clean up

LICENSE.md

@@ -1,6 +1,6 @@
 # Licenses for MDN content
 
-> Note: License file for the repo, not needed in the final publication
+> **Note**: License file for the repo, not needed in the final publication
 
 MDN's content (including prose and code examples) is entirely available under various open source licenses.
 This file covers the types of content we provide and the licenses that are in effect for each.

README.md

@@ -6,7 +6,7 @@ template: module
 
 # Welcome to the MDN front-end developer curriculum
 
-> Note: Main README for the repo, providing light introduction
+> **Note**: Main README for the repo, providing light introduction
 
 The MDN front-end developer curriculum is intended to provide an up-to-date industry recommendation for the key fundamental skills and knowledge that a front-end web developer should have, including the mindset and attitude required for securing a job and for long-term success in this field. This repository has been created to give the web community an understanding of the curriculum's purpose and target audience, an early preview of its content, and a chance to give [feedback](#providing-feedback) on it. Please let us know what you think!
 

REVIEWING.md

@@ -1,6 +1,7 @@
 # Reviewing guide
 
-> Note: Boilerplate reviewing guide for the repo, not needed for the final publication
+> **Note**:
+> Boilerplate reviewing guide for the repo, not needed for the final publication
 
 All reviewers must abide by the [code of conduct](CODE_OF_CONDUCT.md); they are also protected by the code of conduct.
 A reviewer should not tolerate poor behavior and is encouraged to [report any behavior](CODE_OF_CONDUCT.md#Reporting_violations) that violates the code of conduct.

TOC.md

@@ -6,7 +6,8 @@ template: module
 
 # Table of contents
 
-> Note: TOC for the entire curriculum, useful to include in the final publication, but probably on a separate page. don't make this the entire main nav
+> **Note**:
+> TOC for the entire curriculum, useful to include in the final publication, but probably on a separate page. don't make this the entire main nav
 
 [Introduction](/curriculum)
 

curriculum/0-README.md

@@ -15,7 +15,7 @@ Welcome to the MDN front-end developer curriculum — the up-to-date industry-st
 ## Getting started
 
 - Just starting your coding journey? Learn all the fundamental web development skills you need by studying our [Setup](./1-setup/) and [Core](./2-core/) topics.
-- Know the fundamentals and want to go further? Develop specialisms with our [Extensions](./3-extensions).
+- Know the fundamentals and want to go further? Develop specialisms with our [Extensions](./3-extensions/).
 - Looking for employment? Consult our [Soft skills](./1-setup/1-soft-skills.md) to help you secure a job.
 <!-- for Anuja: leave some space here to separate the student offering from the educator one -->
 - Are you an educator? Structure your syllabus and help your students with our topics.

curriculum/1-about.md

@@ -35,13 +35,13 @@ This curriculum is useful for several groups of students:
 
 Once a student has the list of topics they are going to learn, they should go forth and learn them, via self-study, taking a course or boot camp to teach them, or a combination. Either way, upon completing a conforming course, students should be able to pass an examination that tests their knowledge of the topics they have studied.
 
-> **Note:** This resource is not a course for learning front-end web development, and does not aim to thoroughly teach it. It is a recommendation of what modern front-end web developers should know. However, we did spend a considerable amount of time and effort reviewing different courses that cover our topic lists, and intend to make recommendations for free and paid courses we consider suitable for learning the curriculum.
+> **Note**: This resource is not a course for learning front-end web development, and does not aim to thoroughly teach it. It is a recommendation of what modern front-end web developers should know. However, we did spend a considerable amount of time and effort reviewing different courses that cover our topic lists, and intend to make recommendations for free and paid courses we consider suitable for learning the curriculum.
 
 ### Educators
 
 Educators can use the curriculum as a guide when creating programs, units, and assessment specifications for a web-related university degree, college course, coding school course, or similar. Conforming to the curriculum will help ensure that courses teach current techniques and best practices, and avoid out-of-date practices.
 
-> **Note:** Any course based on the MDN curriculum should conform to the [Core](/), but could also optionally include one or more [Extensions](/).
+> **Note**: Any course based on the MDN curriculum should conform to the [Core](/), but could also optionally include one or more [Extensions](/).
 
 We recommend that any course conforming to the MDN curriculum should:
 
@@ -106,7 +106,7 @@ This resource is free for anyone to use. If you find the curriculum useful, we r
 
 - Tell others about it! We would love as many students and educators as possible to start using this curriculum and converging around it as a standard for web developer baseline knowledge.
 
-> **Note:** This curriculum should be used as a guide, but its use does not imply endorsement by Mozilla.
+> **Note**: This curriculum should be used as a guide, but its use does not imply endorsement by Mozilla.
 
