What Should a 2nd Grader Know? Checklist by Subject

Math · Addition & Subtraction

Your child is advancing their calculation skills — learning to add and subtract larger numbers up to 1000, mastering mental math strategies, and solving more complex word problems.

• Addition and subtraction within 20

  Add and subtract within 20 using strategies such as making ten, decomposing a number leading to ten, and using known facts

  • Solve 8 + 6 using making ten: 8 + 2 + 4 = 14
  • Solve 13 − 4 by decomposing: 13 − 3 − 1 = 9
  • Use a known fact (8 + 4 = 12) to derive 12 − 8 = 4

• Fluent adding and subtracting within 10

  Fluently add and subtract within 10

  • Answer any addition fact within 10 quickly from memory
  • Answer any subtraction fact within 10 quickly from memory
  • Complete a timed set of within-10 facts with high accuracy

• What the equals sign means

  Understand the meaning of the equal sign as 'is the same as' and determine if equations are true or false

  • Explain that 6 = 6 is true because both sides are the same
  • Determine that 4 + 1 = 5 + 2 is false
  • Understand that = does not mean 'the answer comes next' — it means balance

• Adding within 100

  Add within 100 using strategies based on place value, including adding a two-digit and one-digit number, and a two-digit and a multiple of 10

  • Calculate 46 + 7 using place value (46 + 4 + 3 = 53)
  • Calculate 38 + 40 = 78 using tens understanding
  • Relate the strategy to a written method and explain the reasoning

• Fluent adding and subtracting within 100

  Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

  • Add two-digit numbers within 100 efficiently (e.g. 46 + 37 using place-value partitioning)
  • Subtract two-digit numbers within 100 fluently (e.g. 83 − 25)
  • Choose between strategies (decomposing, compensating, using known facts) based on the numbers involved

• Addition in any order

  Understand and apply the commutative property of addition: addends can be added in any order

  • Explain that 3 + 8 gives the same answer as 8 + 3
  • Use commutativity to choose the larger number to count on from
  • Demonstrate that subtraction is not commutative (5 − 3 ≠ 3 − 5)

• Fluent adding and subtracting within 20

  Fluently add and subtract within 20 using mental strategies; know from memory all sums of two one-digit numbers

  • Answer any single-digit addition fact within 3 seconds
  • Recall subtraction facts within 20 from memory (e.g. 15 − 8 = 7)
  • Use known addition facts to derive related subtraction facts rapidly

• Addition and subtraction within 1000

  Add and subtract within 1000 using concrete models, drawings, and strategies based on place value; understand composing and decomposing tens and hundreds

  • Add two three-digit numbers using base-ten blocks or drawings, composing a ten or hundred when necessary
  • Subtract three-digit numbers, decomposing a ten or hundred when necessary
  • Relate the concrete/drawn strategy to a written method and explain why it works

• Adding and subtracting (age 7+)

  Add and subtract numbers with up to three digits using formal written methods of columnar addition and subtraction

  • Set out a columnar addition correctly with digits aligned by place value
  • Carry out columnar subtraction with exchange (borrowing) when needed
  • Check the answer using the inverse operation or estimation

• Estimating by rounding

  Estimate the answer to a calculation and use inverse operations to check answers; apply to increasingly large numbers using rounding and inverse reasoning

  • Round numbers to the nearest 10 or 100 to estimate a sum or difference before calculating
  • Use addition to check a subtraction answer, or vice versa
  • Identify when a calculated answer is unreasonable based on the estimate

• Missing number problems (age 7+)

  Solve addition and subtraction problems including missing-number problems, using number facts, place value, and more complex methods

  • Solve a missing-number problem such as 245 + ? = 380
  • Choose an appropriate method (mental, written, or combination) based on the numbers
  • Solve multi-step problems combining addition and subtraction of three-digit numbers

• Finding a missing number in addition

  Understand subtraction as finding an unknown addend (e.g. 10 − 8 = ? is the same as 8 + ? = 10)

  • Solve 10 − 8 by thinking 'what do I add to 8 to make 10?'
  • Explain that subtraction can be thought of as a missing-addend problem
  • Use known addition facts to solve related subtraction problems

• Inverse: addition undoes subtraction

  Recognise and use the inverse relationship between addition and subtraction to check calculations and solve missing-number problems

  • Check 15 + 7 = 22 by calculating 22 − 7 = 15
  • Use the inverse to solve: □ + 9 = 14, so □ = 14 − 9 = 5
  • Explain that addition and subtraction 'undo' each other

• Two-Step Word Problems

  Solve one- and two-step word problems within 100 using addition and subtraction, with unknowns in all positions

  • Solve a two-step word problem involving adding to and taking from
  • Represent a word problem with an equation using a symbol for the unknown
  • Solve comparison problems (how many more/fewer) within 100

• Early Word Problems

  Solve one-step word problems involving addition and subtraction to 20, including missing-number problems

  • Solve 'I have 12 sweets and eat 4, how many left?'
  • Solve missing number: 7 = [ ] – 9
  • Solve problems using concrete objects and pictorial representations

• Addition and subtraction strategies (age 7+)

  Explain why addition and subtraction strategies work, using place value and the properties of operations

  • Explain why adding tens and ones separately gives the correct total
  • Describe why a compensation strategy works (e.g. 'I added 1 too many, so I subtract 1')
  • Use place-value language to justify a written method step by step

• Numbers on a number line

  Represent whole numbers as lengths on a number line and represent sums and differences within 100 on a number line diagram

  • Place whole numbers on a number line with equally spaced points
  • Show an addition as a jump forward on the number line (e.g. 38 + 27 shown as jumps)
  • Show a subtraction as a jump backward on the number line

• Mental addition and subtraction (age 7+)

  Mentally add and subtract a three-digit number and ones

  • Calculate 345 + 7 mentally
  • Calculate 462 − 5 mentally
  • Explain that only the ones digit changes (unless bridging through a ten)

• Mental and written addition and subtraction

  Solve addition and subtraction problems using mental and written methods, including problems involving numbers, quantities, and measures

  • Solve a two-step problem: 'I had 35p, spent 12p, then found 5p. How much now?'
  • Choose an appropriate method (mental or written) for a given problem
  • Solve problems involving measures, e.g. 'a ribbon is 45cm, I cut off 18cm'

• Adding numbers

  Add up to four two-digit numbers using strategies based on place value and properties of operations

  • Add three or four two-digit numbers by grouping tens and ones
  • Look for pairs that make multiples of 10 to simplify addition
  • Explain the strategy used to combine multiple addends

• Adding two two-digit numbers

  Add and subtract two two-digit numbers using concrete objects, pictorial representations, and mental methods

  • Calculate 34 + 27 using base-ten blocks or column addition
  • Calculate 63 − 28 using a number line or partitioning
  • Explain a strategy for adding or subtracting two two-digit numbers

• Mental addition and subtraction (age 6+)

  Add and subtract a two-digit number and ones mentally and using concrete/pictorial representations

  • Calculate 36 + 7 = 43 using objects or mentally
  • Calculate 52 − 4 = 48 using a number line or mentally
  • Explain bridging through 10 when adding ones to a two-digit number

• Unknown in Addition & Subtraction

  Determine the unknown whole number in an addition or subtraction equation relating three whole numbers

  • Solve 8 + ? = 11 and write 3
  • Solve 5 = □ − 3 and write 8
  • Solve 6 + 6 = □ and write 12

• Fluent addition and subtraction

  Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

  • Rapidly recall 7 + 8 = 15 and 15 − 8 = 7
  • Use 6 + 4 = 10 to derive 60 + 40 = 100
  • Derive 35 + 5 = 40 from knowledge that 5 + 5 = 10

• Mentally adding hundreds to 3-digit numbers

  Mentally add and subtract a three-digit number and hundreds

  • Calculate 345 + 200 mentally
  • Calculate 762 − 400 mentally
  • Explain that only the hundreds digit changes

• Mentally adding tens to 3-digit numbers

  Mentally add and subtract a three-digit number and tens

  • Calculate 345 + 40 mentally
  • Calculate 462 − 30 mentally
  • Explain that only the tens digit changes (unless bridging through a hundred)

• Adding and subtracting tens mentally

  Add and subtract a two-digit number and tens mentally and using concrete/pictorial representations

  • Calculate 45 + 30 = 75 mentally
  • Calculate 82 − 40 = 42 mentally
  • Explain that only the tens digit changes when adding/subtracting tens

• Subtracting multiples of 10

  Subtract multiples of 10 (10–90) from multiples of 10 using place value strategies

  • Calculate 70 − 30 = 40
  • Use base-ten blocks to show 80 − 50 = 30
  • Explain that subtracting tens is like subtracting the tens digits

• Adding Three Small Numbers

  Add three one-digit numbers using strategies including looking for pairs that make 10

  • Calculate 5 + 7 + 3 by first adding 7 + 3 = 10, then 5 + 10 = 15
  • Add any three single-digit numbers correctly
  • Identify useful pairs within three addends to make the calculation easier

• Grouping numbers to add

  Understand and apply the associative property of addition: when adding three numbers, any two can be added first

  • Solve 2 + 6 + 4 by first adding 6 + 4 = 10, then 2 + 10 = 12
  • Explain that grouping addends differently gives the same total
  • Choose which two numbers to add first to make the calculation easier

• Addition and subtraction strategies

  Use counting on and counting back as strategies for addition and subtraction

  • Add 8 + 3 by starting at 8 and counting on 3 (9, 10, 11)
  • Subtract 12 − 3 by counting back 3 from 12 (11, 10, 9)
  • Explain that counting on is a way to add

Math · Measurement

Your child is learning practical measurement skills — using rulers and other tools to measure length, weight, and volume accurately, working with money, and telling time to the nearest minute.

• Choosing measurement units

  Choose and use appropriate standard units to measure length (m/cm), mass (kg/g), temperature (°C), and capacity (litres/ml) to the nearest appropriate unit

  • Measure the length of a table in centimetres using a ruler
  • Weigh an object in grams using a scale
  • Measure the capacity of a container in millilitres using a measuring jug

• Measuring length (age 7+)

  Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, metre sticks, and measuring tapes

  • Choose the most appropriate tool for measuring a given object
  • Align the zero mark of a ruler with the end of the object and read the measurement
  • Measure lengths in inches, feet, centimetres, and metres using the correct tool

• Measuring length (age 6+)

  Measure the length of an object using same-size length units laid end to end with no gaps or overlaps

  • Measure a book by laying paper clips end to end and counting them
  • Understand that the length measurement is the number of units that span the object
  • Avoid gaps and overlaps when placing units

• Measuring length

  Order three objects by length and compare the lengths of two objects indirectly using a third object

  • Put three ribbons in order from shortest to longest
  • Use a piece of string to compare the heights of two objects that cannot be placed side by side
  • Explain that if A is longer than B and B is longer than C, then A is longer than C

• Comparing and ordering measurements

  Compare and order lengths, mass, and capacity and record results using >, <, and =

  • Measure two objects and write 45cm > 32cm
  • Order three containers by capacity after measuring each
  • Use = when two measurements are the same

• Calculating with measurements

  Measure, compare, add, and subtract lengths (m/cm/mm), mass (kg/g), and volume/capacity (l/ml) using standard units

  • Measure a length in centimetres and millimetres
  • Weigh an object using grams and kilograms
  • Add two measurements in the same unit (e.g. 250 ml + 400 ml = 650 ml)

• Measuring Perimeters

  Measure the perimeter of simple 2-D shapes

  • Measure each side of a rectangle and add the lengths to find the perimeter
  • Calculate the perimeter of a regular shape given the side length
  • Explain that perimeter is the total distance around a shape

• Number of minutes in an hour

  Know the number of minutes in an hour and the number of hours in a day

  • State that there are 60 minutes in an hour
  • State that there are 24 hours in a day
  • Use these facts to solve simple time problems

• Time Units and Calendar Facts

  Know the number of seconds in a minute and the number of days in each month, year, and leap year

  • State that there are 60 seconds in a minute
  • Name the months and state the number of days in each
  • Explain that a leap year has 366 days and occurs every 4 years

• Comparing Time Durations

  Compare durations of events and calculate the time taken by particular events or tasks

  • Calculate how long an activity lasted given start and end times
  • Compare the duration of two events and identify which was longer
  • Solve a problem such as 'The lesson starts at 10:15 and ends at 11:00. How long is it?'

