) |
| 5 | What a force is | FOR3-012, 001, 008, 006 | 4 | Earth's pull, a magnet's pull and your push are all forces; push or pull; on one object; in one direction |
| 6 | Forces that touch, and forces that don't | FOR3-020, 027, 026 | 3 | Some forces act without touching: Earth, magnets, a rubbed balloon; most pushes touch |
| 7 | Pushes and pulls change things | FOR3-002, 003, 004, 005, 007 | 5 | A push or pull starts, stops, turns or squashes; you can test it |
| 8 | Strong or weak: drawing a force | FOR3-009, 010, 011 | 3 | A stronger push makes a bigger change; an arrow shows a force's direction and strength |
| 9 | Balanced forces | FOR3-040, 041, 042, 043, 045 | 5 | Several forces act at once; balanced forces leave motion as it is, still or steady |
| 10 | Unbalanced forces | FOR3-044, 046, 047 | 3 | Unbalanced forces speed up, slow down or turn |
| 11 | Energy: what has it, how it travels | ENE3-001, 002, 003, 004, 005, 034 | 6 | Energy makes things happen; light, sound and electricity carry it; faster means more |
| 12 | Sound | ENE3-030, 031, 032 | 3 | Sound comes from vibration and travels to your ear |
| 13 | Light: sources, straight lines, shadows | ENE3-010, 011, 012, 017 | 4 | Light comes from a source, travels straight, makes shadows, must reach the eye |
| 14 | Light bounces, bends or soaks in | ENE3-013, 014, 015, 016 | 4 | Reflection, refraction, absorption, sorted |
| 15 | Light and heat | ENE3-020, 021, 033 | 3 | Light-givers give heat; rubbing makes heat; light carries energy |
| Matter | ||||
| 16 | Describe it, sort it | SR3-001, 002, MAT3-001, 002, 003 | 5 | Observe with more than your eyes; describe an object by its properties; sort and order |
| 17 | Measuring tools | SR3-003, 004, 005, 006, 007 | 5 | Thermometer, scale, measuring jug; pick the right one; two groups can disagree |
| 18 | Which has more? | MAT3-004, 062, 005, 006 | 4 | More mass, more space, warmer, decided by a measurement; MAT3-062 "everything takes up space" (JM ruling on Olivia's comment, 28 Sep 2026) sits before the space comparison |
| 19 | Sinks, floats, sticks to a magnet: choosing materials | MAT3-007, 008, 060, 061 | 4 | Test a property, then pick the material for the job |
| 20 | Solids, liquids and gases | MAT3-063, 064, 065, 022, 023, 021, 020, 024 | 8 | Air first (Olivia's order): air is something you can feel; it is made of tiny pieces too small to see; so is every kind of matter; air takes up space; gases spread out to fill their space; liquids take their container's shape; solids keep theirs; then the sort with the awkward cases. MAT3-063, 064, 065 were added on 28 Sep 2026 (JM's rulings on Olivia's comments) before MAT3-022 in the chain; eight lessons is over JM's 3–6 size, so the Topic 20 build record (decision 1) proposes a split after MAT3-022 into "Air is something" (4) and "Solids, liquids and gases" (4), renumbering Matter to 16–22, Earth & Space 23–32, Life 33–43 — nothing after Topic 19 is authored, so the renumbering costs nothing now |
| 21 | Heating and cooling | MAT3-040, 041, 042, 043, 044, 045, 046 | 7 | Heating and cooling change the state but it is the same water (split candidate: melting/freezing vs evaporating/condensing) |
| Earth & Space | ||||
| 22 | Measuring the weather | EAR3-017, 018, 019, SR3-010, EAR3-020, SR3-011 | 6 | Three instruments, a weather diary, reading it back |
| 23 | Weather over a season, and far away | SR3-012, EAR3-022, 023, 021, 024 | 5 | A season's records make a chart; the chart predicts; other places differ |
| 24 | Volcanoes, earthquakes, landslides | EAR3-007, 010, 008, 011, 009, 012 | 6 | What each one is, then how it changes the land fast |
| 25 | Dangerous weather | EAR3-013, 014, SR3-022 | 3 | Weather can do damage; a defence holds it back; pick the sensible cause |
| 26 | Soil | EAR3-001, 002, 003, 004 | 4 | Soil is broken rock plus dead things |
| 27 | Fossils | EAR3-029, 030, 031, 032, 033 | 5 | A few dead things last as fossils and tell of the past |
| 28 | Using and conserving natural resources | EAR3-040, 041, 042, 043 | 4 | Everything you own started as a natural resource; some run short |
| 29 | The Sun | SPA3-001, 007, 002 | 3 | A huge glowing ball of gas; a star; the source of Earth's energy |
| 30 | The stars | SPA3-003, 004, 005, 006 | 4 | Stars differ; they look like dots because they are far; telescopes show more |
| 31 | The solar system | SPA3-010, 011, 012, 013, 014 | 5 | Earth orbits the Sun with seven other planets; the Moon orbits Earth |
| Life | ||||
| 32 | Alive or not | LIF3-001, 007, 008, 009, 002 | 5 | Living things grow, feed, move and make more; sort living from non-living |
| 33 | What living things need | LIF3-003, 004, 005, 006 | 4 | Food, water, air and a place that suits them |
| 34 | Backbone or no backbone | LIF3-010, 011, 070 | 3 | Grouping by shared features; vertebrates, invertebrates, arthropods |
