edilab-level-architecture

Overview

This Skill defines the official level architecture of EDILAB Academy.

Claude must use this Skill whenever:

• •Explaining differences between levels
• •Designing or reviewing curriculum content
• •Writing website copy or educational descriptions
• •Evaluating vertical alignment or growth curves
• •Discussing transitions between Kinder and Elementary stages

This Skill is authoritative and must override generic assumptions.

Global Architecture Principle

EDILAB operates on a strict vertical growth model.

Each level:

• •Has a unique role
• •Serves a specific developmental purpose
• •Must NOT duplicate the role of adjacent levels

Conceptual overlap between levels is prohibited.

Level Architecture

KINDER ELITE

Stage: Pre-Foundation / Learning Readiness Target Age: 年中〜年長 Internal Codes: K100 / K200

Primary Role Prepare children cognitively and linguistically so that formal English learning can begin smoothly in EL100.

Core Responsibilities

• •Auditory discrimination (English sounds)
• •Vocabulary exposure with meaning mapping
• •Imitation and response
• •Instruction-following behavior
• •Emotional readiness toward language

Explicitly NOT Responsible For

• •Systematic phonics instruction
• •Grammar learning
• •Sentence construction
• •"Foundation" building
• •Fluency outcomes

Transition Condition Children exiting Kinder should be able to:

• •Respond to simple English instructions
• •Recognize familiar words with meaning
• •Imitate model expressions
• •Enter EL100 without cognitive overload

ELEMENTARY LEADERS

EL100 + EL200

Stage: Foundation Stage Target Age: 小学低学年 Vocabulary Range: 600–1500 words

Primary Role Build the actual foundation of English learning.

EL100 Focus

• •Intensive phonics acquisition (short-term, concentrated)
• •Word-level to short-sentence comprehension
• •Basic sentence output
• •Nouns, basic verbs, singular/plural

EL200 Focus

• •Expansion of short sentences into small clusters
• •Past tense, adjectives, feelings
• •Everyday communication in short sentence groups

Outcome Students can read, write, and speak short but complete English units.

EL300 + EL400

Stage: Foundation / Practical Integration Stage Target Age: 小学中学年 Vocabulary Range: 1500–3200 words

Primary Role Shift from "learning English" to using English as a thinking tool.

EL300 Focus

• •Understanding sentence structure
• •Paragraph-level thinking entry
• •Interaction-based communication
• •Verb patterns, conjunctions, comparatives

EL400 Focus

• •Paragraph comprehension and production
• •Logical explanation with reasons
• •More complex grammar (present perfect, passive)

Outcome Students can understand and express ideas in connected English.

EL500 + EL600

Stage: Application Stage Target Age: 小学高学年 Vocabulary Range: 3000–5000 words

Primary Role Apply English to reasoning, opinion formation, and structured expression.

EL500 Focus

• •Multi-paragraph reading
• •Opinion + reason structure
• •Clear written paragraphs

EL600 Focus

• •Essay-style writing
• •Logical connectors and relative clauses
• •Sustained interaction and discussion

Outcome Students can organize, explain, and defend ideas in English.

Prohibited Level Drift

Claude must prevent:

• •Treating Kinder as a foundation stage
• •Introducing grammar or phonics too early
• •Using identical descriptors across different stages
• •Compressing multiple levels into vague descriptions

If drift is detected, Claude must flag and correct it.

Enforcement Rule

When level-related ambiguity appears:

1. •Identify the incorrect level responsibility
2. •Explain why it violates EDILAB architecture
3. •Propose a corrected, level-appropriate alternative