• Telling Time: Minutes

  Tell and write the time to five minutes, including quarter past and quarter to, and draw clock hands to show these times

  • Read an analogue clock showing 3:25
  • Write 'quarter past 9' or '9:15'
  • Draw clock hands to show twenty to four

• Telling time to the minute (age 7+)

  Tell and write time from analogue and digital clocks to the nearest five minutes, using a.m., p.m., and 12-hour and 24-hour notation

  • Read the time to five minutes on an analogue clock face
  • Write the time using digital notation (e.g. 3:25)
  • Distinguish between a.m. and p.m. and relate to daily events

• Estimating answers (age 7+)

  Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, and hours

  • Read an analogue clock to the nearest minute
  • Estimate how long an activity takes in minutes or seconds
  • Compare two durations and determine which is longer

• Addition and subtraction word problems

  Solve word problems involving lengths within 100, using addition and subtraction with drawings and equations

  • Solve 'The rope is 45 cm long. I cut off 18 cm. How long is it now?'
  • Draw a diagram (e.g. a ruler drawing) to represent a length word problem
  • Write an equation with a symbol for the unknown to represent the problem

• Measuring & Plotting Lengths

  Generate measurement data by measuring lengths to the nearest whole unit and display the data on a line plot

  • Measure the lengths of several objects and record the data
  • Create a line plot with a horizontal scale marked in whole-number units
  • Interpret a line plot to answer questions about the data

• Sequence intervals of time

  Compare and sequence intervals of time

  • Order three events by how long they took
  • Compare the duration of two activities (e.g. 'the race took longer than the walk')
  • Sequence intervals on a timeline

• Money Addition & Subtraction

  Solve simple money problems involving addition and subtraction, including giving change

  • Calculate the total cost of two items priced in pence
  • Work out change from 50p after buying an item costing 35p
  • Solve 'How much more money do I need?' problems

• Adding money and giving change

  Find different combinations of coins that equal the same amount of money

  • Show that 50p can be made with 2×20p + 1×10p, or 5×10p, or 1×50p
  • Systematically find multiple coin combinations for a given total
  • Explain why different coin sets give the same total

• Halves and quarters (age 7+)

  Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately

  • Determine the total value of a collection of coins
  • Solve a word problem about making change with US currency
  • Use $ and ¢ symbols correctly in answers

• Pounds & Pence Notation

  Recognise and use symbols for pounds (£) and pence (p) and combine amounts to make a particular value

  • Write £1.50 or 150p correctly
  • Combine coins to make a given total, e.g. 50p + 20p + 5p = 75p
  • Read prices written with £ and p symbols

• Comparing lengths by measuring

  Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit

  • Measure two objects and calculate the difference in length
  • Express the difference using the correct unit (e.g. '7 cm longer')
  • Solve a comparison problem: 'How much taller is the bookshelf than the desk?'

• Giving Change

  Add and subtract amounts of money to give change, using both £ and p in practical contexts

  • Calculate the total cost of two or three items priced in pounds and pence
  • Work out the change from £5 or £10
  • Record money calculations using £ and p notation correctly (e.g. £3.47)

• Estimating Lengths

  Estimate lengths using units of inches, feet, centimetres, and metres

  • Estimate the length of a classroom object before measuring it
  • Use a known reference (e.g. width of a finger ≈ 1 cm) to make reasonable estimates
  • Check estimates by measuring and evaluate how close they were

• Measuring with different units

  Measure the length of an object using two different length units and describe how the measurements relate to the size of the unit chosen

  • Measure a desk in both centimetres and inches and compare the two numbers
  • Explain that measuring with a smaller unit gives a larger number
  • Predict whether a measurement in centimetres will be greater or less than in inches

Math · Number Representation & Place Value

Your child is mastering larger numbers — learning to read, write, and work with numbers up to 1000 by understanding how hundreds, tens, and ones work together.

• The teen numbers

  Understand that the teen numbers (11–19) are composed of ten ones and some further ones (early place value)

  • Compose 14 as a group of ten and four ones using objects
  • Decompose 17 into 10 + 7 and record as an equation
  • Explain that 13 is 'one ten and three ones'

• A Ten Is Ten Ones

  Understand that 10 can be thought of as a bundle of ten ones — called a 'ten'

  • Group 10 single cubes into one rod of 10 and explains why
  • Explain that 10 ones is the same as 1 ten
  • Exchange 10 ones for a single tens block

• The two digits of a two-digit number

  Understand that the two digits of a two-digit number represent amounts of tens and ones

  • Explain that in 47, the 4 represents 4 tens (40) and the 7 represents 7 ones
  • Use base-ten blocks to show a two-digit number as tens and ones
  • Identify the tens digit and ones digit in any two-digit number

• A Hundred Is Ten Tens

  Understand that 100 can be thought of as a bundle of ten tens — called a 'hundred'

  • Explain that 10 groups of 10 ones make 100
  • Bundle ten tens sticks into one hundred and describe what happened
  • Represent 100 using base-ten blocks showing 10 tens

• The three digits of a three-digit number

  Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones

  • State the value of each digit in a three-digit number (e.g. in 362, the 3 represents 3 hundreds)
  • Partition a three-digit number into hundreds, tens, and ones (e.g. 485 = 400 + 80 + 5)
  • Explain why 706 has 7 hundreds, 0 tens, and 6 ones

• Comparing and ordering numbers

  Compare and order two-digit numbers using the symbols >, =, and <, based on place value understanding

  • Correctly place > or < between 34 and 43
  • Order a set of two-digit numbers from smallest to largest
  • Explain a comparison by referring to the tens digit first, then ones

• Ordering Numbers to 1000

  Compare and order numbers up to 1000 using >, =, and < symbols, based on place-value understanding

  • Compare two three-digit numbers by examining hundreds first, then tens, then ones
  • Use >, =, and < correctly to record comparisons of three-digit numbers
  • Order a set of numbers up to 1000 from smallest to largest

• Representing Numbers

  Identify, represent, and estimate numbers using different representations including the number line

  • Place a two-digit number on a 0–100 number line in approximately the right position
  • Estimate 'about how many' objects are in a set of 30–50 without counting
  • Represent the same number using base-ten blocks, a number line, and a drawing

• The multiples of 100

  Understand that the multiples of 100 (100–900) each represent a number of hundreds with 0 tens and 0 ones

  • Identify that 300 means 3 hundreds, 0 tens, 0 ones
  • Place multiples of 100 on a number line to 1000
  • Read and write multiples of 100 and explain their place-value structure

• 10 More or 10 Less

  Mentally find 10 more or 10 less than a given two-digit number without counting

  • Given 56, quickly say 66 is 10 more and 46 is 10 less
  • Explain that adding 10 increases the tens digit by 1
  • Answer '10 more than 73' without using fingers or counting on

• Reading and writing numbers to 1000

  Read and write numbers to 1000 in numerals, number names, and expanded form

  • Read a three-digit numeral aloud correctly
  • Write a three-digit number in words (e.g. 'three hundred and forty-two')
  • Write a number in expanded form (e.g. 600 + 30 + 7)

• Number Words to 100

  Read and write numbers to at least 100 in words

  • Read 'fifty-seven' and write the numeral 57
  • Write 'eighty-three' when shown the numeral 83
  • Read and write all decade words (twenty, thirty … ninety) correctly

• 10 or 100 More or Less

  Find 10 or 100 more or less than a given number up to 1000

  • Given a three-digit number, state what is 10 more and 10 less
  • Given a three-digit number, state what is 100 more and 100 less
  • Explain the strategy using place-value understanding (e.g. only the tens/hundreds digit changes)

• Place value understanding and number facts

  Use place value understanding and number facts to solve problems

  • Use knowledge that 34 = 30 + 4 to help add 34 + 20 = 54
  • Solve 'I think of a number, add 10, and get 45. What was my number?'
  • Apply partitioning to solve a problem in an unfamiliar context

• Place Value to 1000

  Solve number problems and practical problems involving place value of numbers up to 1000

  • Solve a problem that requires identifying how many hundreds, tens, or ones are in a number
  • Apply place-value knowledge to a practical context (e.g. counting money in pounds)
  • Explain the strategy used to solve a place-value problem

• The multiples of 10

  Understand that the multiples of 10 (10, 20, 30 … 90) represent one to nine tens and 0 ones

  • Explain that 30 means 3 tens and 0 ones
  • Represent 50 using 5 tens rods and no unit cubes
  • Match decade numbers to their tens representation

• Reading and writing numbers to 120

  Count to 120 starting at any number less than 120; read and write numerals to 120

  • Count from 47 to 120 without errors
  • Read the numeral 108 correctly
  • Write the numeral for one hundred and fifteen

• Odd or Even

  Determine whether a group of objects (up to 20) has an odd or even number of members

  • Pair objects and determine whether there is one left over (odd) or not (even)
  • Count a group by 2s to determine if the total is even
  • Write an equation to express an even number as a sum of two equal addends (e.g. 8 = 4 + 4)

Math · Mathematical Thinking

Your child is learning to think like a mathematician — solving multi-step problems, explaining their reasoning, recognising patterns in numbers, and choosing the best tools and strategies for different mathematical challenges.

• Explaining Mathematical Reasoning

  With teacher prompting, explain and justify mathematical reasoning using drawings, number sentences, or words

  • Explain a solution strategy using a drawing or number sentence (e.g. 'I made ten first, then added the rest')
  • Justify why an answer is correct by showing an alternative method that gives the same result
  • Identify and explain an error in a worked example or a peer's solution

• Multi-Step Problem Solving

  With teacher support, make sense of multi-step problems involving larger numbers or mixed operations by breaking them into parts, choosing strategies, and checking answers for reasonableness — children at this stage are developing the habit with guidance; independent strategy evaluation comes later

  • Break a two-step word problem within 1000 into sub-problems and solve each part
  • Estimate an answer before calculating to set a reasonableness benchmark
  • Check an answer using a different method or inverse operation and revise if needed

• Understanding fractions (age 7+)

  Communicate with mathematical precision: use correct place-value and fraction vocabulary, specify units in measurement answers, and use notation accurately

  • Consistently specify units in measurement answers (e.g. '35 cm' not '35')
  • Use fraction vocabulary precisely (numerator, denominator, equivalent)
  • Write equations with correct notation including £/p, >, <, = and fraction symbols

• Guided Multi-Step Problem Solving

  With teacher guidance, make sense of multi-step and more complex problems by planning a pathway to the solution, identifying relevant information, and choosing appropriate operations

  • When given a word problem within 20 or 100, identify the known information and what needs to be found
  • Try a strategy (drawing, number line, known fact) and switch approach if the first attempt stalls
  • Check the reasonableness of an answer using estimation or a different method

• Justifying mathematical reasoning

  Construct and follow multi-step mathematical arguments; identify errors in reasoning and explain why a method works or does not work

  • Explain step by step why a columnar addition method gives the correct answer
  • Find and explain an error in a worked example (e.g. incorrect regrouping)
  • Construct a simple argument for why a general statement is true (e.g. 'adding two even numbers always gives an even number')

• Working with money

  Model real-world problems involving measurement, money, and time by choosing appropriate representations and interpreting results in context

  • Choose whether to use a bar model, number line, or equation for a measurement problem
  • Model a multi-step money problem with equations and interpret the final answer as change or total cost
  • Create a line plot from measurement data and use it to answer questions about the real-world situation

• Understanding fractions

  Move fluently between real-world situations, diagrams, and symbolic equations involving three-digit numbers and fractions, explaining what each part represents

  • Write an equation with three-digit numbers to match a measurement or money word problem
  • Draw a bar model to represent a fraction problem and use it to solve
  • Explain how a number line diagram relates to the quantities in a word problem

• Choosing the right strategy

  Select and use appropriate tools and representations strategically, including choosing between mental methods, jottings, formal algorithms, and calculators for arithmetic with multi-digit numbers, decimals, and fractions

  • Choose a mental method for 345 + 200 but a written method for 345 + 278
  • Select a ruler vs a metre stick based on the object being measured
  • Decide when a number line is more useful than base-ten blocks for a given problem

• Shape patterns (age 7+)

  Look for and use mathematical structure: apply place-value patterns to three-digit operations, use multiplication/division relationships, and exploit shape properties to classify

  • Use the structure of place value to explain why adding hundreds only changes the hundreds digit
  • Use commutativity and the relationship between multiplication and division to derive unknown facts
  • Classify shapes by their structural properties (number of sides, right angles, parallel lines)

• Connecting maths to real life

  Represent real-world problems with number sentences, bar models, or diagrams, and interpret the mathematical result back in context

  • Choose and write an appropriate number sentence for a measurement or money word problem
  • Draw a bar model or diagram to represent a two-step or comparison problem
  • Interpret the numerical answer in context (e.g. '15 cm means the ribbon is 15 centimetres long')

• Extending Table Patterns

  Recognise and use repeated reasoning to generalise: extend multiplication table patterns, derive unknown facts from known ones, and describe rules for sequences

  • Notice that all multiples of 4 are even and use this to check answers
  • Derive 8 × 7 from 8 × 5 + 8 × 2 by spotting the pattern
  • Describe a rule for a growing pattern (e.g. 'add 50 each time') and use it to predict the next terms

• Numbers on a number line

  Select and use appropriate tools and representations (number lines, hundred squares, rulers, part-whole models) to support problem-solving

