Curriculum

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

• partial: Understand that making mistakes is a normal part of learning and that everyone — including adults — makes mistakes, and begin to see mistakes as opportunities to learn rather than reasons to give up

  Bounded objective and prepared task only; all examples, universal claims and real-world behaviour are not established. No engineered frustration or compulsory retry. A genuine response after the learner's own mistake remains conditional; copying accuracy is separate from emotional resilience.

• partial: Describe a time they made a mistake and what they learned from it

  Fictional mistake substitutes for personal disclosure.

• partial: Respond to a mistake by trying again rather than giving up

  Optional retry is prompted, not a spontaneous response to a genuine error.

• opportunity: Explain why mistakes help people learn

  Task elicits why information from a mistake helps.

• partial: If {{name}} gets an answer wrong in class or messes up during a game, do they bounce back and keep trying rather than shutting down or saying 'I can't do it'?

  Prepared adapted check is not a complete equivalent to all source contexts, images or genuine independent habits. No engineered frustration or compulsory retry. A genuine response after the learner's own mistake remains conditional; copying accuracy is separate from emotional resilience.

• No engineered frustration or compulsory retry. A genuine response after the learner's own mistake remains conditional; copying accuracy is separate from emotional resilience.