Topic 32 — Alive or not — blueprint (29 September 2026)
What I need from you: 4 decisions
Does the Life strand intro go to the pipeline as its own video, ahead of this topic's intro?
you ruled on 25 Sep that each strand opens with a short video that teaches nothing. STRAND_INTRO_SCRIPT in G3T32.py is that video for Life (90 words: a bee, a dog, a tree and you — all alive, but what does alive mean; three questions the strand's topics answer; a ready line and a poll). It is written to Topic 22's shape and rendered above the topic intro on the page.
My recommendation: yes, one batch entry named G3-LIFE-INTRO, before G3T32-intro.
Fire is out of the topic — do you want a note on the register saying why?
the reviewer showed that the four questions as taught cannot refuse fire honestly at grade 3 (a fire gets bigger by itself, "feeds on" wood in everyday English, moves and spreads), so the coordinator cut fire from every item on 29 Sep. ATOM_PROPOSALS_G3T32.md note 4 records the reason so a later grade's sort supplies a criterion before fire returns.
My recommendation: yes, the note as written.
Is the young sunflower's top the right moving-plant case?
a sunflower in flower does not turn to follow the Sun; only a young plant's top does. L03 now shows the young plant (a bud, no flower) turning through the day, and one criterion line says why that is "by itself" and a flag's flapping is not: the light did not push the plant; the plant turned itself. A stem bending toward a window over days is growth toward light and is Topic 39's, so it is not used. Both L02 retrieval lines (the Sun's light; what soil is) stay, and the quiz's recall check is now "What is soil made of?", because Alma's roots-eat-soil item is the one that leans on earlier knowledge.
My recommendation: keep the young plant's top; the register note on LIF3-008 (ATOM_PROPOSALS_G3T32.md note 3) says so.
Do you approve the type sheet as written: nine types, two of them typed hard types?
records/TYPES_G3T32.md, rendered at course_preview/review/TYPES_G3T32.html. Nine types for five atoms, coverage alone and in pairs; two typed hard types (the seed sorted, the water a plant's roots take in).
My recommendation: approve as written.
Topic 32 at a glance — 5 lessons
| Lesson | Opens on | Format | |
|---|---|---|---|
| L01 | Living things grow | Here is Calla with a pot of soil on the first day of spring. | video + article |
| L02 | Living things feed | It is lunchtime, and Calla eats her sandwich. | video + article |
| L03 | Living things move | At breakfast, Calla takes a photo of her young sunflower, which has no flower yet, just a bud at its top. | video + article |
| L04 | Living things make more of their own kind | By the end of summer, Calla's sunflower is taller than she is. | video + article |
| L05 | Living or non-living? Ask four questions | Here is Sorrel in the toy shop. | video + article |
What this topic is, in five lines
Five short lessons, one per atom, opening the Life strand. Four teach one thing every living thing does — it grows (L01), it feeds (L02), it moves (L03), it makes more of its own kind (L04) — each as a fact true of every case, taught in one repeated frame on the plant FIRST (Calla's sunflower, the surprising member), then an animal, then a child, with the one boundary non-example each fact has (a snowball that gets bigger from outside; a flag the wind pushes). The last (L05) is the sort: ask all four questions of a thing; yes to all four is living, one no is non-living — taught on the surprising members first (a tree, a river, a robot dog) and the everyday case last (a rabbit).
One running scene: Calla plants a sunflower seed in spring (L01: 4, 9, 15, 22 cm on a drawn centimeter scale), the sunflower feeds by making its own food (L02), its flower turns to follow the Sun's light (L03), and at summer's end it makes seeds that grow into new sunflowers (L04). Items use fresh living things (a bean plant, a lamb, a cactus, a worm, a goldfish, a coral, a sea star).
The register's findings for this age are confronted where the atoms allow: plants are not alive / do not feed (L02, L05); plants eat soil (L02); anything that moves is alive (L05: the river, the robot dog, a cloud, a wave, a fire, a wind-up mouse); a seed is not alive (L05 quiz and bank); a tree never moves (L03); a young thing cannot make more of its kind so it is not living (L04). "Needs" is Topic 33's and is not touched.
Applied without asking (rulings you have already given, and the coordinator's rulings of 29 Sep on the non-author review — fire out, fresh bank exemplars, names re-run): hard PP100 items are typed; every attached question stands alone with its own drawing; no option bundles a verdict with a reason; claims are bare yes / no; every stem a positive question; colour in figures, photographs for real living things; the intro ends on a ready line and a poll and names no lesson; three questions on the summary; scripts at most 150 words; the plant comes first in every lesson (the surprising member); a claim-maker is used once per topic and no headache character appears in an item; one lesson per atom, five lessons.
Living things grow L01
Here is Calla with a pot of soil on the first day of spring.
She pushes one sunflower seed into the soil and waters it.
A week later, a small green shoot stands in the pot.
Calla says the shoot just sits there.
It never goes anywhere.
But every Monday, it is taller.
Is the plant doing anything at all?
Calla measures the shoot every Monday: 4 cm, 9 cm, 15 cm, 22 cm.
The shoot started small and got bigger by itself, so it was growing.
A puppy grows, and Calla grows.
A snowball rolling downhill gets bigger, but snow stuck on from outside, so it did not grow.
Living things grow: each starts small and gets bigger by itself.
Video: the growth chart building one stalk at a time, each chip on its number; the puppy pair; the snowball — video and article.
Part 1 — LIF3-001 — State that every living thing grows
Part 1q — quiz, 10 items
Living things feed L02
It is lunchtime, and Calla eats her sandwich.