  • Choose a number line or hundred square to support adding or subtracting two-digit numbers
  • Select a ruler when a problem requires measuring length
  • Explain why one representation (e.g. a number line vs cubes) is more helpful for a particular problem

• Generalising Patterns

  Recognise and use repeated reasoning to generalise: spot calculation patterns, describe rules for sequences, and predict results using known mathematical facts

  • Use a known doubles fact to derive a near-doubles answer (e.g. 6 + 7 = 6 + 6 + 1 = 13)
  • Notice that subtracting 10 from any two-digit number always reduces the tens digit by 1
  • Describe a rule for a pattern and use it to extend or predict (e.g. 'each time we add 5, the ones digit alternates between 0 and 5')

• Precise Maths Communication

  Communicate with mathematical precision: use correct vocabulary, specify units, and use symbols accurately

  • Use the = sign correctly to mean 'is the same as' rather than 'the answer is'
  • Include units when giving a measurement answer (e.g. '12 cm' not just '12')
  • Use precise terms such as 'edge', 'vertex', 'face' when describing 3-D shapes, and 'greater than', 'less than' when comparing numbers

• Connecting Representations

  Move between real-world situations, drawings, and number sentences, explaining how each representation connects to the others (quantitative reasoning)

  • Write a number sentence (e.g. 14 + 5 = 19) to match a word problem and explain the connection
  • Draw a bar model or part-whole diagram to represent a problem, then solve using the diagram
  • Translate between a concrete model and a symbolic equation, describing what each number represents

• Shape patterns

  Look for and use mathematical structure: apply properties of operations, place-value patterns, and relationships between shapes to solve problems efficiently

  • Use the commutative property deliberately (e.g. reorder 3 + 9 as 9 + 3 to count on from the larger number)
  • Use place-value structure to add or subtract tens (e.g. 47 + 10 = 57 because only the tens digit changes)
  • Recognise structural similarities between shapes (e.g. rectangles and squares both have 4 sides and 4 right angles)

Math · Geometry

Your child is learning about shapes, angles, and lines — identifying different types of angles and lines, drawing 2D shapes and building 3D models, and understanding how angles work as turns and properties of shapes.

• 2-D shapes (age 6+)

  Identify and describe properties of 2-D shapes including the number of sides and line symmetry in a vertical line

  • Count the number of sides of a given 2-D shape
  • Identify whether a 2-D shape has a vertical line of symmetry
  • Use properties (number of sides, symmetry) to describe and distinguish between shapes

• Angles in triangles (age 6+)

  Distinguish defining attributes of shapes (e.g. triangles are closed and three-sided) from non-defining attributes (e.g. colour, orientation, overall size)

  • Build and draw shapes that possess defining attributes
  • Identify that a shape remains a triangle regardless of its size, colour, or orientation
  • Explain why a given shape is or is not a particular type based on its defining properties

• Position, direction, and movement

  Use mathematical vocabulary to describe position, direction, and movement, including straight lines and distinguishing rotation as a turn in terms of right angles (quarter, half, three-quarter turns, clockwise and anti-clockwise)

  • Use terms such as clockwise, anti-clockwise, quarter turn, half turn, three-quarter turn
  • Describe a right angle as a quarter turn
  • Give and follow directions involving straight-line movement and turns

• Right Angles & Turns

  Identify right angles; recognise that two right angles make a half-turn, three make three-quarters, and four make a complete turn

  • Use a right-angle checker to identify right angles in shapes and the environment
  • Classify angles as right angles, less than a right angle, or greater than a right angle
  • Explain that 4 right angles make a full turn (360°)

• Understanding angles

  Recognise angles as a property of shape or a description of a turn

  • Identify angles at the corners of 2-D shapes
  • Describe a turn (e.g. quarter turn, half turn) in terms of the angle made
  • Explain that an angle measures the amount of turn between two lines meeting at a point

• Parallel and perpendicular lines

  Identify horizontal and vertical lines and pairs of perpendicular and parallel lines

  • Point out horizontal and vertical lines in shapes and real-world contexts
  • Identify a pair of parallel lines (lines that never meet and are always the same distance apart)
  • Identify perpendicular lines (lines that meet at a right angle)

• Angles in triangles (age 7+)

  Recognise and draw shapes having specified attributes (e.g. a given number of angles or equal faces); identify triangles, quadrilaterals, pentagons, hexagons, and cubes

  • Draw a shape with exactly 5 sides (pentagon)
  • Identify all quadrilaterals in a set of mixed shapes
  • Name and draw a hexagon, explaining it has 6 sides and 6 angles

• 2-D shapes (age 7+)

  Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

  • Draw a triangle, rectangle, pentagon, or hexagon accurately
  • Construct a cube or cuboid from modelling materials (e.g. straws and connectors)
  • Recognise a 3-D shape (e.g. a pyramid) when it is rotated or seen from a different angle

• Edges, vertices, and faces

  Identify and describe properties of 3-D shapes including the number of edges, vertices, and faces

  • Count the edges, vertices, and faces of common 3-D shapes
  • Use the terms edge, vertex (vertices), and face correctly
  • Describe a 3-D shape by its properties (e.g. a cube has 6 faces, 12 edges, 8 vertices)

• Sorting 2-D and 3-D shapes

  Compare and sort common 2-D and 3-D shapes and everyday objects by their properties

  • Sort a collection of 2-D shapes by number of sides
  • Sort 3-D shapes by number of faces or whether faces are flat/curved
  • Explain criteria used to sort a group of shapes

• Building with 3-D Shapes

  Compose three-dimensional shapes (cubes, right rectangular prisms, right circular cones, right circular cylinders) and create composite shapes; build new shapes from component shapes

  • Stack cubes and prisms to build towers or structures
  • Combine 3-D shapes to make a new solid (e.g. cone on top of cylinder)
  • Describe a composite 3-D shape in terms of its component shapes

• Composing Shapes

  Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, quarter-circles) to create composite shapes, and compose new shapes from the composite shape

  • Combine two triangles to form a rectangle or larger triangle
  • Put together half-circles and quarter-circles to form circles or new shapes
  • Decompose a composite shape and describe which simpler shapes make it up

• 2-D faces on 3-D shapes

  Identify 2-D shapes on the surface of 3-D shapes (e.g. a circle on a cylinder, a triangle on a pyramid)

  • Point out a circular face on a cylinder or cone
  • Identify triangular faces on a pyramid
  • Recognise that the faces of 3-D shapes are 2-D shapes

• Patterns & Sequences

  Order and arrange combinations of mathematical objects in patterns and sequences

  • Continue a repeating pattern of shapes or colours
  • Describe the rule for a given sequence of objects
  • Create own patterns and sequences using mathematical objects

Math · Fractions

Your child is discovering fractions as parts of a whole — understanding halves, thirds, and quarters, placing fractions on number lines, and beginning to add and subtract simple fractions.

• Fractions of amounts

  Recognise, find, name, and write fractions 1/3, 1/4, 2/4, and 3/4 of a length, shape, set of objects, or quantity

  • Find 1/3 of 12 objects by sharing into 3 equal groups
  • Shade 3/4 of a rectangle that has been divided into 4 equal parts
  • Identify 1/4 of a length on a number line or ruler

• Fraction Notation

  Read, write, and use fraction notation correctly — fraction, numerator, denominator, unit fraction, non-unit fraction, proper fraction, improper fraction, mixed number, equivalent fraction, simplest form — and understand what each term describes, including the roles of the numerator and denominator in expressing parts of a whole

  • Point to and name the numerator and denominator in any given fraction and explain what each tells you
  • Correctly classify fractions as unit, proper, improper, or mixed number with an example of each
  • Explain in own words why 2/4 and 1/2 are equivalent fractions

• Tenths

  Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and from dividing one-digit numbers or quantities by 10

  • Count: one tenth, two tenths, three tenths … up to ten tenths (one whole)
  • Show that dividing a shape into 10 equal parts gives tenths
  • Explain that 3 ÷ 10 = 3/10

• Fractions on a number line

  Recognise and use fractions as numbers: place unit fractions and non-unit fractions with small denominators on a number line

  • Place 1/2, 1/4, 3/4 on a number line from 0 to 1
  • Identify that 1/3 lies between 0 and 1/2 on the number line
  • Understand that a fraction is a single number, not just 'part of a shape'

• Decomposing a shape into more equal shares

  Understand that decomposing a shape into more equal shares creates smaller shares

  • Explain that a quarter of a pizza is smaller than a half of the same pizza
  • Demonstrate that fourths are smaller pieces than halves
  • Compare the size of halves and quarters of the same shape

• Halves & Quarters of Shapes

  Partition circles and rectangles into two and four equal shares and describe them using the words halves, fourths, and quarters

  • Divide a circle into two equal halves
  • Divide a rectangle into four equal quarters
  • Describe the whole as 'two halves' or 'four quarters'

• Splitting shapes into equal parts (age 7+)

  Partition circles and rectangles into two, three, or four equal shares; describe shares as halves, thirds, and fourths; recognise that equal shares of identical wholes need not have the same shape

  • Partition a circle into 3 equal parts and label each 'a third'
  • Partition a rectangle into 4 equal shares in more than one way
  • Explain that two different-looking shares can still be equal in size

• Equivalent fractions

  Recognise and show, using diagrams, equivalent fractions with small denominators

  • Show that 1/2 = 2/4 using a diagram of equal parts
  • Use a fraction wall or bar model to find equivalent fractions
  • Explain why two fractions are equivalent by comparing the shaded areas

• Understanding fractions

  Write simple fractions (e.g. 1/2 of 6 = 3) and recognise the equivalence of 2/4 and 1/2

  • Write 1/2 of 10 = 5
  • Explain that 2/4 is the same as 1/2 using a diagram
  • Calculate simple unit fractions of quantities and write the result

• Simple Fraction Sums

  Add and subtract fractions with the same denominator within one whole (e.g. 5/7 + 1/7 = 6/7)

  • Calculate 2/5 + 2/5 = 4/5
  • Calculate 6/8 − 3/8 = 3/8
  • Explain that when denominators are the same, you add/subtract the numerators

• Comparing fractions

  Compare and order unit fractions, and fractions with the same denominator

  • Order 1/2, 1/3, 1/4, 1/5 from largest to smallest
  • Explain that a larger denominator means smaller unit fractions
  • Compare 2/5 and 4/5 and explain that 4/5 is larger because it has more fifths

• Unit fractions

  Recognise, find, and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

  • Find 1/4 of 12 objects by dividing into 4 equal groups
  • Find 3/4 of 12 objects
  • Write the fraction of a set that is shaded or selected

• Comparing fractions (age 7+)

  Solve problems involving counting in tenths, fractions of quantities, equivalence, fraction addition/subtraction, and fraction comparison

  • Solve a word problem requiring finding a fraction of a quantity
  • Solve a problem that requires comparing or ordering fractions
  • Choose and apply appropriate fraction knowledge to a multi-step problem

Math · Multiplication & Division

Your child is mastering multiplication and division — learning their times tables (especially 3, 4, and 8), understanding how multiplication connects to arrays and repeated addition, and solving word problems involving these operations.

• Times tables

  Recall and use multiplication and division facts for the 2, 5, and 10 multiplication tables

  • Quickly answer 5 × 3 = 15 from memory
  • Quickly answer 20 ÷ 5 = 4 from memory
  • Recite the 2, 5, and 10 times tables fluently

• Times tables (age 7+)

  Recall and use multiplication and division facts for the 3, 4, and 8 multiplication tables

  • Recall 3 × 1 through 3 × 12 and corresponding division facts
  • Recall 4 × 1 through 4 × 12 and corresponding division facts
  • Recall 8 × 1 through 8 × 12 and corresponding division facts

• Arrays for multiplication (age 7+)

  Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns; write an equation to express the total as a sum of equal addends

  • Count objects in a 3×4 array and write 4 + 4 + 4 = 12
  • Explain that each row has the same number of objects so the total can be found by repeated addition
  • Draw a rectangular array to model a given repeated-addition equation

• Written Multiplication & Division

  Write and calculate mathematical statements for multiplication and division using known tables, including two-digit × one-digit, using mental and progressing to formal written methods

  • Calculate 23 × 4 using partitioning (20 × 4 + 3 × 4)
  • Calculate 96 ÷ 8 using known table facts
  • Begin to use a formal written layout for short multiplication

• Reading ×, ÷, and = Symbols

  Read, write, and interpret the symbols ×, ÷, and = in multiplication and division number sentences

  • Read 3 × 4 = 12 aloud as 'three times four equals twelve'
  • Write a multiplication sentence to match an array
  • Read 12 ÷ 3 = 4 aloud correctly

• Commutative Multiplication

  Understand and apply the commutative property of multiplication and recognise that division is not commutative

  • Explain that 3 × 5 = 5 × 3 and show this with an array rotated
  • Use commutativity to choose the easier calculation
  • Demonstrate that 12 ÷ 3 ≠ 3 ÷ 12

• Multi-Step Multiply & Divide

  Solve problems involving multiplication and division, including scaling problems and correspondence problems where n objects are connected to m objects

  • Solve a scaling problem (e.g. 'the ribbon is 3 times as long')
  • Solve a correspondence problem (e.g. '4 shirts and 3 trousers — how many outfits?')
  • Solve a missing-number multiplication or division problem

• Multiplication as repeated addition (age 6+)

  Solve problems involving multiplication and division using arrays, repeated addition, mental methods, and known facts

  • Solve 'There are 5 bags with 2 apples in each. How many apples?' using repeated addition or known fact
  • Solve 'Share 15 sweets equally among 3 children' using grouping
  • Draw an array to solve a multiplication problem in context

• Rows & Columns in Rectangles

  Partition a rectangle into rows and columns of same-size squares and count to find the total number of them

  • Divide a rectangle into equal rows and columns of unit squares
  • Count the total number of squares using repeated addition or skip counting
  • Relate the rows-and-columns structure to a rectangular array

• Odd and even numbers

  Recognise odd and even numbers

  • Identify whether a given number is odd or even
  • Explain that even numbers can be divided into 2 equal groups
  • Spot the pattern: even numbers end in 0, 2, 4, 6, or 8

Math · Counting & Cardinality

Your child is developing counting confidence with larger numbers, practicing skip-counting patterns and counting up to 1000 by different amounts.

