Instructions to use Osam-2025/quantosimo-curriculum-embeddings-v1 with libraries, inference providers, notebooks, and local apps. Follow these links to get started.

Libraries

How to use Osam-2025/quantosimo-curriculum-embeddings-v1 with sentence-transformers:

from sentence_transformers import SentenceTransformer

model = SentenceTransformer("Osam-2025/quantosimo-curriculum-embeddings-v1")

sentences = [
    "any potential request for further visits take place throughout the period of the qualification, there is no post-results service provided. Any breach of the regulations for the conduct of examinations and non-examination assessment work may constitute malpractice (which includes maladministration) and must be reported to OCR as soon as it is detected. Detailed information on malpractice can be found in the Suspected Malpractice in Examinations and Assessments: Policies and Procedures published 5a. Overlap with other qualifications There is a small degree of overlap between the content of this specification and those for A Level Chemistry, Physics, Science, Geography and Geology courses. The links between the specifications may allow for some co-teaching, particularly in the areas of biochemistry, environmental science and microbiology. 5b. Avoidance of bias The A level qualification and subject criteria have been reviewed in order to identify any feature which could disadvantage learners who share a protected characteristic as defined by the Equality Act 2010. All reasonable steps have been taken to minimise any 5c. How Science Works (HSW) How Science Works (HSW) was conceived as being a wider view of science in context, rather than just straightforward scientific enquiry. It was intended to develop learners as critical and creative thinkers, able to solve problems in a variety of contexts. Developing ideas and theories to explain the operation of living systems, from the molecular to the ecosystem level, is at the heart of Biology. Learners should be aware of the importance that peer review and repeatability have in giving confidence to this Learners are expected to understand the variety of sources of data available for critical analysis to provide evidence and the uncertainty involved in its measurement. They should also be able to link that evidence to contexts influenced by culture, politics and Understanding How Science Works requires an understanding of how scientific evidence can influence ideas and decisions for individuals and society, which is linked to the necessary skills of communication for audience and for purpose with appropriate scientific The examples and guidance within the specification are not exhaustive but give a flavour of opportunities for integrating HSW within the course. These references, written in the form HSW1, link to the statements as HSW1 Use theories, models and ideas to develop scientific explanations HSW2 Use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and HSW3 Use appropriate methodology, including information and communication technology (ICT), to answer scientific questions and solve HSW4 Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts HSW5 Analyse and interpret data to provide evidence, recognising correlations and causal HSW6 Evaluate methodology, evidence and data, and resolve conflicting evidence HSW7 Know that scientific knowledge and understanding develops over time HSW8 Communicate information and ideas in appropriate ways using appropriate terminology HSW9 Consider applications and implications of science and evaluate their associated benefits HSW10 Consider ethical issues in the treatment of humans, other organisms and the HSW11 Evaluate the role of the scientific community",
    "technology (ICT), to answer scientific questions and solve HSW4 Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts HSW5 Analyse and interpret data to provide evidence, recognising correlations and causal HSW6 Evaluate methodology, evidence and data, and resolve conflicting evidence HSW7 Know that scientific knowledge and understanding develops over time HSW8 Communicate information and ideas in appropriate ways using appropriate terminology HSW9 Consider applications and implications of science and evaluate their associated benefits HSW10 Consider ethical issues in the treatment of humans, other organisms and the HSW11 Evaluate the role of the scientific community in validating new knowledge and HSW12 Evaluate the ways in which society uses science to inform decision making. 