 ## Curriculum update process
 

curriculum/1-setup/0-README.md

@@ -6,6 +6,4 @@ template: overview
 
 # Precursor knowledge
 
-> Note: Intro and TOC for the "Precursor knowledge" section only.
-
 The topics outlined in this section are not web development topics, but they do constitute useful topics for anyone wanting to learn front-end web development to have an understanding of. We don't consider learning these topics as required before moving on to the core sections, hence we haven't used the word "prerequisite". However, we believe students will have an easier time if they spend some time on these topics first.

curriculum/1-setup/1-soft-skills.md

@@ -118,7 +118,7 @@ These strategies include:
 
   - On the other hand, AI tools have no reasoning skills and frequently provide answers that are misleading or just plain wrong. You shouldn't just assume that AI answers are correct, and test them/verify them with other sources.
 
-> **Note:** There is definitely a balance to knowing the right time to ask for help. Web developers shouldn't constantly pester their peers/colleagues, but equally, they shouldn't soldier on and pretend they know what they are doing when they don't. Consider the value of saying "I don't know" at the right time.
+> **Note**: There is definitely a balance to knowing the right time to ask for help. Web developers shouldn't constantly pester their peers/colleagues, but equally, they shouldn't soldier on and pretend they know what they are doing when they don't. Consider the value of saying "I don't know" at the right time.
 
 Resources:
 

curriculum/1-setup/2-environment.md

@@ -88,7 +88,7 @@ Resources:
 
 - Stack Overflow is a very good place to find specific solutions to command line problems, for example [How to Batch Rename Files in a macOS Terminal?](https://stackoverflow.com/questions/24102974/how-to-batch-rename-files-in-a-macos-terminal)
 
-> **Notes:**
+> **Notes**:
 >
 > - The command line / terminal is intimidating to newcomers — you just get a blinking cursor, with no obvious signs of what to do next. We are not saying that you should be a command line wizard before you start learning web development, but you should at least understand what it is and know some basics — you will be surprised how often you come across command line usage in web development tooling.
 

curriculum/2-core/0-README.md

@@ -6,6 +6,4 @@ template: overview
 
 # Core modules
 
-> Note: Intro and TOC for the "Core" section only.
-
 The core modules include the topics that we feel every web developer should have a good grounding in. This includes all the information they need to design and build a basic, accessible web app that follows modern best practices, and manage and deploy their code using a tool like GitHub.

curriculum/2-core/1-the-web-standards-model.md

@@ -32,7 +32,7 @@ Learning outcomes:
 
 - Hosting, how to purchase it, and how to put a website online
 
-> **Notes:**
+> **Notes**:
 >
 > - One of the key goals of this section is a high-level understanding of how the web functions behind the code that students write.
 > - Students should also gain a vocabulary to start talking about how the web functions precisely.
@@ -55,7 +55,7 @@ Learning outcomes:
 
 - The purpose of HTML, CSS, and JavaScript
 
-> **Notes:**
+> **Notes**:
 >
 > - Purposes of the main web authoring technologies
 >
@@ -67,7 +67,7 @@ Learning outcomes:
 
 - Why separating the layers is a good idea
 
-> **Notes:**
+> **Notes**:
 >
 > - Separation is a good idea for
 >
@@ -77,7 +77,7 @@ Learning outcomes:
 
 - The fact that in reality, the separation is not always clear
 
-> **Notes:**
+> **Notes**:
 >
 > - A prime example is the case of using JavaScript to dynamically update CSS styling on-the-fly in response to app state changes, user choices, etc.
 >
@@ -89,7 +89,7 @@ Learning outcomes:
 
 - The concept of progressive enhancement
 
-> **Notes:**
+> **Notes**:
 >
 > - Progressive enhancement is often seen as unimportant, because browsers tend to support new features more consistently these days, and more people tend to have faster internet connections. However, you should think about relevant examples to relate to in the modern day, for example cutting down on bling to make a mobile experience smoother and saving on data, or providing a simpler, lower bandwidth experience for users in developing countries who might still pay for home internet by the megabyte.
 >
@@ -111,7 +111,7 @@ Learning outcomes:
 
 - The process of standards creation
 
-> **Notes:**
+> **Notes**:
 >
 > - The basic principles of the web — interoperable, accessible, collaborative, and not owned by a single corporation.
 > - This basis means that the web is a unique and exciting industry to get involved in.
@@ -155,7 +155,7 @@ Learning outcomes:
 
 - The different kinds of assets that are returned in an HTTP response.
 
-> **Notes:**
+> **Notes**:
 >
 > - The different kinds of downloaded resources to understand are:
 >
@@ -179,7 +179,7 @@ Learning outcomes:
 
 - How these are assembled to create a web document that is then displayed by the browser.
 