Her sunflower stands on the windowsill.
It gets no sandwich and no snack.
Jolyon says the sunflower can't be alive, because it never eats.
Is Jolyon right?
A rabbit feeds: it eats grass.
Calla feeds: she eats her sandwich.
The sunflower feeds too: it makes its own food in its leaves, using the Sun's light and water from its roots.
The roots take in water, and they do not eat the soil.
Living things feed.
Video: the plant diagram's light arrows and water arrows appearing on their words; the soil dimming under NOT THE SOIL — video and article.
Part 1 — LIF3-007 — State that every living thing feeds
Part 1q — quiz, 11 items
Living things move L03
At breakfast, Calla takes a photo of her young sunflower, which has no flower yet, just a bud at its top.
The top of the plant, with its bud, faces the window on the left.
At supper she takes another photo, and now the top faces the right.
Nobody touched the pot.
What happened?
The top of the young sunflower turned to follow the Sun's light.
The light did not push the plant: the plant turned itself, so it moved by itself.
Only a part of the plant moved, and slowly, but it moved.
A cat runs and a snail slides: their whole bodies move.
A flag flaps in the wind, but the wind pushed it, so it did not move by itself.
Living things move in some way, by themselves, even if only parts of them move.
Video: a small sun icon sliding left to right above the photo pair of the young plant; THE PLANT TURNED ITSELF; the flag's streak lines — video and article.
Part 1 — LIF3-008 — State that every living thing moves in some way, even if only parts of it
Part 1q — quiz, 10 items
Living things make more of their own kind L04
By the end of summer, Calla's sunflower is taller than she is.
Then its big flower droops and dries out.
Inside are hundreds of seeds.
Calla plants some of them.
Next spring, there are new sunflowers all along the fence.
Where did all these new sunflowers come from?
The old sunflower made seeds.
Each seed grew into a new sunflower, so the sunflower made more sunflowers.
A cat has kittens, and a hen lays eggs that hatch into chicks.
A cat never has puppies: each one makes more of its OWN kind.
A kitten cannot have kittens yet, but when it is grown, it can.
Living things can make more of their own kind.
Video: a seed glowing, then a seedling beside it; the kitten, then the grown cat under WHEN IT IS GROWN — video and article.
Part 1 — LIF3-009 — State that every living thing can make more of its own kind
Part 1q — quiz, 10 items
Living or non-living? Ask four questions L05
Here is Sorrel in the toy shop.
On the shelf, a robot dog walks, barks and wags its tail.
Outside the shop door stands a tree.
It never walks, never barks, never wags.
Sorrel says the robot dog is alive, and the tree is not.
Is Sorrel right?
You have already seen four things living things do: they grow, they feed, they move, they make more of their own kind.
To sort a case, ask all four questions.
The tree answers yes to all four, so the tree is living.
The river moves, but it never grows, never feeds and never makes more rivers, so one no makes the river non-living.
The robot dog moves and does nothing else, so it is non-living: moving is not enough.
Yes to all four means living, and one no means non-living.
Video: the four-question card glowing question by question; the sort table filling tick by tick, row by row; MOVING IS NOT ENOUGH — video and article.
Part 1 — LIF3-002 — Decide whether a thing is living or non-living by checking what it does
Part 1q — quiz, 12 items
Language decisions
- The atoms' words: "grows" (starts small and gets bigger by itself), "feeds" (gets its food), "moves" (by itself, even if only parts), "makes more of its own kind"; "living thing" is coined in L01 as the label for "alive"; "non-living" is coined in L05.
- Plants "make their own food in their leaves, using sunlight and water"; the roots "take in water"; never "plants eat soil", never "plant food".
- "The Sun's light carries energy" is Topic 29's sentence, retrieved once; "energy" is not otherwise said.
- Not said: photosynthesis, reproduce, organism, cell, oxygen, carbon dioxide, gravity, force, "alive" as a defined term.
- No figurative verb a young reader takes literally: the wind "pushes" the flag; the snowball "gets bigger"; the flower "turns".
- Openers vary: "Here's Calla…", "It's lunchtime.", "At breakfast…", "By the end of summer…", "Here's Sorrel…"; contractions in scripts and headaches.
PP100 type sheet (TYPE_SHEET_ONLY; James's 28 Sep night ruling: hard items are typed)
Nine types, nine exemplars, at most two alone-types per atom; seven four-option MCQs (easy and medium) and two typed hard items (a pumpkin seed sorted; the light a plant in a dark cupboard is missing). Every exemplar on a scene the topic uses nowhere else (re-instanced 29 Sep after the review). Coverage table and inventory in records/TYPES_G3T32.md.
Figures
46 figures: 15 SVG (the growth chart, the plant diagram, the four-question card, five sort-table states, five rule cards), 24 photographs of real living things and real objects (the strongest case in the course for photos), 7 cartoons (Calla, Jolyon, Sorrel, Asa and his brother, the snowball, the flag). Every figure has an IMAGE_BRIEFS entry (60–155 words) and an IMAGE_KINDS entry; people and hands are never drawn as glyphs. Item figures carry no verdict; the blind comment describes the picture, never the answer.
Deliberately not taught
What living things NEED (food, water, air, a place — Topic 33); breathing or "air" as a life process; getting rid of waste; sensing and responding (Topic 36, 39); how a plant makes food beyond "sunlight and water in, food made in the leaves" (no air, no photosynthesis); the plant-versus-animal sort (Topic 34 onward); life cycles (Topic 40); whether a virus, a mushroom or a dry seed is alive as an edge case beyond the one bean-seed item.
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.