5d. Mathematical requirements In order to develop their skills, knowledge and understanding in A Level Biology, learners need to have been taught, and to have acquired competence in, the appropriate areas of mathematics relevant to the subject as indicated in the M0 – M4 table of The assessment of quantitative skills will include at least 10% Level 2 (or above) mathematical skills for biology (see later for a definition of ‘Level 2’ These skills will be applied in the context of the All mathematical content will be assessed within the lifetime of the specification. Skills shown in bold type in the M0 – M4 coverage table below will only be tested in the full A Level course, not the standalone The list of examples given in the M0 – M4 coverage table is not exhaustive and is not limited to Level 2 examples. These skills could be developed in other areas of the specification content from those indicated. Formulae used in A Level Biology To address biology questions using mathematical skills, learners will need to be able to use and, in some cases, recall formulae and equations. Some of these will seem like pure mathematics, but will be deployed in biological contexts, while others are clearly biological equations, albeit manipulated using standard mathematical, algebraic Genetic biodiversity All of GCSE (9–1) Maths recall including (but not limited to): circumference and area of surface area and volume of percentage (to include %change, %yield and %error) Simpson’s index of diversity Surface area and volume of cylinder GCSE (9–1) Mathematical formulae to recall At AS and A Level Biology we assume knowledge of higher tier GCSE (9–1) Maths content. This includes (but is not limited to) the following list of formulae which learners will need to be able to recall: Note that students should be familiar with the convention of using r for radius, h for height, b for base and Circumference of circle area of circle = πr 2 Surface area of cuboid surface area of cuboid = 2(bh + bl + hl ) volume of cuboid = hbl Percentage (which can be used to calculate percentage change, percentage yield and percentage error) percentage change = new quantity − original quantity % error (uncertainty) = 2 × absolute uncertainty Biological formulae to recall The following",
    "Pearson Edexcel Level 3 Advanced GCE in Chemistry (9CH0) First teaching from September 2015 First certification from 2017 We are the world’s leading learning company operating in countries all around the world. We provide content, assessment and digital services to learners, educational institutions, employers, governments and other partners globally. We are committed to helping equip learners with the skills they need to enhance their employability prospects and to succeed in the changing world of work. We believe that wherever learning flourishes so do people. References to third party materials made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Materials may include textbooks, journals, magazines and other publications and All information in this specification is correct at time of publication. Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd/Naki Kouyioumtzis ISBN 978 1 446 92953 7 All the material in this publication is copyright © Pearson Education Limited 2024 Summary of Pearson Edexcel Level 3 Advanced GCE in Chemistry (9CH0) specification Summary of changes made between previous issue and this current Adjusted font so that symbols for Aluminum, Chlorine and Thallium are more Removal of ‘Relation in electronegativity difference’ table If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html From Pearson’s Expert Panel for World Class Qualifications The reform of the qualifications system in England is a profoundly important change to the education system. Teachers need to know that the new qualifications will assist them in helping their learners make progress in their lives. When these changes were first proposed we were approached by Pearson to join an ‘Expert Panel’ that would advise them on the development of the new qualifications. We were chosen, either because of our expertise in the UK education system, or because of our experience in reforming qualifications in other systems around the world as diverse as Singapore, Hong Kong, Australia and a number of countries We have guided Pearson through what we judge to be a rigorous qualification development process that has included: Extensive international comparability of subject content against the highestperforming jurisdictions in the world Benchmarking assessments against UK and overseas providers to ensure that they are at the right level of demand Establishing External Subject Advisory Groups, drawing on independent subjectspecific expertise to challenge and validate our qualifications Subjecting the final qualifications to scrutiny against the DfE content and Ofqual accreditation criteria in advance of submission. Importantly, we have worked to ensure that the content and learning is future oriented. The design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes have been at the heart of this development throughout. We understand that ultimately it is excellent teaching that is the key factor to a learner’s success in education. As a result of our work as a panel we are confident that we have supported",
    "GCSE Mathematics (Edexcel 1MA1) — Number. Foundation tier students should be able to order positive and negative integers, decimals and fractions, apply the four operations to integers, decimals and fractions, and use the concepts of factors, multiples, primes, HCF and LCM."
]
embeddings = model.encode(sentences)