• Counting in 2s

  Count in multiples of 2, 5, and 10 (skip counting)

  • Count 2, 4, 6, 8 … up to at least 20
  • Count 5, 10, 15, 20 … up to at least 50
  • Count 10, 20, 30 … up to 100

• Skip Counting (4s, 8s, 50s, 100s)

  Count from 0 in multiples of 4, 8, 50, and 100

  • Recite the multiples of 4 from 0 to at least 48
  • Recite the multiples of 8 from 0 to at least 96
  • Count in steps of 50 and 100 from 0 to 1000

• Counting Within 1,000

  Count within 1000, including skip-counting by 5s, 10s, and 100s

  • Count forwards and backwards within 1000 from any starting number
  • Skip-count by 5s from any multiple of 5 to 1000
  • Skip-count by 100s from any number (e.g. 150, 250, 350 …)

• Counting forwards and backwards (age 6+)

  Count forwards and backwards in tens from any number (not just multiples of 10)

  • Count 7, 17, 27, 37 … from a non-multiple starting point
  • Count backwards in tens from 83
  • Explain the pattern of adding/subtracting 10

• Counting forwards and backwards

  Count forwards and backwards in steps of 3 from 0

  • Count 3, 6, 9, 12, 15 … up to at least 30
  • Count backwards in 3s from 30
  • Identify the next number in a sequence of multiples of 3

Math · Data & Statistics

Your child is learning to create and read simple graphs — making picture graphs and bar charts to show information, then using these graphs to solve mathematical problems.

• Sorting Data into Categories

  Organise and represent data with up to three categories by counting objects in each category and sorting categories by quantity

  • Sort a set of objects into 2-3 given categories and count each group
  • Create a simple table or list showing category names and counts
  • Order categories from most to fewest or fewest to most

• Pictograms and tally charts (age 6+)

  Read, write, and use the vocabulary of data collection and display — data, tally, tally chart, frequency, frequency table, survey, pictogram, bar chart, axis/axes, scale, label, category, discrete data, continuous data, line graph, pie chart — and apply these terms when collecting, organising, and presenting data

  • Correctly label the axes of a bar chart including a title, axis labels, and scale
  • Distinguish between discrete data (counted) and continuous data (measured) with an example of each
  • Use 'tally', 'frequency', and 'pictogram' correctly when describing how to record and display data

• Pictograms and tally charts

  Interpret and construct simple pictograms, tally charts, block diagrams, and simple tables

  • Read a pictogram where each symbol represents one item
  • Construct a tally chart from collected data
  • Draw a block diagram to represent data from a survey

• Picture & Bar Graphs

  Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories; solve put-together, take-apart, and compare problems using information presented in a bar graph

  • Draw a picture graph with a symbol representing one unit for each data point
  • Draw a bar graph with labelled axes and a single-unit scale
  • Use a bar graph to answer comparison questions (e.g. 'How many more votes did cats get than dogs?')

• Sorting into categories (age 6+)

  Interpret categorical data by asking and answering questions about totals, how many in each category, and how many more or less one category has than another

  • Answer 'how many?' for each category in a data set
  • Calculate the total number of data points across all categories
  • Compare two categories using 'how many more/fewer' language

English · Reading Comprehension

Your child is developing deeper reading skills — identifying main ideas across multiple paragraphs, making inferences about characters and themes, and understanding how authors use language and text features to create meaning and effect.

• Listening to Texts Read Aloud

  Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details

  • Answer questions about a story or non-fiction text read aloud by the teacher
  • Discuss events, characters, or ideas from chapter books read to the class
  • Ask for clarification when something in a read-aloud is not understood

• Characters, settings, and events

  Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence

  • Name the main characters in a story
  • Describe where and when a story takes place
  • Retell a familiar story including beginning, middle, and end events

• Main Topic of Informational Texts

  Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information

  • State what a non-fiction text is mostly about in one sentence
  • List two or three important facts learned from an informational text
  • Explain how two events or ideas in a text are connected

• Reading between the lines

  Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

  • Answer 'who', 'what', 'where' questions about a text using evidence
  • Infer a character's feelings from their actions (e.g. 'She's sad because she's crying')
  • Make logical guesses about unstated information using text clues

• Inferring Characters' Feelings and Motives

  Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text

  • Infer a character's feelings or motives from their actions and dialogue (e.g. 'She slammed the door — how is she feeling?')
  • Justify an inference by quoting or pointing to specific evidence in the text
  • Distinguish between what is explicitly stated and what must be inferred from clues in the text

• Self-Correcting While Reading

  Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context

  • Notice when reading does not make sense and stop to re-read
  • Self-correct errors mid-sentence (e.g. 'Wait, that doesn't sound right')
  • Use meaning, sentence structure, and visual cues together to monitor reading

• Story Sequence and Central Message

  Discuss the sequence of events in narrative texts and how items of information are related in non-fiction, retelling stories including key details and demonstrating understanding of central message or lesson

  • Retell a story in correct sequence with beginning, middle, and end
  • Identify the central message or lesson of a story
  • Explain how two pieces of information in a non-fiction text are connected

• Book Features and Author's Reasons

  Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text

  • Point to and name parts of a book (front cover, back cover, title page)
  • Use the title page to find the title, author, and illustrator
  • Identify a reason the author gives for a claim in a simple non-fiction text

• Non-Fiction Text Features

  Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information

  • Use a contents page to find information on a specific topic in a non-fiction book
  • Identify the purpose of headings, glossary, and index in an information text
  • Recognise that non-fiction books can be structured as lists, time order, or question-and-answer

• Main Ideas & Note-Taking

  Identify main ideas drawn from more than one paragraph and summarise them; retrieve and record information from non-fiction texts using notes, tables or other methods

  • Read a multi-paragraph non-fiction text and state the main idea of each paragraph in one sentence
  • Summarise a text of 3+ paragraphs in 2-3 sentences capturing the key points
  • Retrieve specific information from a non-fiction text and record it using a simple table or notes (e.g., 'Name: hedgehog, Habitat: woodland, Diet: insects')

• Predicting what happens next

  Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events

  • Make a prediction before turning the page and explain reasoning
  • Discuss why a title fits or hints at the story content
  • Revise predictions as new information is encountered in the text

• Characters' Viewpoints and Responses

  Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story

  • Identify who is telling a story and explain how you know (e.g. 'The wolf is telling the story because he says I')
  • Describe how a character responds to a problem or challenge using evidence from the text (e.g. 'When the bridge broke, she decided to swim across')
  • Compare how two characters from different stories react to a similar situation (e.g. how two heroes show bravery in different ways)

• Forms of Poetry and Performance

  Recognise different forms of poetry (free verse, narrative poetry, haiku) and discuss their features; prepare poems and play scripts to read aloud and perform with understanding through intonation, tone, volume and action

  • Name at least two different forms of poetry and describe a feature of each (e.g., 'narrative poetry tells a story', 'free verse does not have a regular rhyme or rhythm')
  • Recognise the form of a given poem and explain how you identified it (e.g., 'This is a narrative poem because it has characters and a plot')
  • Prepare and perform a poem or play script extract showing understanding through changes in intonation, volume, and expression

• Retelling Stories with Structure

  Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending)

  • Retell a familiar story in order, including at least three key details from beginning, middle, and end
  • Describe a character's appearance, actions, or personality using details from the text
  • Explain how the beginning of a story introduces the characters and setting, and how the ending concludes the action

• Expressive and Sensory Language

  Recognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases

  • Spot recurring story language such as 'Once upon a time' and 'happily ever after'
  • Identify sensory words and phrases in a poem: 'the icy wind howled'
  • Share a favourite word or phrase from a story and explain why it appeals

• Themes and messages

  Identify recurring themes (good vs evil, friendship, bravery) and conventions (once upon a time, moral at the end, hero's journey) across a wide range of books including fairy stories, myths, legends and traditional tales

  • Identify a common theme across two different stories (e.g., 'Both "Jack and the Beanstalk" and "The Three Billy Goats Gruff" are about bravery overcoming a threat')
  • Name literary conventions found in fairy tales and myths (e.g., 'once upon a time', magical numbers like three, a quest or journey, good triumphing over evil)
  • Explain how the same theme can appear in different genres (e.g., friendship in a realistic story vs a myth)

• Story Lessons and Morals

  Determine the central message, lesson, or moral of a story, fable, or folktale, explaining what the story teaches the reader and supporting the interpretation with key details from the text

  • State the lesson or moral of a fable in one sentence (e.g. 'The Tortoise and the Hare teaches that slow and steady wins the race')
  • Explain what a story's central message is using at least two details from the text as support
  • Distinguish the central message from a summary of events — explain what the story means, not just what happens

• Comparing Characters Across Stories

  Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic

  • Identify what two stories have in common (e.g. 'Both have a bear character')
  • Compare information from two books about the same topic
  • Discuss how characters' experiences are similar or different across stories

• Text Features & Presentation

  Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text

  • Explain how an author's word choices create a particular effect (e.g., 'The author uses "crept" instead of "walked" to make it feel sneaky and tense')
  • Identify how a text's structure helps the reader (e.g., 'The headings help you find information quickly', 'The story builds suspense before the ending')
  • Explain how a presentational feature contributes to meaning (e.g., 'The bold words are important vocabulary', 'The diagram shows how the water cycle works')

• Main Topic & Key Details

  Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea

  • Identify the main topic of a multi-paragraph informational text and state the focus of individual paragraphs
  • Describe how specific details and facts in the text support the main idea
  • Explain how events, ideas, or steps in a text are connected (e.g. cause-effect, sequence, comparison)

• Connecting reading to experience

  Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts

  • Make text-to-self connections (e.g. 'This reminds me of when I...')
  • Use personal experience to understand a character's feelings
  • Relate events in a story to own life to deepen comprehension

• Discussing Texts as a Group

  Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities

  • Share ideas about a book in a group discussion
  • Listen to and respond to others' opinions about a text
  • Take turns speaking and build on what classmates have said about a book

• Different Types of Texts

  Recognise common types of texts (storybooks, poems, non-fiction); name the author and illustrator and define the role of each in telling or presenting a text

  • Distinguish between a story, a poem, and a non-fiction book
  • Point to and name the author and illustrator on the cover
  • Explain that the author writes the words and the illustrator makes the pictures

• Pictures and Text Working Together

  Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension

  • Use pictures to predict or confirm story events
  • Describe what is happening in an illustration and how it relates to the text
  • Explain how an illustration adds information not stated in words

English · Grammar & Punctuation

Your child is learning more sophisticated grammar — using irregular verbs and plurals correctly, punctuating speech, choosing the right pronouns and conjunctions, and understanding when to use different verb tenses.

