Choose a principle, school grade or study path. These are suggested learning plans; adapt them with a teacher or trusted adult.
Learn to understand, create, care and contribute.
A proposed learning framework, not an accredited curriculum. K–12 labels are used for convenience; adapt to local standards, language, readiness and learner needs. The principles express values, not scientific measurements.
These are proposed teaching choices. An educator should select lessons, accessible materials and local standards before using them as a full programme.
Use a brief conversation, work sample and relevant prerequisite task. Place by readiness and support needs. Ages are approximate; language, disability and interrupted schooling can change pacing. Plan accommodations with the learner and qualified educators.
An illustrative year has four nine-week terms. In each term, use weeks 1–2 for concepts and examples, 3–5 for guided practice and investigation, 6–7 for the project, 8 for feedback and revision, and 9 for demonstration and next steps. Continue subject instruction throughout; projects do not replace foundational teaching.
Reconnect to prior knowledge → explain or model → guided practice → independent or collaborative application → feedback → a short exit explanation. Early-years sessions use brief play-based versions. Adjust duration and sequence to the task rather than treating this as a mandatory formula.
Select an accessible text, worked example, task, materials and assessment criterion for each unit. Libraries, paper models and teacher-selected datasets can replace paid tools. Adults curate online materials for younger learners; projects should not require public accounts or posting personal data.
Offer journaling, quiet observation, discussion, art or time in nature. Teach about religious and nonreligious traditions accurately and respectfully. Do not require worship, meditation, disclosure of trauma or agreement with a worldview. Evaluate reasoning and respectful engagement, not belief.
Teachers or qualified supervisors select age-appropriate laboratories, tools, placements and health instruction. Use simulations when facilities are unavailable. Obtain consent before interviews or recordings, and use public or synthetic data for learner projects involving people.
Record a starting point, feedback, revised work and one next goal. Re-teach prerequisites before accelerating. Ask whether the project helped its intended users. The time allocations and sequencing here are editorial proposals, not experimentally validated optimal schedules.
Use the descriptors for feedback and adapt them to the task and learner. Avoid combining them into a score of a child’s character. Evaluate work and demonstrated skills, never religious belief, personality or private life.
| Criterion | Starting | Developing | Secure | Transfer |
|---|---|---|---|---|
| Knowledge & reasoning | Identifies a few relevant ideas with help. | Explains a familiar example but misses a step or connection. | Explains accurately and applies the idea independently. | Applies it to an unfamiliar situation and explains assumptions. |
| Evidence & integrity | Makes claims without traceable support. | Uses sources or observations with incomplete attribution. | Provides traceable evidence, credits help and states limits. | Weighs competing evidence and revises a conclusion openly. |
| Making & problem-solving | Needs support to define a task or use materials. | Produces a first attempt and tests part of it. | Tests against clear criteria and revises the result. | Evaluates trade-offs, failure modes and future maintenance. |
| Communication & collaboration | Needs prompts to explain or share responsibility. | Communicates a main idea and contributes with support. | Explains clearly, listens and fulfils an agreed role. | Adapts communication, resolves disagreement and shares credit. |
| Reflection & responsibility | Names an outcome with prompting. | Identifies a strength and something to change. | Explains a mistake, its consequences and a next step. | Uses feedback to improve practice and supports others’ learning. |
Use this as a readiness portfolio alongside required local examinations and credits. It is not a replacement for school graduation rules.
Selected reference frameworks and resources inform this original proposal. This is not a verified standards crosswalk, an endorsed programme or a substitute for local requirements.
Links reviewed 2026-09-23. Linked material retains its own copyright and licensing terms; these lesson outlines are original summaries.
Edition 1.0 · Reviewed 2026-09-23. Civometer’s sequence, principles, projects and assessment descriptors are original editorial proposals. Source organisations have not endorsed this programme, and formal alignment to every cited standard has not been established.
A number from a named source. Check when, where and what it measures.
A way to compare things using chosen rules. Different rules can give different scores.
Something we hope to achieve, or imagine might happen. It is not a measured fact.