Learning to learn // Learning to Learn
Describing Rules & Patterns
When you notice a pattern repeating, describe it as a rule that works every time — then test whether the rule holds in new cases
Quick check
If the learner spots a pattern — like a grammar rule or a number pattern — can they describe it as a general rule and then check whether it works in new examples?
Ask this to see whether the topic is secure.
Topic // Mastery
What mastery looks like
- Describe a pattern or rule they've noticed in their own words — e.g. 'Every time you add 0 to a number, it stays the same'
- Test whether a rule they've described holds for new examples they haven't seen before
- Explain the difference between noticing a pattern and proving it always works
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
1 topic- Spotting PatternsRequired
Learning to Learn // Ages 7 to 8
Generalising a rule requires first being able to spot the recurring pattern that the rule captures
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Describing Rules & Patterns
Ages 8 to 9 // Thinking skill
Leads to
6 topics- Times tables (age 8+)Helpful
Mathematics // Mathematical Thinking // Ages 8 to 9
Generalising fraction and times-table patterns is the maths-specific application of the universal generalisation habit
- Correlation vs CausationHelpful
Science // Scientific Inquiry // Ages 8 to 10
Evaluating whether a pattern is truly causal requires the universal generalisation habit — asking whether the rule you think you've spotted actually holds across cases
History // Historical Thinking // Ages 8 to 10
Corroboration involves forming a generalisation from multiple instances of evidence — the universal generalisation habit applied to historical sources
- Reasoning with EquivalencesHelpful
Mathematics // Mathematical Thinking // Ages 9 to 10
Describing general rules for sequences and predicting terms applies the universal generalisation habit in a mathematical context
- Fair testing (age 9+)Helpful
Science // Scientific Inquiry // Ages 9 to 11
Using test results to make predictions and set up further tests is the science form of the universal generalisation habit — describing a pattern as a rule and testing it further
Mathematics // Mathematical Thinking // Ages 10 to 11
Describing algebraic rules and extending angle facts to any polygon is the mature maths form of the universal generalisation habit
Learning to learn // Learning to Learn
More in Learning to Learn
- Learning from MistakesAges 8 to 9Thinking skillWhen you get something wrong, investigate why — what did you misunderstand or overlook? Analysing errors is one of the most powerful ways to learn
- Understanding WhyAges 8 to 9Thinking skillGo beyond knowing *that* something is true — ask *why* it is true and *how* it works
- Transferring SkillsAges 8 to 9Thinking skillRecognise when a skill or strategy learned in one subject or situation can be applied in a completely different one
- Teaching It BackAges 7 to 8Thinking skillAfter learning something new, explain it in your own words — to yourself, a family member, or even a toy
- Connecting New & Old IdeasAges 7 to 8Thinking skillLook for connections between new ideas and things you already know — how does this fit with what I've learned before?
- Choosing a StrategyAges 9 to 10Thinking skillBefore starting a study task, choose a deliberate strategy; after finishing, evaluate honestly whether that strategy actually helped
- Trying a New ApproachAges 7 to 8Thinking skillWhen your first approach isn't working, try a different one — being flexible about strategies is part of being a good learner
- Reflecting After LearningAges 9 to 10Thinking skillAfter completing a piece of learning, reflect on the process: what helped most, what was confusing, and what would you do differently next time?