• Past, Present and Progressive Tense

  Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time

  • Write a passage consistently in past tense without switching to present
  • Use progressive forms correctly: 'was running', 'is jumping' to show ongoing actions
  • Identify verbs in a sentence and change them from past to present tense or vice versa

• The Present Perfect Tense

  Use the present perfect form of verbs in contrast to the simple past tense, understanding how the present perfect indicates an action completed at an unspecified time or with ongoing relevance (e.g., 'He has gone out' vs 'He went out')

  • Form the present perfect using 'has/have' + past participle (e.g., 'She has eaten', 'They have finished')
  • Choose between simple past and present perfect to match the intended meaning (e.g., 'I ate lunch' vs 'I have eaten lunch')
  • Identify the present perfect form in a text and explain why the author used it instead of simple past

• Starting and Ending Sentences

  Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation

  • Write sentences beginning with a capital letter
  • Choose and use the correct end punctuation for statements, questions, and exclamations
  • Identify and name full stops, question marks, and exclamation marks when reading

• Irregular past tense verbs

  Form and use the past tense of frequently occurring irregular verbs correctly (e.g., sat, hid, told, went, came, ran), recognising that these do not follow the regular -ed pattern

  • Supply the correct past tense of common irregular verbs: go→went, see→saw, run→ran, tell→told
  • Correct over-regularised forms in writing (e.g. change 'goed' to 'went', 'hided' to 'hid')
  • Write a short recount using at least five irregular past-tense verbs accurately

• Four Types of Sentences

  Understand and use the four sentence types — statement, question, exclamation, and command — recognising how grammatical patterns indicate sentence function

  • Write or identify a statement, question, exclamation, and command from a set of sentences
  • Match each sentence type to its correct end punctuation mark
  • Transform a statement into a question or command on request

• Commas in lists

  Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges')

  • Write a sentence containing a list of 3+ items separated by commas: 'I bought apples, bananas, and oranges'
  • Identify where commas should go in an unpunctuated list sentence
  • Explain that commas separate items in a list so the reader knows each item

• Grammar Terms: Nouns, Verbs and Tense

  Use and understand Year 2 grammatical terminology in discussion: noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past/present), apostrophe, comma

  • Use the term 'noun phrase' when discussing expanded noun phrases in own writing
  • Identify adjectives, adverbs, and verbs in sentences using correct terminology
  • Explain what 'tense' means and give an example of past and present tense

• Subordinate clauses

  Use subordination (when, if, that, because) and co-ordination (or, and, but) to join clauses and create compound and complex sentences

  • Write 'I stayed inside because it was raining' using a subordinating conjunction
  • Use 'but' and 'or' to join ideas: 'I wanted to play but it was raining'
  • Use 'when' and 'if' clauses in writing: 'If it stops raining, we can go outside'

• Joining Words with 'And'

  Join words and clauses using the conjunction 'and' to create longer sentences

  • Combine two simple sentences using 'and' (e.g. 'I like cats and dogs')
  • Join two related clauses with 'and' (e.g. 'We went to the park and we played')
  • Use 'and' in lists of items within a sentence

• Apostrophes: Contraction and Possession

  Use apostrophes in writing for both contraction (marking omitted letters) and singular possession, distinguishing the two uses

  • Use apostrophes correctly in both 'don't' and 'Sam's bag' within the same piece of writing
  • Explain the difference between apostrophe for contraction and apostrophe for possession
  • Correct misplaced or missing apostrophes in a set of sentences

• Grammar Terms: Clauses and Conjunctions

  Use and understand Year 3 grammatical terminology accurately when discussing reading and writing: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant letter, vowel letter, inverted commas/speech marks

  • Use the terms 'clause' and 'subordinate clause' to identify parts of a multi-clause sentence (e.g., point to the subordinate clause in 'I stayed inside because it rained')
  • Use the terms 'conjunction', 'preposition', and 'prefix' correctly when explaining word/sentence choices in own writing
  • Distinguish between consonant letters and vowel letters and use the terms 'direct speech' and 'inverted commas' when discussing punctuation

• Expanded noun phrases

  Use expanded noun phrases to describe and specify, adding adjectives and other modifiers before a noun (e.g., 'the blue butterfly', 'the old, creaky door')

  • Expand 'the cat' into 'the fluffy black cat' by adding adjectives
  • Use noun phrases with two or more modifiers in independent writing
  • Choose precise adjectives to make a noun phrase more vivid: e.g., 'a tiny, shivering kitten'

• Prepositions

  Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with)

  • Use prepositions correctly in sentences (e.g. 'on the table', 'under the bed')
  • Follow instructions involving prepositions (e.g. 'Put the book on the shelf')
  • Describe positions using prepositional phrases

• Pronouns

  Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition

  • Replace a repeated noun with a pronoun: 'The dog was happy. He wagged his tail.'
  • Use I/me correctly in subject and object position in a sentence
  • Choose the correct possessive pronoun (my/his/her/their) to match the noun it replaces

• Expressing Time, Place and Cause

  Use conjunctions (when, before, after, while, so, because), adverbs (then, next, soon, therefore) and prepositions (before, after, during, in, because of) to express time, place and cause within and across sentences

  • Use time conjunctions to connect clauses (e.g., 'We went inside because it was raining', 'After the bell rang, we lined up')
  • Use adverbs of time and cause within sentences (e.g., 'First, she opened the door. Then, she stepped outside. Therefore, she got wet.')
  • Use prepositions of time and cause in phrases (e.g., 'during the lesson', 'before lunch', 'because of the rain')

• Pronouns for clarity

  Choose pronouns for clarity and cohesion, avoiding ambiguity and repetition; use reflexive pronouns correctly (e.g., myself, ourselves, himself)

  • Replace repeated nouns with pronouns to improve cohesion: rewrite 'Sam picked up Sam's bag' as 'Sam picked up his bag'
  • Use reflexive pronouns correctly in sentences (e.g. 'I made it myself', 'They helped themselves')
  • Identify and fix ambiguous pronoun references (e.g. 'Tom told Jack he was late' — who was late?)

• Punctuating Direct Speech

  Punctuate direct speech using inverted commas (speech marks), understanding that direct speech records the exact words spoken and must be enclosed in punctuation marks

  • Place inverted commas around the spoken words in a sentence (e.g., "Let's go!" shouted Tom.)
  • Write a sentence containing direct speech with correct punctuation including a reporting clause (e.g., Mum said, "Time for bed.")
  • Identify direct speech in a text and explain what the inverted commas show

• Subject-verb agreement

  Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop')

  • Write 'The dog runs' (singular) and 'The dogs run' (plural) with correct verb agreement
  • Correct subject-verb agreement errors in sentences: fix 'The children plays' to 'The children play'
  • Choose the correct verb form to match a singular or plural subject in a gap-fill exercise

• Adjectives vs adverbs

  Use adjectives and adverbs correctly, choosing between them depending on whether a noun or verb/adjective is being modified (e.g., 'She ran quickly' vs 'She is quick')

  • Choose the correct form: 'The dog is (slow/slowly)' vs 'The dog walks (slow/slowly)'
  • Identify whether a word is modifying a noun (adjective) or a verb (adverb) in a given sentence
  • Expand sentences by adding both an adjective and an adverb: 'The tall boy ran quickly'

• Irregular Plural Nouns

  Form and use irregular plural nouns (e.g., children, teeth, mice, geese) in addition to regular plurals, recognising that some nouns have irregular plural forms that do not follow the -s/-es pattern

  • Form and use irregular plural nouns correctly (e.g. child→children, tooth→teeth, mouse→mice, goose→geese)
  • Identify collective nouns that name a group (e.g. 'a flock of birds', 'a group of children', 'a pack of wolves')
  • Correct over-regularised plurals in writing (e.g. change 'mouses' to 'mice', 'foots' to 'feet')

• Capitals for Names, Days and I

  Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'

  • Capitalise names of people and places consistently in writing
  • Write the pronoun 'I' as a capital letter
  • Capitalise days of the week (e.g. 'Monday')

• Determiners and articles

  Use determiners (articles a/an/the and demonstratives this/that/these/those) correctly before nouns

  • Use 'a' before consonant sounds and 'an' before vowel sounds correctly: 'a ball', 'an apple'
  • Distinguish 'this/these' (near) from 'that/those' (far) when pointing to objects
  • Select the correct article (a/an/the) to complete a sentence

• Choosing A or An

  Use the correct form of the indefinite article — 'a' before words beginning with a consonant sound and 'an' before words beginning with a vowel sound (e.g., a rock, an open box, an hour, a unicorn)

  • Choose 'a' or 'an' correctly before nouns beginning with consonant or vowel sounds (e.g., 'a ball', 'an egg', 'an umbrella')
  • Apply the rule to tricky words where spelling and sound differ (e.g., 'an hour' because /h/ is silent, 'a uniform' because /juː/ starts with a consonant sound)
  • Correct errors in a/an usage in given sentences (e.g., change 'a orange' to 'an orange')

English · Writing Composition

Your child is developing as a writer — learning to organize their ideas into paragraphs, write engaging stories with developed characters, and edit their work to make it clearer and more effective.

• Writing Process Vocabulary

  Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off

  • Use 'compose', 'revise', and 'edit' correctly when describing the stages of writing
  • Explain who the 'audience' is for a piece of writing and how that changes what they write
  • Describe the purpose of a piece of writing (to persuade, inform, entertain, or instruct) and match their language to it

• Simple Stories with Beginning and Ending

  Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction

  • Write a short story with at least three sequenced sentences
  • Use time words like 'first', 'then', 'next' to order events
  • Include a reaction or ending to a narrative (e.g. 'I felt happy')

• Revising and editing

  Proof-read own writing to check for errors in spelling, grammar, and punctuation; evaluate and revise writing with teacher/peer support, re-reading to ensure meaning is clear and tense is consistent

  • Re-read own writing and spot a missing full stop or capital letter
  • Identify and correct a tense inconsistency in a piece of writing
  • Discuss improvements with a partner and make at least one revision to strengthen the writing

• Building Writing Stamina

  Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)

  • Write a recount of a school trip using temporal connectives (first, then, after that)
  • Write a simple set of instructions with numbered steps
  • Sustain writing for an extended period across a full page without stopping

• Revising and editing (age 7+)

  Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level

  • Read own or a peer's writing aloud and suggest specific improvements to vocabulary or sentence structure
  • Propose changes to grammar and word choice to improve clarity and consistency across a piece of writing
  • Proof-read writing at Y3-4 level for spelling, punctuation, and grammatical errors and correct them independently

• Responding to Writing Feedback

  With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill

  • Reread own writing and spot a missing word or unclear sentence
  • Add a detail in response to a question (e.g. 'Can you tell me more about...?')
  • Make at least one improvement to a piece based on feedback

• Organising Writing into Paragraphs

  Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing

  • Divide a piece of writing into paragraphs, each focused on one main idea or aspect of the topic
  • Use headings and sub-headings to organise a non-fiction text (e.g., a report about animals with sections 'Habitat', 'Diet', 'Appearance')
  • Identify where a new paragraph should begin in a given text and explain why (e.g., 'A new paragraph starts here because the topic changes from appearance to diet')

• Writing to inform

  Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it

  • Write or dictate two or three facts about a familiar topic
  • Label diagrams or drawings with informative details
  • Name a topic and provide relevant details about it

• Planning Ideas Before Writing

  Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing

  • Verbally rehearse sentences before writing them down
  • Jot key words or ideas in a planning format (e.g., story map) before drafting
  • Write a simple plan with beginning, middle, and end for a story

• Narrative Writing

  Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

  • Write a narrative that includes a described setting, at least one developed character, and a clear plot with a problem and resolution
  • Use dialogue to show what characters say and reveal their personality or feelings
  • Use descriptive details and temporal words to organise events into a clear sequence with a satisfying ending

• Writing Poetry

  Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation

  • Write a simple poem using rhyming couplets or a repeated pattern
  • Recite a poem from memory with expression and appropriate intonation
  • Identify rhyme and rhythm patterns in poems read aloud

• Rehearsing and Varying Sentences

  Compose and rehearse sentences orally before writing, progressively building varied and rich vocabulary and an increasing range of sentence structures including dialogue

  • Rehearse a sentence containing dialogue aloud before writing it (e.g. 'Let's go!' shouted Tom)
  • Orally compose sentences with varied openers (e.g. time adverbials, subordinate clauses) before writing
  • Try out two or three different ways to express the same idea orally and choose the most effective version to write

• Writing opinions

  Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

  • State an opinion clearly (e.g. 'My favourite animal is a dog because...')
  • Give at least one reason for an opinion
  • Draw, dictate, or write to express a preference about a book or topic

• Basic Informational Writing

  Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

  • Write an informative text that introduces a topic clearly and groups related information together
  • Use facts, definitions, and concrete details to develop and explain points about the topic
  • Provide a concluding statement or section that wraps up the information presented

• Shared Research Projects

  Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

  • Contribute ideas and information to a class writing project
  • Draw or write facts learned from personal experience about a topic
  • Help gather information from books or adults for a group research task

• Structured Opinion Writing

  Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section

  • Write an opinion piece that introduces the topic, states a clear opinion, and provides at least two reasons
  • Use linking words (because, and, also, for example) to connect the opinion to supporting reasons
  • End an opinion piece with a concluding statement that restates or reinforces the opinion

• Sharing and Publishing Your Writing

  Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

  • Read own sentences aloud with clear voice and appropriate expression
  • Share a piece of writing by reading it to the class
  • Type simple words or sentences using a computer or tablet

English · Phonics & Word Reading

Your child is learning to read more complex words by understanding how prefixes, suffixes, and root words work together, helping them tackle unfamiliar words with confidence.

