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Build standards and components

The standards are the backbone of the curriculum: what pupils must learn. This page shows how to enrich them by chatting with Claude — adding objectives, spelling out the learning components, and organising it all. To then link lessons to those standards, see Add and edit a course and its lessons.

Curators only

Adding and editing go through the curator role, and stay in a draft until published.

The vocabulary, in three words

Term What it is Example
Domain A broad theme that groups objectives Arithmetic
Objective A precise learning goal, inside a domain Compare two numbers up to 20
Learning component A single, well-defined skill or concept, attached to an objective Recognise the ">" symbol

Domains and objectives nest like folders and sub-folders. Components are the finest bricks: they sharpen an objective by breaking it into concrete know-how.

Add an objective

Tell Claude what you want to add and where:

"Add an objective 'Compare two numbers up to 20' in the Arithmetic domain."

As always, Claude first shows you a preview of what it will create; you confirm, and the objective joins the draft.

Add learning components

A component attaches to an objective — it describes a precise skill that objective covers:

"Under this objective, add the components: 'recognise the > symbol', 'compare two collections', 'order three numbers'."

You can add several at once: it's faster and everything lands in the same draft, in a single step to confirm.

Build in batches

To build a whole section, describe it in one go: "Create the Geometry domain with three objectives, and two components under each." Claude prepares the lot, shows you the full preview, and only writes after your approval.

This is the most important link in the graph. To align a lesson to an objective is to declare: "this lesson teaches this objective." That is what lets the tool know which objective is covered, and by what.

"Align the lesson 'Bigger, smaller' to the objective 'Compare two numbers up to 20'."

Alignment runs from the content to the standard (from the lesson to the objective), never the other way — it is always the lesson that "points to" the objective it teaches. You can also say whether a lesson teaches an objective or assesses it (an end-of-chapter test).

Component or objective?

A lesson aligns to an objective, not to a component. Components exist to detail an objective and feed material generation; they are not alignment targets. If you ask to align a lesson to a component, Claude will point you to the parent objective.

Check your work

Step back at any time:

"Give me an overview: how many objectives, how many components?"

"Which objectives are taught by no lesson?"

"Which objective(s) is this lesson linked to?"

That last question matters, because simply walking the tree does not show alignments: they cut across the graph from edge to edge and are read one lesson at a time.

The explorer gives you the same information visually: the standards layer and the content layer, with their links.

Fix and reorganise

You don't only add; you also fix.

You want to… Say something like…
Fix a title "Rename this objective to 'Compare numbers up to 50'."
Reword an objective's text "Replace the text of this objective with: …"
Move an objective to another domain "Move this objective to the Measurement domain."
Reorder "Put this objective second in its domain."

Every fix follows the same rule: preview → confirm → draft. Nothing is official before publishing.