-> **Notes:**
+> **Notes**:
 >
 > - The different stages of rendering a web page
 >

curriculum/2-core/2-semantic-html.md

@@ -60,15 +60,15 @@ Learning outcomes:
 
   - It is tempting to just use `<div>` elements wherever a block-level container is required, but you should be aware of the other available structural elements and their benefits (such as improved accessibility). Examples include `<main>`, `<section>`, `<article>`, `<header>`, `<nav>`, and `<footer>`.
 
-  > **Notes:**
+  > **Notes**:
   >
   > - One key point to understand here is the difference between semantic and presentational markup, what these terms mean, and why semantic markup is important to SEO and accessibility.
 
 - The need for heading levels to be used logically, i.e. no skipping levels or using them arbitrarily because you want to achieve a certain font size (that's a job for CSS).
 
 - SEO benefits: for example, keywords are boosted in headings.
 
-> **Notes:**
+> **Notes**:
 >
 > - This conformance criterium doesn't require that you go too deep into strategies for writing SEO-friendly content, although you should understand what this means.
 
@@ -96,7 +96,7 @@ Learning outcomes:
 
 - The correct usage for each list type
 
-> **Notes:**
+> **Notes**:
 >
 > - Unordered lists are for marking up a list of items where the order doesn't matter, such as a shopping list.
 > - Ordered lists are for marking up a list of items where the order does matter, such as a set of directions.
@@ -134,7 +134,7 @@ Learning outcomes:
 
   - Other text markup features such as `<u>`, `<s>`, and `<ruby>`
 
-> **Notes:**
+> **Notes**:
 >
 > - It is not necessary to have an exhaustive understanding of all the semantic elements HTML offers at this stage, but you should understand that they exist, and how to look them up using MDN if you need them.
 
@@ -214,7 +214,7 @@ Learning outcomes:
 
 - Aside from links, `<button>` and form elements are the main way to build controls for users to interact with your sites.
 
-> **Notes:**
+> **Notes**:
 >
 > - There are a lot of input types and form features not explicitly mentioned here; the purpose is to get a good general introduction to buttons and form elements, and learn the most common cases. The advanced/specialized cases can be studied on a need-to-know basis, as part of a web developer's constant learning throughout their career.
 
@@ -230,13 +230,13 @@ Learning outcomes:
 
 - Client-side validation basics — `required`, `min`, `max`, `minlength`, `maxlength`, `pattern`.
 
-> **Notes:**
+> **Notes**:
 >
 > - Make sure to understand that client-side form validation is really a usability enhancement, to be used alongside server-side form validation. It is not a substitute for it.
 
 - Making forms accessible — Correct semantics, `<label>`, and the `for` attribute.
 
-> **Notes:**
+> **Notes**:
 >
 > - Going back to the argument for semantic HTML (see also [2.2 Good document structure](./2-2-good-document-structure.md)), you should understand why it is important to use the right element for the right job — e.g. use a `<button>` to submit your form, and not a `<div>` programmed to behave like a `<button>`. Understand the features programmed into these elements by the browser, by default, and how important they are.
 

curriculum/2-core/3-css-fundamentals.md

@@ -234,7 +234,7 @@ Learning outcomes:
 
 - Mitigating issues with difficult-to-style types such as `datetime-local`, `color`, etc.
 
-> **Notes:**
+> **Notes**:
 >
 > - Conforming to this curriculum module doesn't require having foolproof, conclusive answers to every possible form styling problem. Some form elements are difficult to style, as the resources make clear. However, students should at least be able to handle a wide range of form styling needs and understand the issues around some of the more difficult styling issues.
 

curriculum/2-core/4-css-text-styling.md

@@ -24,7 +24,7 @@ Learning outcomes:
 
 - `line-height`
 
-> **Notes:**
+> **Notes**:
 >
 > - There are a large number of other font and text styling properties, and students should be encouraged to explore more of them as part of their constant learning.
 

curriculum/2-core/6-javascript-fundamentals.md

@@ -162,7 +162,7 @@ Learning outcomes:
 
 - Looping through collections with `for ... of`.
 
-> **Notes:**
+> **Notes**:
 >
 > - There are many other types of loop in JavaScript that we haven't listed here. It is not necessary (or useful) to understand all of them at this stage. For now, students need to understand the purpose of loops, and the most common types.
 

curriculum/2-core/7-accessibility.md

@@ -126,7 +126,7 @@ Learning outcomes:
 
   - What they are used for, and who uses them
 
-  > **Notes:**
+  > **Notes**:
   >
   > - The aim here is not to master the usage of all assistive technology types (there are many that we have not listed above), but to be aware of their existence and types of people who use them, and also to appreciate how and why accessibility best practices work.
   > - It is also a really good idea for web developers to have a go at using screen readers or other types of assistive technology, to give an idea of what the web experience is like for users of those technologies.