similarities = model.similarity(embeddings, embeddings)
print(similarities.shape)
# [4, 4]

Notebooks
Google Colab
Kaggle

QuantOsimo Curriculum Embeddings v1

A fine-tuned sentence-transformer embedding model for UK curriculum content retrieval.

Model Details

Base model: sentence-transformers/all-MiniLM-L6-v2
Fine-tuned on: 1,077 curriculum triplets from 1,714 official AQA/Edexcel/OCR specification chunks (KS2-KS5, Maths and Science)
Training: MultipleNegativesRankingLoss, 3 epochs, batch size 4
Embedding dimension: 384 (fits pgvector(384))

Performance

Baseline triplet accuracy: 0.9252
Fine-tuned triplet accuracy: 0.9907
Error rate reduction: 88%

Intended Use

Semantic retrieval of UK curriculum content for QuantOsimo (quantosimo.com) — an AI-powered Maths and Science tutoring platform for UK students KS2 to A-Level.

Training Data

Generated from official AQA, Edexcel, and OCR specification documents across KS2-KS5 Maths and Science.

Built by Samuel Osagiede as part of QuantOsimo's RAG pipeline.

SentenceTransformer based on sentence-transformers/all-MiniLM-L6-v2

This is a sentence-transformers model finetuned from sentence-transformers/all-MiniLM-L6-v2. It maps sentences & paragraphs to a 384-dimensional dense vector space and can be used for retrieval.

Model Details

Model Description

Model Type: Sentence Transformer
Base model: sentence-transformers/all-MiniLM-L6-v2
Maximum Sequence Length: 256 tokens
Output Dimensionality: 384 dimensions
Similarity Function: Cosine Similarity
Supported Modality: Text

Model Sources

Documentation: Sentence Transformers Documentation
Repository: Sentence Transformers on GitHub
Hugging Face: Sentence Transformers on Hugging Face

Full Model Architecture

SentenceTransformer(
  (0): Transformer({'transformer_task': 'feature-extraction', 'modality_config': {'text': {'method': 'forward', 'method_output_name': 'last_hidden_state'}}, 'module_output_name': 'token_embeddings', 'architecture': 'BertModel'})
  (1): Pooling({'embedding_dimension': 384, 'pooling_mode': 'mean', 'include_prompt': True})
  (2): Normalize({})
)

Usage

Direct Usage (Sentence Transformers)

First install the Sentence Transformers library:

pip install -U sentence-transformers

Then you can load this model and run inference.

from sentence_transformers import SentenceTransformer

# Download from the 🤗 Hub
model = SentenceTransformer("sentence_transformers_model_id")
# Run inference
sentences = [
    'Physics. Students study energy, including energy stores and transfers, calculations of kinetic, gravitational potential and elastic potential energy, power, efficiency and the national and global use of energy resources.',
    'Students study energy, including energy stores and transfers, calculations of kinetic, gravitational potential and elastic potential energy, power, efficiency and the national and global use of energy resources. Electricity covers circuit diagrams, current, potential difference and resistance, series and parallel circuits, the I–V characteristics of components, mains electricity, direct and alternating current, the national grid, and electrical power and energy calculations.',
    "Pearson Edexcel Level 3 Advanced GCE in Biology B (9BI0) First teaching from September 2015 First certification from 2017 Level 3 Advanced GCE First certification 2017 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and All information in this specification is correct at time of publication. Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd/Naki Kouyioumtzis ISBN 978 1 446 93798 3 All the material in this publication is copyright © Pearson Education Limited 2018 From Pearson’s Expert Panel for World Class Qualifications The reform of the qualifications system in England is a profoundly important change to the education system. Teachers need to know that the new qualifications will assist them in helping their learners make progress in their lives. When these changes were first proposed we were approached by Pearson to join an ‘Expert Panel’ that would advise them on the development of the new qualifications. We were chosen, either because of our expertise in the UK education system, or because of our experience in reforming qualifications in other systems around the world as diverse as Singapore, Hong Kong, Australia and a number of countries We have guided Pearson through what we judge to be a rigorous qualification development process that has included: extensive international comparability of subject content against the highestperforming jurisdictions in the world benchmarking assessments against UK and overseas providers to ensure that they are at the right level of demand establishing External Subject Advisory Groups, drawing on independent subjectspecific expertise to challenge and validate our qualifications subjecting the final qualifications to scrutiny against the DfE content and Ofqual accreditation criteria in advance of submission. Importantly, we have worked to ensure that the content and learning is future oriented. The design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes have been at the heart of this development throughout. We understand that ultimately it is excellent teaching that is the key factor to a learner’s success in education. As a result of our work as a panel we are confident that",
]
embeddings = model.encode(sentences)
print(embeddings.shape)
# [3, 384]

# Get the similarity scores for the embeddings
similarities = model.similarity(embeddings, embeddings)
print(similarities)
# tensor([[ 1.0000,  0.6863, -0.0800],
#         [ 0.6863,  1.0000, -0.0040],
#         [-0.0800, -0.0040,  1.0000]])

Evaluation

Metrics

Triplet

Dataset: curriculum-eval
Evaluated with TripletEvaluator

Metric	Value
cosine_accuracy	1.0

Training Details

Training Dataset

Unnamed Dataset

Size: 970 training samples
Columns: sentence_0, sentence_1, and sentence_2

Approximate statistics based on the first 100 samples:

	sentence_0	sentence_1	sentence_2
type	string	string	string
modality	text	text	text
details	min: 15 tokens mean: 194.26 tokens max: 256 tokens	min: 38 tokens mean: 196.3 tokens max: 256 tokens	min: 16 tokens mean: 177.9 tokens max: 256 tokens