• Onsets & Rimes

  Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words

  • Blend onset and rime to say a word (e.g. /c/ + /at/ → 'cat')
  • Identify the first, middle, or last sound in a CVC word
  • Change one sound to make a new word (e.g. change /c/ in 'cat' to /b/ → 'bat')

• Blending Sounds to Read Words

  Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes

  • Sound out and blend unfamiliar phonically regular words (e.g. /sh/-/o/-/p/ → 'shop')
  • Read words containing taught GPCs without excessive sounding out
  • Distinguish between similarly spelled words by identifying differing letter sounds (e.g. 'big' vs 'bag')

• Alternative Spellings for Known Sounds

  Recognise alternative grapheme-phoneme correspondences for known phonemes (e.g., /dʒ/ as ge/dge/g, /s/ as c, /n/ as kn/gn, /r/ as wr, /ʒ/ as s), reading words with less common spellings for familiar sounds

  • Read words with less common spellings for familiar sounds: 'badge', 'giraffe', 'city', 'knock', 'gnaw', 'write', 'treasure'
  • Identify that the same phoneme can be represented by different graphemes (e.g., /dʒ/ spelled g, ge, dge)
  • Select the correct alternative GPC to decode an unfamiliar word in context

• Vowel Digraphs

  Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound

  • Read words with vowel digraphs (e.g. 'tree', 'boat', 'rain', 'coin')
  • Distinguish between different sounds for the same digraph (e.g. 'oo' in 'book' vs 'moon')
  • Spell words using common vowel digraph patterns

• Consonant Digraphs

  Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)

  • Read words with consonant digraphs (e.g. 'shop', 'chip', 'that')
  • Identify the sound made by ph (/f/) and wh (/w/) in words
  • Spell words ending in -ck (e.g. 'duck') and -tch (e.g. 'match')

• Reading High-Frequency Words by Sight

  Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns

  • Read common exception words instantly without sounding out (e.g. 'the', 'said', 'was', 'you')
  • Note unusual correspondences between spelling and sound in exception words
  • Recognise at least 20-30 high-frequency words in connected text

• Reading fluently

  Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression

  • Read a phonically appropriate text with 90%+ accuracy
  • Reread familiar texts with improved pace and expression
  • Read emergent-reader texts with purpose and understanding

• Reading with Expression and Accuracy

  Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

  • Read a grade-level passage aloud with expression and appropriate pacing
  • Self-correct miscues during oral reading by re-reading or using context cues
  • Re-read a familiar book demonstrating increased fluency and confidence

• Syllables (age 6+)

  Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together

  • Read 'rabbit', 'thunder', 'fantastic' by breaking into syllable chunks and blending
  • Clap or tap syllables in a multi-syllable word, then read each chunk before blending
  • Identify that every syllable must contain a vowel sound

• Compound Words

  Recognise and spell compound words by identifying the two component words that combine to form a single word

  • Identify the two words in a compound (e.g. 'sunshine' = 'sun' + 'shine')
  • Spell compound words by combining known words
  • Create compound words from given word pairs

• Reading Inflectional Endings

  Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns

  • Read suffixed words fluently (e.g. 'jumping', 'wanted', 'faster')
  • Identify the root word when a suffix is added
  • Read words with prefix un- (e.g. 'unhappy', 'undo')

• Decoding unfamiliar words

  Read Y3-4 exception words with unusual spelling-sound correspondences, applying growing knowledge of morphology and etymology to decode unfamiliar exception words

  • Read exception words from the Y3-4 statutory word list accurately (e.g. 'business', 'caught', 'knowledge', 'different')
  • Identify unusual letter-sound correspondences in exception words and explain why the word does not follow common GPC rules
  • Use growing knowledge of morphology and etymology to attempt unfamiliar exception words (e.g. recognise the root 'know' in 'knowledge')

• Prefixes and suffixes

  Read words containing common prefixes and suffixes from the Y3-4 programme, applying knowledge of root words, prefixes and suffixes (morphology and etymology) to read aloud and understand new words

  • Read words with common prefixes (dis-, mis-, re-, pre-) and suffixes (-ation, -ous, -ly) by identifying the root word first
  • Apply morphological knowledge to attempt unfamiliar words (e.g. recognise 'happy' inside 'unhappiness')
  • Explain how a prefix or suffix changes the meaning or word class of a root word (e.g. 'care' → 'careless' → 'carelessly')

• Split Digraphs and Magic E

  Read and spell words containing split digraphs (a-e, e-e, i-e, o-e, u-e) where a final 'e' makes the preceding vowel long

  • Read words with split digraphs (e.g. 'cake', 'bike', 'home', 'cube')
  • Compare minimal pairs showing the effect of the split digraph (e.g. 'cap' vs 'cape')
  • Spell words with split digraphs correctly

English · Spelling & Word Study

Your child is learning important spelling rules — using apostrophes correctly for possession, distinguishing between words that sound the same, and understanding how prefixes and suffixes work.

• Segmenting words into sounds

  Segment spoken words into phonemes and spell CVC and simple phonetically regular words by writing a letter or letters for each sound

  • Write CVC words from dictation (e.g. 'cat', 'bed', 'hot')
  • Segment words into individual sounds before choosing letters to write
  • Spell simple words phonetically drawing on sound-letter knowledge

• Phonics Vocabulary

  Know and use the vocabulary of phonics and word structure — phoneme, grapheme, GPC (grapheme-phoneme correspondence), blend, segment, digraph, CVC, vowel, consonant, syllable, root word, suffix, prefix, and homophone — and understand that these words describe the building blocks that phonics instruction is built on

  • Say the sounds for common graphemes (e.g. 'sh', 'ch', 'th', 'ee', 'igh') and use 'phoneme' and 'grapheme' correctly when explaining
  • Blend sounds together to read an unfamiliar word and explain what they are doing using the word 'blend'
  • Segment a word into its individual sounds for spelling and use the term 'segment' to describe the process

• Apostrophes for possession

  Use the possessive apostrophe with singular nouns to show ownership (e.g., the girl's book, the dog's bone)

  • Write 'the cat's tail' to show the tail belongs to the cat
  • Distinguish plural -s ('the cats ran') from possessive 's ('the cat's bed') in writing
  • Add a possessive apostrophe to a singular noun in a dictated sentence

• Spelling Contracted Forms

  Spell contracted forms correctly by placing the apostrophe where letters are omitted (can't, didn't, I'll, it's, etc.)

  • Write 'can't' for 'cannot', 'didn't' for 'did not' with apostrophe correctly placed
  • Distinguish 'it's' (it is) from 'its' (possessive) in a sentence
  • Expand a contraction back to its full form and explain which letters are missing

• Alternative Spellings for Sounds

  Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones

  • Spell 'ball', 'call', 'walk' using alternative grapheme /ɔ:/ as 'a' before ll
  • Distinguish homophones in writing: 'there/their/they’re', 'here/hear', 'quite/quiet'
  • Spell words ending in -tion correctly: 'station', 'fiction', 'motion'

• Suffixes

  Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly

  • Spell 'hoping' (drop e), 'cried' (y to i), 'running' (double consonant) applying the correct rule
  • Add -ful, -less, -ness, -ly correctly: 'careful', 'hopeless', 'sadness', 'slowly'
  • Identify which suffix rule to apply to a given root word and explain why

• Suffixes (age 7+)

  Spell words using productive suffixes (-ation, -ly, -ous) and less common sound-spelling correspondences (/ɪ/ as y, /ʌ/ as ou, endings sounding like /ʒə/, /tʃə/, /ʒən/, /ʃən/) introduced in the Year 3-4 programme

  • Spell words with suffixes -ation (e.g., information, sensation), -ly (e.g., sadly, gently, happily), and -ous (e.g., famous, enormous, various)
  • Spell words with less common vowel patterns: /ɪ/ as y (e.g., myth, gym), /ʌ/ as ou (e.g., young, touch, double)
  • Spell words with endings /ʒə/ as -sure (e.g., measure, treasure), /tʃə/ as -ture (e.g., creature, furniture), /ʒən/ as -sion (e.g., division, television)

• Spelling Word Lists (age 7+)

  Spell words from the statutory word list for Years 3 and 4, including commonly misspelt words that do not follow regular patterns

  • Spell at least 20 words from the Y3-4 statutory list correctly (e.g., accident, believe, different, favourite, imagine)
  • Identify tricky parts of statutory words and use a strategy to remember them (e.g., 'separate' has 'a rat' in the middle)
  • Use statutory list words accurately in own writing across subjects

• Apostrophes for possession (age 7+)

  Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession

  • Place the apostrophe correctly in plural possessives: 'the dogs' kennel' vs 'the dog's kennel'
  • Write possessive forms of irregular plurals correctly (e.g. 'children's', 'women's', 'mice's')
  • Distinguish singular possession (the boy's hat) from plural possession (the boys' hats) in dictated sentences

• Homophones

  Distinguish and correctly spell common homophones and near-homophones encountered at Y3-4 level (e.g., accept/except, affect/effect, brake/break, grate/great), including using the /eɪ/ sound spelt ei, eigh, or ey

  • Spell pairs of homophones correctly in context (e.g., 'there/their/they're', 'brake/break', 'grate/great')
  • Choose the correct homophone to complete a sentence (e.g., 'The dog wagged its/it's tail')
  • Spell words with the /eɪ/ sound as ei, eigh, or ey (e.g., vein, eight, they, neighbour)

• Prefixes (age 7+)

  Spell words with a range of prefixes (dis-, mis-, un-, re-, pre-, anti-, auto-, super-) understanding how each prefix modifies the root word's meaning without changing its spelling

  • Spell words with prefixes dis-, mis-, re- correctly without altering the root (e.g., disappoint, misspell, return)
  • Add prefixes un-, pre-, anti-, auto-, super- to root words and use the new word in a sentence (e.g., unhappy, preview, autograph)
  • Explain how a prefix changes the meaning of a root word (e.g., 'dis-' means 'not' or 'opposite of')

• Tricky words

  Spell common exception words from memory that do not follow regular phonic patterns, including the days of the week

  • Correctly spell high-frequency irregular words (e.g. 'said', 'the', 'was')
  • Write all seven days of the week correctly
  • Recall and write exception words in dictated sentences

• Spelling from Dictation

  Write simple sentences from memory when dictated by the teacher, applying taught GPCs, spelling rules, and common exception words

  • Write a dictated sentence using phonically plausible spellings
  • Include correct spelling of taught exception words in dictation
  • Apply sentence punctuation in dictated writing

• Using a Dictionary to Check Spellings

  Use the first two or three letters of a word to check its spelling in a dictionary; consult reference materials including beginning dictionaries to verify and correct spellings

  • Locate a word in a dictionary using its first two or three letters (e.g., find 'beautiful' by looking up 'be-')
  • Check and correct a misspelling by comparing with the dictionary entry (e.g., look up 'freind' → 'friend')
  • Use a glossary or beginning dictionary to confirm spelling of a word used in own writing

English · Vocabulary

Your child is learning how language changes depending on who they're speaking to and the situation, while exploring how words are connected through shared roots and parts.

• Discussing and Questioning New Words

  Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

  • Ask 'What does ___ mean?' when meeting unfamiliar words during reading
  • Use context and pictures to work out what a new word might mean
  • Explain a new word by connecting it to a known word (e.g. 'enormous means really really big')

• Sorting & Categorising Words

  Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives

  • Group words or objects by category (e.g. animals, foods, colours)
  • Identify and produce opposite pairs (e.g. 'big/small', 'hot/cold', 'go/stop')
  • Explain why items belong together in a category

• Defining Words

  Define words by category and by one or more key attributes (e.g., 'a duck is a bird that swims'), making real-life connections between words and their use

  • Define 'tiger' as 'a large cat with stripes' — naming category and key attribute
  • Connect the word 'cozy' to real-life examples: places at home that feel cozy
  • Sort words into categories and explain why each word belongs

• Shades of Meaning

  Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use

  • Compare similar verbs by acting them out (e.g. 'walk', 'march', 'strut', 'prance')
  • Order adjectives by intensity (e.g. big, huge, gigantic)
  • Connect vocabulary to personal experiences (e.g. note things at school that are 'colourful')

• Formal and Informal English

  Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context

  • Identify whether a spoken or written example uses formal or informal language (e.g., 'Dear Sir' vs 'Hey mate')
  • Rewrite an informal sentence in a more formal way (e.g., change 'Can I have some?' to 'May I please have some?')
  • Explain why formal language might be used in one situation and informal in another (e.g., a letter to the headteacher vs a note to a friend)

• Using New Vocabulary

  Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

  • Incorporate new vocabulary from read-alouds into conversations
  • Attempt to use interesting or topic-specific words in own writing
  • Use newly learned words appropriately in different contexts

• Root Words & Inflections

  Identify frequently occurring root words and their inflectional forms (e.g., look/looks/looked/looking), using affixes as clues to word meaning and understanding how suffixes create nouns and adjectives

  • Identify 'play' as the root in 'played', 'playing', 'player'
  • Explain that '-ful' in 'careful' means 'full of care'
  • Use '-ness' and '-er' to form nouns from root words: 'sad → sadness', 'teach → teacher'

• Word Families and Root Words

  Explore word families based on common root words, understanding how words are related in form and meaning through shared roots, prefixes and suffixes (e.g., solve → solution, solver, dissolve, insoluble)

  • Generate at least 4 words in a word family from a given root (e.g., from 'play': player, playful, replay, playground)
  • Explain how members of a word family are connected in meaning (e.g., 'solve, solution, dissolve all relate to finding answers or breaking apart')
  • Use knowledge of a word family to predict the meaning of an unfamiliar member (e.g., knowing 'act' helps understand 'actor', 'action', 'react')

• Word Parts as Clues

  Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning

  • Recognise that -ed signals past tense (e.g. 'jumped' = already happened)
  • Explain how un- makes a word mean the opposite (e.g. 'unhappy' = not happy)
  • Use word parts to figure out the meaning of an unfamiliar word

English · Speaking & Listening

Your child is developing confidence as a speaker and listener — learning to engage their audience, consider different viewpoints, and choose appropriate language for different situations.