curriculum/2-core/9-version-control-fundamentals-git-github.md

@@ -12,7 +12,7 @@ Learning outcomes:
 
 - Understand why version control systems are necessary
 
-> **Notes:**
+> **Notes**:
 >
 > - Git and associated social coding sites like GitHub have a lot of functionality, and can be intimidating and unfriendly to begin with. This set of conformance criteria does not expect mastery of all aspects of these tools, but rather an understanding of the basics, and why it is necessary to have some experience here before entering the industry.
 > - Git is the web industry standard for version control, and has been for some time.

curriculum/3-extensions/0-README.md

@@ -6,6 +6,4 @@ template: overview
 
 # Optional extension modules
 
-> Note: Intro and TOC for the "Extensions" section only.
-
 These "extension" topics constitute useful additional skills to learn as web developers start to expand their knowledge and develop specialisms.

curriculum/3-extensions/3-web-apis.md

@@ -26,7 +26,7 @@ Learning outcomes:
 
   - Understand key functionality associated with audio and video — play, pause, stop, seeking backwards and forwards, duration, current time
 
-  > **Notes:**
+  > **Notes**:
   >
   > - This set of conformance criteria does not expect a successful student to understand all of the web platform's video and audio-related APIs in detail. There is a lot of functionality in this category, and learning it all upfront would not be practical or particularly useful: some of the functionality is for very niche use cases, and students are encouraged to learn more as part of their constant learning, or when the need arises.
   >
@@ -102,7 +102,7 @@ Resources:
 
 ## 3.3 Storage APIs
 
-> **Notes:**
+> **Notes**:
 >
 > - The main items of importance to understand in this set of conformance criteria are the general concepts, using Web Storage for most simple client-side storage tasks, and how cookies are used in positive and negative ways.
 
@@ -124,7 +124,7 @@ Learning outcomes:
 
 - Other related APIs
 
-> **Notes:**
+> **Notes**:
 >
 > - IndexedDB and Service Workers are complex, and constitute huge topics. It is not expected that students would exhaustively understand them at this stage, although we would suggest that students gain an understanding of the basics behind how they work.
 

curriculum/3-extensions/5-security-and-privacy.md

@@ -16,7 +16,7 @@ General resources:
 
 ## 5.1 Security and privacy basics
 
-> **Notes:**
+> **Notes**:
 >
 > - Conforming to all of the criteria in this module is not going to result in a student being a qualified security engineer, but equally it is very important for any web developer to understand the basics of web security and privacy.
 > - It is also important for students to understand that a lot of security issues are caused by problems with server-side code, or a combination of client-side and server-side code. A lot of code should present very few security risks, provided the browser is doing its job properly.
@@ -99,7 +99,7 @@ Learning outcomes:
 
 - Understand what compliance with such laws looks like in terms of practical implementation
 
-> **Notes:**
+> **Notes**:
 >
 > - Conforming to the above criteria does not require students to become legal experts in privacy laws, but they should understand the implications of these laws, and how that affects their work.
 

curriculum/3-extensions/7-a-practical-understanding-of-javascript-frameworks.md

@@ -8,7 +8,7 @@ template: module
 
 JavaScript frameworks are commonly used to build web applications, so it is beneficial to learn about common frameworks and use cases (as listed below) for employment prospects.
 
-> **Notes:**
+> **Notes**:
 >
 > - Conforming to this set of criteria does not involve becoming a master of a particular framework and learning everything it has to offer. To do so can be limiting — one framework might be the most popular choice now, but in five years everything could change.
 > - Instead, we want to encourage students to get a solid understanding of the JavaScript fundamentals frameworks are built on top of (see [6 JavaScript fundamentals](../2-core/6-javascript-fundamentals.md)), and learn the common features and patterns that frameworks use. This approach is much more flexible and future proof.

curriculum/3-extensions/8-css-tooling.md

@@ -10,7 +10,7 @@ Tooling is not just confined to JavaScript frameworks. There are also common CSS
 
 ## 8.1 CSS frameworks
 
-> **Notes:**
+> **Notes**:
 >
 > - Whatever framework your course or learning includes, the tool's site should include information on the basics of using it.
 > - The aim here is not to have an exhaustive understanding of any one framework, but rather to understand the pros and cons, what a CSS framework can do, and what general usage looks like.
@@ -29,7 +29,7 @@ Learning outcomes:
 
 ## 8.2 CSS preprocessors
 
-> **Notes:**
+> **Notes**:
 >
 > - Whatever preprocessor your course or learning includes, the tool's site should include information on the basics of using it.
 > - The aim here is not to have an exhaustive understanding of any one preprocessor, but rather to understand the pros and cons, what a CSS preprocessor can do, and what general usage looks like.