Samples:

sentence_0	sentence_1	sentence_2
evidence for analysis. They can see how accurate and sensitive methods of analysis can be applied to the study of chemical changes, but also to detect drugs such as in blood or urine testing in sport. Topic 7A: Mass spectrometry 1. be able to use data from a mass spectrometer to: determine the relative molecular mass of an organic compound from the ii suggest possible structures of a simple organic compound from the m/z of the molecular ion and fragmentation patterns Topic 7B: Infrared (IR) spectroscopy 2. be able to use data from infrared spectra to deduce functional groups present in organic compounds and to predict infrared absorptions, given wavenumber data, due to familiar functional groups, including: C–H stretching absorption in alkanes, alkenes and aldehydes ii C=C stretching absorption in alkenes iii O–H stretching absorption in alcohols iv C=O stretching absorption in aldehydes and ketones v C=O stretching absorption and the broad O-H stretching absorption in vi N–H stretchin...	of: 5. understand experiments to measure enthalpy changes in terms of: processing results using the expression: energy transferred = mass x specific heat capacity × temperature change ii evaluating sources of error and assumptions made in the experiments Students will need to consider experiments where: substances are mixed in an insulated container and the temperature enthalpy of combustion is measured, such as using a series of alcohols in a the enthalpy change cannot be measured directly. 6. be able to calculate enthalpy changes in kJ mol-1 from given experimental results Both a sign and units are expected in the final answer. 7. be able to construct enthalpy cycles using Hess’s Law 8. be able to calculate enthalpy changes from data using Hess’s Law CORE PRACTICAL 8: To determine the enthalpy change of a reaction using 9. know what is meant by the terms ‘bond enthalpy’ and ‘mean bond enthalpy’ 10. be able to calculate an enthalpy change of reaction using mean bond enthalpies and exp...	`A-Level Mathematics (AQA 7357) — Pure Mathematics.`
system. Explain the role of meiotic cell division, including the production of four daughter cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes The stages of meiosis are not required Describe DNA as a polymer made up of: a two strands coiled to form a double helix b strands linked by a series of complementary base pairs joined together by weak hydrogen bonds nucleotides that consist of a sugar and phosphate group with one of the four different bases attached to the sugar Describe the genome as the entire DNA of an organism and a gene as a section of a DNA molecule that codes for a specific Explain how DNA can be extracted from fruit 3.12 Explain why there are differences in the inherited characteristics as a result of alleles 3.13 Explain the terms: chromosome, gene, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype, 3.14 Explain monohybrid inheritance using genetic diagrams, Punnett ...	arithmetic means (2b). Suggested practicals ● Investigate the variations in a species to illustrate continuous variation and discontinuous ● Investigate inheritance using suitable organisms or models. Topic 4 – Natural selection and genetic modification Explain Charles Darwin’s theory of evolution by natural selection Explain how the emergence of resistant organisms supports Charles Darwin’s theory of evolution including antibiotic resistance in bacteria Describe the evidence for human evolution, based on fossils, a Ardi from 4.4 million years ago b Lucy from 3.2 million years ago Richard Leakey’s discovery of fossils from 1.6 million Describe the evidence for human evolution based on stone a the development of stone tools over time b how these can be dated from their environment Describe how genetic analysis has led to the suggestion of the three domains rather than the five kingdoms classification Explain selective breeding and its impact on food plants and domesticated animals 4.10 ...	Pearson Edexcel Level 3 Advanced GCE in Biology B (9BI0) First teaching from September 2015 First certification from 2017 Level 3 Advanced GCE First certification 2017 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com...
`Ratio, proportion and rates of change. Pupils change freely between related standard units (for example time, length, area, volume and mass) and use ratio notation, reducing a ratio to its simplest form.`	`Pupils change freely between related standard units (for example time, length, area, volume and mass) and use ratio notation, reducing a ratio to its simplest form. They divide a given quantity into two or more parts in a given part-to-part or part-to-whole ratio, express a multiplicative relationship between two quantities as a ratio or a fraction, and understand and use proportion as equality of ratios.`	`Key Stage 3 Science — Biology: Cells and Organisation. Pupils should be taught that cells are the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope.`

Loss: MultipleNegativesRankingLoss with these parameters:

{
    "scale": 20.0,
    "similarity_fct": "cos_sim",
    "gather_across_devices": false,
    "directions": [
        "query_to_doc"
    ],
    "partition_mode": "joint",
    "hardness_mode": null,
    "hardness_strength": 0.0
}