• Listening and responding

  Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking

  • Demonstrate attentive listening by making eye contact and responding relevantly
  • Follow classroom discussion rules (e.g. raise hand, wait for turn)
  • Show understanding of what was said by paraphrasing or responding appropriately

• Group discussions

  Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

  • Stay on topic during a conversation for multiple turns
  • Build on what another speaker has said (e.g. 'I agree because...')
  • Maintain focus and contribute meaningfully in group discussions

• Describing Aloud

  Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations

  • Describe a familiar person or place using several details
  • Speak clearly and loudly enough for the whole group to hear
  • Organise ideas logically when sharing information or telling about an event

• Asking Questions

  Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood

  • Ask a question when something is unclear or more information is needed
  • Answer questions with relevant and specific information
  • Request clarification politely (e.g. 'Can you explain that again?')

• Engaging Listeners and Valuing Viewpoints

  Gain, maintain and monitor the interest of listeners when speaking; consider and evaluate different viewpoints, attending to and building on others' contributions; begin to select appropriate language for different situations

  • Use strategies to engage listeners during a presentation (e.g., make eye contact, vary tone and pace, ask the audience a question)
  • Listen to a peer's viewpoint and respond by agreeing, disagreeing, or extending their idea with a reason (e.g., 'I agree with Priya because… but I also think…')
  • Choose more formal language for a class presentation and more informal language for a group discussion, explaining the difference

• Reciting Poetry

  Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

  • Recite a poem from memory with expression and clear enunciation
  • Add a drawing or visual display to support an oral description or presentation
  • Present information to the class using complete sentences and audible voice

English · English Thinking

• Monitoring Comprehension

  Notice the difference between decoding words and actually understanding them — recognise when you've read the words but not grasped the meaning, and do something about it

  • comprehension monitoring research
  • Metacognitive Monitoring in Reading Comprehension (MDPI 2024)

• Author's word choices

  Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader

  • authorial awareness research
  • Understanding Author's Purpose (Firkins)
  • collaborative multilayered text interpretation in 5-8 year olds

• Inference vs Explicit Meaning

  Distinguish between what a text explicitly says and what you have inferred, assumed, or read in — knowing which is which is fundamental to honest comprehension

  • inference vs literal comprehension development research
  • online inference making and comprehension monitoring (PMC 2021)

English · Handwriting & Transcription

Your child is learning to join letters together when writing, developing smooth handwriting by connecting letters with diagonal and horizontal strokes while keeping letters the right size.

• Joining Letters

  Begin to join letters using diagonal and horizontal strokes, understanding which letter pairs are best left unjoined, forming letters of correct size relative to one another

  • Join 'in', 'un', 'it' with a diagonal stroke connecting the letters
  • Leave letters like 'b' unjoined when followed by certain letters, explaining why
  • Write with consistent letter sizing on lined paper, ascenders and descenders in proportion

Science · Rainforests

• What Is a Rainforest?

  Know that a rainforest is a thick, tall forest found in hot, wet places near the Equator where it rains almost every day, creating a warm, damp environment where plants and animals thrive

  • Describe a rainforest as a forest that is hot and wet, located near the Equator
  • Explain that it rains very often in a rainforest, which is why the plants grow so tall and thick
  • Point to the Equator on a globe and say that rainforests are found in the hot belt near it

• Rainforest Layers

  Know that a rainforest has four layers from ground to sky — the forest floor (dark, damp, full of decomposing leaves), the understory (small trees and shrubs in the shade), the canopy (a thick roof of treetops where most animals live), and the emergent layer (the tallest trees poking above the canopy into bright sunlight)

  • Name the four rainforest layers in order from ground to sky: forest floor, understory, canopy, emergent
  • Describe one key feature of each layer, such as the canopy being a thick roof of leaves or the forest floor being dark and damp
  • Explain that most rainforest animals live in the canopy because that is where there is food and light

• Rainforest Animals

  Name and recognise iconic rainforest animals — jaguars, toucans, sloths, poison dart frogs, howler monkeys, macaws, and butterflies — and know which layer of the rainforest each lives in

  • Name at least five iconic rainforest animals such as jaguars, toucans, sloths, poison dart frogs, and howler monkeys
  • Match at least three animals to the rainforest layer where they live (e.g. monkeys in the canopy, jaguars on the forest floor)
  • Describe one distinctive feature of each named animal

• Rainforest Plants

  Know that rainforests contain an enormous variety of plants — towering kapok and Brazil nut trees, climbing vines called lianas, colourful orchids that grow on tree branches, giant water lilies, and huge leaves that funnel rainwater

  • Name at least three types of rainforest plant, such as kapok trees, lianas (climbing vines), and orchids
  • Explain that rainforest plants grow very tall because they compete for sunlight
  • Describe one unusual feature, such as orchids growing on tree branches or lianas climbing up trunks

• Rainforest Food Webs

  Understand how energy and nutrients flow through a rainforest food web — from plants (producers) to herbivores (primary consumers) to predators (secondary consumers) — and that decomposers like fungi and insects break down dead material on the forest floor, recycling nutrients back into the soil for plants to use again

  • Construct a simple rainforest food chain with at least three levels: producer → herbivore → predator
  • Explain the role of decomposers in breaking down dead material and returning nutrients to the soil
  • Use the terms producer, consumer, and decomposer correctly

• Classifying Rainforest Organisms

  Classify rainforest organisms into major groups — mammals (jaguars, monkeys, bats), birds (toucans, macaws, hummingbirds), reptiles (snakes, lizards, caimans), amphibians (tree frogs, poison dart frogs), insects (butterflies, ants, beetles), and plants (trees, epiphytes, ferns) — using observable features to sort them

  • Sort at least eight rainforest organisms into correct groups: mammals, birds, reptiles, amphibians, insects, or plants
  • State the key feature that defines each group (e.g. mammals have fur and feed milk to their young)
  • Explain why classification helps scientists understand and study the huge variety of life in rainforests

• Rainforest Water Cycle

  Understand how the water cycle works in a rainforest — trees absorb water through their roots and release it through their leaves (transpiration), this moisture forms clouds above the canopy, and the clouds produce rain that falls back into the forest — creating a self-sustaining cycle that generates much of the rainforest's own rainfall

  • Describe the sequence: trees absorb water → release it through leaves (transpiration) → moisture rises → clouds form → rain falls
  • Explain that rainforests generate much of their own rainfall through this cycle
  • Use the word transpiration correctly when describing how water leaves a plant through its leaves

• Tropical Rainforest Climate

  Understand that rainforests have a tropical climate — consistently hot (25–30°C) with over 2000 mm of rainfall per year — and that this combination of heat and moisture creates ideal conditions for rapid plant growth and extraordinary biodiversity

  • State that tropical rainforests are hot (25–30°C) and wet (over 2000 mm rain per year) all year round
  • Explain that the constant heat and moisture create ideal growing conditions for plants
  • Compare tropical rainforest climate to the UK or local climate, noting key differences in temperature and rainfall

• The Amazon Rainforest

  Know that the Amazon is Earth's greatest rainforest — spanning nine countries across South America, containing the world's largest river by water volume, and home to an estimated 10% of all species on Earth including 40,000 plant species, 1,300 bird species, and 3,000 types of fish

  • Locate the Amazon rainforest on a map of South America and name at least two countries it spans
  • State that the Amazon contains the world's largest river by volume and is home to roughly 10% of all species on Earth
  • Give at least two specific numbers showing the Amazon's biodiversity, such as 40,000 plant species or 1,300 bird species

• Where Rainforests Are

  Know that rainforests are found in a belt around the middle of the Earth — in South America (the Amazon), Central Africa (the Congo), and Southeast Asia — and that they appear on every continent except Antarctica and Europe

  • Point to the Amazon, Congo, and Southeast Asian rainforest regions on a world map
  • Explain that rainforests grow near the Equator where it is hot and wet all year
  • Name at least two continents that have large rainforests

• Indigenous Rainforest Peoples

  Know that indigenous peoples such as the Yanomami have lived in rainforests for thousands of years, building homes from forest materials, finding food by hunting, fishing, and gathering, and knowing the forest and its plants and animals deeply

  • Explain that indigenous peoples like the Yanomami have lived in rainforests for thousands of years
  • Describe how they use the forest for shelter, food, and medicine
  • Show respect for indigenous knowledge by explaining that these communities understand the forest very deeply

• Rainforest Insects

  Know that rainforests are home to millions of insects — leaf-cutter ants that farm fungus, giant beetles, jewel-coloured butterflies, enormous spiders, and stick insects — and that insects are the most numerous animals in the rainforest

  • Name at least three types of insect or minibeast found in the rainforest, such as leaf-cutter ants, morpho butterflies, and giant beetles
  • Explain that insects are the most numerous animals in the rainforest
  • Describe one interesting behaviour, such as leaf-cutter ants carrying leaf pieces back to grow fungus

• Indigenous Ecological Knowledge

  Understand that indigenous peoples of the rainforest have developed deep ecological knowledge over thousands of years — using plants for medicine, food, and building materials, practising sustainable farming methods like shifting cultivation, and understanding animal behaviour and forest ecology in ways that modern science is only beginning to appreciate

  • Give at least two examples of indigenous knowledge, such as using specific plants as medicine or practising sustainable farming
  • Explain what shifting cultivation is and why it is less harmful to the forest than permanent clearing
  • Describe how indigenous knowledge and modern science can work together to protect rainforests

• Rainforest Plant Adaptations

  Know how rainforest plants are adapted to their environment — drip-tip leaves channel water off quickly to prevent rot, buttress roots spread wide to support tall trees in thin soil, epiphytes (like orchids and bromeliads) grow on tree branches to reach sunlight without needing soil, and lianas climb trunks to reach the canopy

  • Describe at least three plant adaptations: drip-tip leaves, buttress roots, and epiphytes
  • Explain the purpose of each adaptation (e.g. drip-tips shed water to prevent rot)
  • Use the word adaptation to mean a feature that helps an organism survive in its environment

• Rainforest Animal Survival Tricks

  Know how rainforest animals are adapted to their environment — camouflage helps leaf insects and tree frogs hide, bright warning colours (aposematism) signal that poison dart frogs are toxic, prehensile tails let monkeys grip branches, toucans' large beaks help reach distant fruit, and many animals are nocturnal to avoid daytime heat

  • Describe at least three animal adaptations such as camouflage, warning colours, and prehensile tails
  • Explain how each adaptation helps the animal survive (e.g. camouflage hides prey from predators)
  • Give a specific example for each adaptation, linking the animal to its rainforest layer

• Everyday Foods from Rainforests

  Know that many everyday foods come from rainforests — chocolate is made from cacao beans, bananas grow in tropical forests, coffee berries ripen in forest shade, and Brazil nuts fall from giant trees — connecting our daily lives to faraway forests

  • Name at least three foods that come from rainforests, such as chocolate (cacao), bananas, and Brazil nuts
  • Explain that cacao beans grow on trees in the rainforest and are made into chocolate
  • Connect their own food choices to rainforest origins by identifying a product they eat that comes from the forest

• Inside a Rainforest

  Describe what it feels like inside a rainforest — hot and sticky (humid), dark on the ground because the treetops block the light, loud with animal calls and insect buzzing, and dripping with water from rain and condensation

  • Describe the air inside a rainforest as hot and sticky (humid)
  • Explain that the forest floor is dark because tall trees block most of the sunlight
  • Name at least two sounds you would hear in a rainforest, such as bird calls, insect buzzing, or rain dripping

Science · Organisms & Life Processes

Your child is diving deeper into how living things work — understanding plant life cycles from flower to seed, discovering how plants transport water, and learning about the important roles of skeletons, muscles, and proper nutrition.

