Changes teachers and associates have proposed to the map. Each one carries the reason and, where it changes wording, a before-and-after. Accept it, accept it with your own edits, or turn it down — nothing reaches a class until you decide.
Add a misconception to “Add and subtract unlike fractions”
On “Add and subtract unlike fractions”
Six children this fortnight found a common denominator, then forgot to scale the numerators. It is a distinct slip from adding straight across, and worth naming so worksheets can catch it.
Re-map “Compare and order unlike fractions” to the 2023 NCF code
On “Compare and order unlike fractions”
The NCF position paper moved this outcome under C-5.7. Aligning the code keeps our board mapping clean for the next audit; the skill itself does not change.
Soften the wording of “Develop a narrative with a clear idea”
On “Develop a narrative with a clear, well-carried idea”
Teachers read “well-carried” differently when marking. Plainer wording would help us grade the idea the same way across sections. This stays a teacher-judged skill.
Add “Understand ratio as a comparison” to Class 6 Number
Children meet ratio in Science (mixtures) before we teach it in Maths. Introducing the idea earlier in the map closes that gap and gives the unitary-method skill a clean prerequisite.
Move “Find the main idea” before the inference skill
On “Find the main idea of a paragraph and support it”
In class, children find the main idea more easily than they infer. Teaching it first gives a gentler climb and a firmer base for inference.
Tighten the identity worked into “Use standard identities”
On “Use standard identities to expand expressions”
The most common slip is dropping the middle term in (a+b)². Naming it on the node would let the tutor flag it the moment it shows up in practice.
Retire the duplicate “Group foods by source” node
On “Group foods by where they come from and what they give us”
This outcome is now fully covered by the Class 6 classification skill. Retiring it here removes an overlap that confuses the Class 5 to 6 handover.
Add a worked misconception to “Divide a two-digit number”
On “Divide a two-digit number by a one-digit number”
Children drop the remainder rather than write “r2”. Naming it helps the marker spot a near-correct answer instead of marking the whole thing wrong.
People decide, the system helps — every change to the map is accepted, edited or turned down by a person, and we note who.