Training Hyperparameters

Non-Default Hyperparameters

per_device_train_batch_size: 4
per_device_eval_batch_size: 4
multi_dataset_batch_sampler: round_robin

All Hyperparameters

Click to expand

per_device_train_batch_size: 4
num_train_epochs: 3
max_steps: -1
learning_rate: 5e-05
lr_scheduler_type: linear
lr_scheduler_kwargs: None
warmup_steps: 0
optim: adamw_torch_fused
optim_args: None
weight_decay: 0.0
adam_beta1: 0.9
adam_beta2: 0.999
adam_epsilon: 1e-08
optim_target_modules: None
gradient_accumulation_steps: 1
average_tokens_across_devices: True
max_grad_norm: 1
label_smoothing_factor: 0.0
bf16: False
fp16: False
bf16_full_eval: False
fp16_full_eval: False
tf32: None
gradient_checkpointing: False
gradient_checkpointing_kwargs: None
torch_compile: False
torch_compile_backend: None
torch_compile_mode: None
use_liger_kernel: False
liger_kernel_config: None
use_cache: False
neftune_noise_alpha: None
torch_empty_cache_steps: None
auto_find_batch_size: False
log_on_each_node: True
logging_nan_inf_filter: True
include_num_input_tokens_seen: no
log_level: passive
log_level_replica: warning
disable_tqdm: False
project: huggingface
trackio_space_id: None
trackio_bucket_id: None
trackio_static_space_id: None
per_device_eval_batch_size: 4
prediction_loss_only: True
eval_on_start: False
eval_do_concat_batches: True
eval_use_gather_object: False
eval_accumulation_steps: None
include_for_metrics: []
batch_eval_metrics: False
save_only_model: False
save_on_each_node: False
enable_jit_checkpoint: False
push_to_hub: False
hub_private_repo: None
hub_model_id: None
hub_strategy: every_save
hub_always_push: False
hub_revision: None
load_best_model_at_end: False
ignore_data_skip: False
restore_callback_states_from_checkpoint: False
full_determinism: False
seed: 42
data_seed: None
use_cpu: False
accelerator_config: {'split_batches': False, 'dispatch_batches': None, 'even_batches': True, 'use_seedable_sampler': True, 'non_blocking': False, 'gradient_accumulation_kwargs': None}
parallelism_config: None
dataloader_drop_last: False
dataloader_num_workers: 0
dataloader_pin_memory: True
dataloader_persistent_workers: False
dataloader_prefetch_factor: None
remove_unused_columns: True
label_names: None
train_sampling_strategy: random
length_column_name: length
ddp_find_unused_parameters: None
ddp_bucket_cap_mb: None
ddp_broadcast_buffers: False
ddp_static_graph: None
ddp_backend: None
ddp_timeout: 1800
fsdp: None
fsdp_config: None
deepspeed: None
debug: []
skip_memory_metrics: True
do_predict: False
resume_from_checkpoint: None
warmup_ratio: None
local_rank: -1
prompts: None
batch_sampler: batch_sampler
multi_dataset_batch_sampler: round_robin
router_mapping: {}
learning_rate_mapping: {}

Training Logs

Epoch	Step	curriculum-eval_cosine_accuracy
-1	-1	0.9252
1.0	243	0.9907
2.0	486	1.0

Training Time

Training: 28.4 minutes

Framework Versions

Python: 3.12.1
Sentence Transformers: 5.6.0
Transformers: 5.13.1
PyTorch: 2.13.0+cu130
Accelerate: 1.14.0
Datasets: 5.0.0
Tokenizers: 0.22.2

Citation

BibTeX

Sentence Transformers

@inproceedings{reimers-2019-sentence-bert,
    title = "Sentence-BERT: Sentence Embeddings using Siamese BERT-Networks",
    author = "Reimers, Nils and Gurevych, Iryna",
    booktitle = "Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing",
    month = "11",
    year = "2019",
    publisher = "Association for Computational Linguistics",
    url = "https://arxiv.org/abs/1908.10084",
}

MultipleNegativesRankingLoss

@misc{oord2019representationlearningcontrastivepredictive,
      title={Representation Learning with Contrastive Predictive Coding},
      author={Aaron van den Oord and Yazhe Li and Oriol Vinyals},
      year={2019},
      eprint={1807.03748},
      archivePrefix={arXiv},
      primaryClass={cs.LG},
      url={https://arxiv.org/abs/1807.03748},
}