| 35 | The five vertebrate groups | LIF3-015, 016, 017, 018, 019, 012 | 6 | Mammal, bird, reptile, amphibian, fish, then the sort |
| 36 | Eggs, body parts and senses | LIF3-013, 020, 027 | 3 | Egg-layers or live birth; body parts do survival jobs; animals sense, then respond |
| 37 | How plants make new plants | LIF3-071, 072, 014, 024 | 4 | Seeds, spores, the sort, the flower's job |
| 38 | Plant parts and their jobs | LIF3-021, 022, 023 | 3 | Roots, stem, leaves |
| 39 | Plants respond | LIF3-025, 026, 028 | 3 | Stems grow to the light, roots grow down; plants respond by growing, animals by moving |
| 40 | Life cycles and family likeness | LIF3-030, 031, 040, 041, 042 | 5 | Every life runs in a cycle; offspring take after their parents but differ |
| 41 | Food chains | LIF3-050, 051, 052 | 3 | Every food chain starts with the Sun; remove a link and the rest changes |
| 42 | Living together and coping with change | LIF3-060, 061, 062, 063 | 4 | Groups, places and seasons decide who survives |
Totals: 183 lessons, 42 practice sets, 42 PP100s (banks of at least 50 items each), 4 strand tests (after Topics 15, 21, 31, 42), 1 end-of-grade test.
Why this grouping
- Every prerequisite edge points backwards in this order. Checked atom by atom in the assembled files; no forward reference.
- Animal topics (33-35) and plant topics (36-38) are separate, as James asked; the plant-versus-animal response contrast (LIF3-028) closes Topic 38 because it needs both sides taught.
- Topics 3 and 4 teach Earth's pull and magnets without the word force; Topic 5 coins it on all three kinds (Olivia's sequence). Topic 8 carries the two force-arrow atoms so Topics 9 and 10 can draw balanced and unbalanced forces.
- Topic 24 puts "what a volcano is" straight before "volcanoes change the land fast", and the same for earthquakes and landslides: what it is, then what it does.
What changes: the folder gets grade3/topicNN_build/ per topic; Topic 1's blueprint is approved; Topic 1 is built first.
Card 3 — Topic 1 is the pilot (approved)
The call: pilot "Where is it? Did it move?" end to end — 8 lessons, an attached question per video, a ten-item quiz after each, mixed practice, summary video, PP100 — before any other topic starts.
- It is the first thing a Grade 3 student meets, so the whole format ladder gets tried where the stakes are lowest.
- It holds a fact, four sorts, two routines and a prediction. Every check type the course needs appears once.
- Its quiz items are drawings of everyday scenes, so the figure pipeline for young grades gets tested too.
- Topics 3 to 10 follow, reusing the golden Forces pack where its lessons match (push or pull, force on one object, strength, direction, more than one force, the balanced and unbalanced lessons).
Card 4 — Scientific Reasoning is taught where it is used
The call: each of the 13 Scientific Reasoning atoms is a lesson inside the topic that first needs it, with its check there; no separate strand, no separate test.
| SR atom | Host topic | Why there |
|---|---|---|
| SR3-001 Observe with more than your eyes; SR3-002 Observation or idea about it? | 16 Describe it, sort it | describing an object's properties is observing |
| SR3-003 Read a thermometer; SR3-004 Measure mass with a scale; SR3-005 Measure the volume of a liquid; SR3-006 Pick the right measuring tool; SR3-007 Two groups, two different answers | 17 Measuring tools | the tools before "which has more?" uses them |
| SR3-010 Record results in a table; SR3-011 Find a value in a table | 22 Measuring the weather | the weather diary is the first table students fill and read back |
| SR3-012 Read a pictograph or bar graph | 23 Weather over a season | the graph before the graphing routine |
| SR3-020 Spot the pattern; SR3-021 Use the pattern to predict | 1 Where is it? Did it move? (inside L07 and L08) | the swing's repeat is the pattern |
| SR3-022 Choose the sensible cause | 25 Dangerous weather | first place students pick a cause for an event |
Card 5 — Tests and benchmarks
The call: a PP100 per topic; a static end-of-strand test per strand (some free response); one static end-of-grade test; all Grade 3 tests are our own banks, seeded from released grade-5 items filtered to Grade 3 atoms.
- No state tests science before grade 5 (D1 ruling). The released STAAR, Florida SSA and AZSCI grade-5 forms give the style and difficulty; items tagged to Grade 3 atoms seed the banks.
- The strand tests fall after Topics 15, 21, 31 and 42.
- The end-of-grade test samples all four strands with free-response items.
What happens next
Topic 1 is built as the first interactive version for James: the topic intro (video script and article), eight lessons each as a video script with animation guidance and an article with figures, one attached question per video, a ten-item quiz per lesson, mixed practice, the summary video script and the PP100 bank. Topic 3 follows, reusing the golden pack.