• Living Things Vocabulary

  Name and use vocabulary for what makes something living — alive, dead, never been alive, movement, nutrition, growth, reproduction, sensitivity, excretion — and apply these terms when classifying objects and explaining why plants and animals count as living things

  • Correctly classify objects as living, dead, or never been alive and give a reason using one of the life process terms
  • Name at least five life processes using the correct vocabulary
  • Explain why a plant is alive using at least two life process words

• What Living Things Need

  Understand what plants and animals (including humans) need to survive: water, food, air, and suitable conditions

  • List the basic needs of animals: water, food, air, shelter
  • List the basic needs of plants: water, light, air, suitable temperature
  • Explain what happens if one basic need is missing (e.g. 'the plant wilts without water')

• Life Cycles of Organisms

  Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death

  • Describe the life cycle of at least two different organisms (e.g. butterfly, frog, plant)
  • Identify the common stages all life cycles share: birth, growth, reproduction, death
  • Explain how life cycles can look very different (metamorphosis vs gradual growth) but follow the same pattern

• How Plant Parts Work

  Identify and describe the functions of different parts of flowering plants: roots absorb water and nutrients, stems transport materials, leaves make food, flowers enable reproduction

  • Describe the function of roots (absorb water and minerals from soil)
  • Explain that the stem transports water up and food around the plant
  • State that leaves use sunlight to make food and flowers produce seeds for new plants

• Pollination & Seed Dispersal

  Understand the life cycle of flowering plants including pollination, seed formation, and seed dispersal

  • Describe the stages: pollination → fertilisation → seed formation → seed dispersal
  • Explain at least two methods of seed dispersal (wind, animal, water, explosion)
  • Describe pollination as the transfer of pollen from one flower to another, often by insects or wind

• Animal Body Groups

  Describe and compare the external body structure of common animals across groups (fish, amphibians, reptiles, birds, mammals)

  • Describe key structural features of at least three animal groups (e.g. scales, feathers, fur)
  • Compare two animals from different groups, noting at least two differences
  • Use words like 'wings', 'fins', 'legs', 'tail' correctly when describing an animal

• Animal Life Stages

  Recognise that animals, including humans, have offspring which grow into adults, and describe basic animal life stages

  • Describe the basic life stages of a human: baby, child, teenager, adult
  • Give examples of other animals and their young (e.g. kitten → cat, chick → hen)
  • Explain that offspring grow and change as they develop into adults

• Seeds & Plant Growth

  Observe and describe how seeds and bulbs grow into mature plants through stages of germination and growth

  • Describe the stages: seed absorbs water → root appears → shoot pushes up → leaves open
  • Compare how a bulb and a seed start growing differently
  • Record observations of a growing plant over several days using drawings or a simple diary

• Animal Nutrition

  Understand that animals, including humans, need the right types and amounts of nutrition, and that animals cannot make their own food

  • Name the main food groups: carbohydrates, proteins, fats, vitamins, minerals, fibre, water
  • Explain that animals get energy from food they eat, unlike plants which make their own
  • Describe what happens with too much or too little of a food group (e.g. weak bones without calcium)

• Animal Classification Vocabulary

  Use vocabulary for classifying animals and describing life cycles — vertebrate, invertebrate, mammal, bird, reptile, amphibian, fish, insect, arachnid, larva, pupa, metamorphosis, gestation, offspring, complete metamorphosis, incomplete metamorphosis — and apply these correctly when sorting and comparing organisms

  • Correctly classify a set of animals as vertebrates or invertebrates, then into more specific groups
  • Use 'metamorphosis' correctly to describe insect and amphibian life cycles and distinguish complete from incomplete metamorphosis
  • Compare a mammal's life cycle with an insect's using precise vocabulary

• Drawing Life Cycle Diagrams

  Draw and interpret life cycle diagrams for flowering plants, insects (complete and incomplete metamorphosis), birds, and mammals — labelling stages, describing transitions, and comparing cycles across species

  • Draw a labelled life cycle diagram for a flowering plant including seed, seedling, mature plant, and flower/fruit
  • Compare a butterfly life cycle (complete metamorphosis) with a grasshopper life cycle (incomplete metamorphosis) using diagrams
  • Label a blank life cycle diagram for a given organism correctly, including transitions between stages

• Skeletons & Muscles

  Identify that humans and some other animals have skeletons and muscles for support, protection, and movement

  • Name the three functions of the skeleton: support, protection, movement
  • Identify that muscles are attached to bones and pull to create movement
  • Give examples of bones protecting organs (skull protects brain, ribs protect heart and lungs)

• What Plants Need to Grow

  Understand that plants need water, light, and a suitable temperature to grow and stay healthy

  • Name three things plants need to grow: water, light, suitable temperature
  • Predict what happens to a plant kept in the dark, with no water, or in freezing cold
  • Describe the results of a simple test comparing plants grown in different conditions

• What Plants Need to Thrive

  Explore and compare the requirements of plants for life and growth: air, light, water, nutrients from soil, and room to grow

  • List five requirements for plant growth: air, light, water, nutrients, space
  • Explain how needs vary between plants (e.g. cacti need less water than ferns)
  • Predict what happens when one requirement is removed or limited

• Water Transport in Plants

  Investigate how water is transported within plants, using observations such as coloured water being drawn up through a stem

  • Describe an investigation using coloured water to track water movement in a plant
  • Explain that water travels from roots through the stem to the leaves and flowers
  • Draw or label a diagram showing the path of water through a plant

• Offspring resemble parents

  Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences

  • Describe at least three features that offspring inherit from parents (e.g. eye colour, petal colour, fur type)
  • Explain that offspring are similar to parents but not identical copies
  • Give examples from both plants and animals showing resemblance with variation

Science · Polar Regions

• Where Are the Poles?

  Know that Earth has a North Pole and a South Pole — the two coldest places on the planet — and be able to find them on a globe, understanding that they are at the very top and very bottom of the Earth, as far from the Equator as possible

  • Point to the North Pole and South Pole on a globe or world map
  • Explain that the poles are the coldest places on Earth because they are farthest from the Equator
  • State that the North Pole is at the top and the South Pole is at the bottom of the Earth

• Arctic vs Antarctic

  Know that the Arctic (North Pole) and Antarctic (South Pole) are very different — the Arctic is a frozen ocean surrounded by land where people and polar bears live, while the Antarctic is a huge ice-covered continent surrounded by ocean where penguins live but no people live permanently

  • State that the Arctic is a frozen ocean surrounded by land, while the Antarctic is a continent covered in ice surrounded by ocean
  • Explain that polar bears live in the Arctic and penguins live in the Antarctic, not the other way around
  • Know that people (like the Inuit) live in the Arctic but nobody lives permanently in Antarctica

• Polar Animals

  Know about other polar animals besides penguins and polar bears — seals that swim under ice, walruses with long tusks, Arctic foxes that turn white in winter, snowy owls, narwhals with their unicorn-like tusk, and whales that migrate to polar waters to feed — and that all these animals have special features to survive extreme cold

  • Name at least four polar animals beyond penguins and polar bears, such as seals, walruses, Arctic foxes, snowy owls, or narwhals
  • Describe one way each named animal survives the cold (e.g. walrus blubber, Arctic fox white winter coat)
  • State that narwhals have a long spiral tusk and live in Arctic waters

• Penguins

  Know key facts about penguins — they live in the Antarctic and Southern Hemisphere, they cannot fly but are excellent swimmers, Emperor penguins are the largest and huddle together in winter to keep warm, and penguin parents take turns keeping their egg warm on their feet in freezing temperatures

  • State at least three facts about penguins: they can't fly, they're excellent swimmers, and Emperor penguins are the biggest
  • Describe how Emperor penguins huddle together in winter to keep warm
  • Explain that penguin parents take turns keeping their egg warm on their feet in freezing temperatures

• Polar Bears

  Know key facts about polar bears — they live only in the Arctic (not the Antarctic), they have thick white fur and a layer of fat (blubber) to keep warm, they are excellent swimmers, and they hunt seals by waiting at holes in the sea ice

  • State that polar bears live in the Arctic, not the Antarctic
  • Describe at least two ways polar bears stay warm: thick white fur and a layer of blubber (fat)
  • Explain how polar bears hunt seals by waiting at breathing holes in the sea ice

• Comparing Arctic & Antarctic

  Compare the Arctic and Antarctic in detail — the Arctic is an ocean covered by floating sea ice with surrounding land masses (Canada, Russia, Greenland, Scandinavia), while Antarctica is a continent larger than Europe buried under ice up to 4 km thick; polar bears, Arctic foxes, and walruses live only in the Arctic while penguins, leopard seals, and albatrosses are found only in the Antarctic

  • State that the Arctic is a frozen ocean surrounded by land (name at least two bordering countries), while Antarctica is a continent covered by ice sheet up to 4 km thick
  • Correctly assign at least three animals to the Arctic and three to the Antarctic
  • Name at least two differences in human presence: indigenous peoples in the Arctic vs research stations only in Antarctica

• Polar Food Chains

  Understand polar food chains — in the Antarctic, phytoplankton are eaten by krill, krill are eaten by fish and penguins, and penguins are eaten by leopard seals and orcas; in the Arctic, algae under ice feeds zooplankton, which feeds fish, which feeds seals, which feeds polar bears — and that tiny organisms like krill and plankton are the foundation of all polar life

  • Construct an Antarctic food chain: phytoplankton → krill → penguin → leopard seal or orca
  • Construct an Arctic food chain: algae → zooplankton → fish → seal → polar bear
  • Explain why krill and plankton are critical — without them, the entire food chain collapses

• The Race to the South Pole

  Know the story of the race to the South Pole in detail — Norwegian Roald Amundsen and British Robert Falcon Scott both set out in 1911, Amundsen arrived first on 14 December using dog sleds and careful planning, Scott arrived 34 days later using man-hauled sledges and tragically died with his team on the return journey; also know about Ernest Shackleton's 1914 Endurance expedition where the ship was trapped and crushed by ice, and Shackleton's extraordinary boat journey to South Georgia to rescue his crew

  • Describe the Scott vs Amundsen race: Amundsen arrived 14 December 1911 using dog sleds; Scott arrived 34 days later and died on the return
  • Explain at least two reasons Amundsen succeeded: better planning, dog sleds, polar experience, and lighter supplies
  • Narrate the key events of the Endurance expedition: ship crushed, camps on ice, boat journey to South Georgia, all crew rescued

• Ice & Snow

  Know that water can be solid (ice and snow) or liquid, that snow is made of tiny frozen ice crystals, that icebergs are huge chunks of ice floating in the ocean with most of their bulk hidden underwater, and that ice floats because it is lighter than liquid water

  • Explain that ice and snow are frozen water (solid) and that water can change between solid and liquid
  • Describe an iceberg as a huge piece of ice floating in the ocean with most of it hidden below the surface
  • State that ice floats because frozen water is lighter than liquid water

• Ice & States of Matter

  Understand ice in different forms and states of matter — sea ice forms when ocean water freezes (it's salty and relatively thin), glacial ice forms from compacted snow over centuries (fresh water, very thick), and icebergs break off from glaciers and float in the sea; know that water exists as solid (ice), liquid (water), and gas (water vapour), and that salt lowers the freezing point of water

  • Distinguish between sea ice (frozen ocean, salty, thin) and glacial ice (compacted snow, fresh water, thick)
  • Explain that icebergs break off from glaciers and float because ice is less dense than liquid water
  • Describe the three states of water (solid, liquid, gas) and explain that salt lowers the freezing point

• The Arctic Tundra

  Know what the Arctic tundra is — a vast, treeless landscape with permafrost (permanently frozen ground) just below the surface, a very short growing season in summer when mosses, lichens, and tough grasses burst into life, and home to caribou/reindeer, musk oxen, lemmings, and snowy owls

  • Describe the tundra as a treeless landscape with permafrost (permanently frozen ground) beneath the surface
  • Explain that the tundra has a very short summer growing season when mosses, lichens, and grasses grow quickly
  • Name at least three tundra animals: caribou/reindeer, musk oxen, lemmings, or snowy owls

• Inuit & Sami Peoples

  Know that indigenous peoples have lived in the Arctic for thousands of years — the Inuit across Canada, Alaska, and Greenland, and the Sami in northern Scandinavia — developing remarkable knowledge of the environment, using dog sleds and kayaks for transport, wearing animal-skin clothing for warmth, and building igloos as temporary shelters, with a deep respect for the animals and land they depend on

  • Name the Inuit (Canada, Alaska, Greenland) and Sami (northern Scandinavia) as Arctic indigenous peoples
  • Describe at least three aspects of traditional Arctic life: dog sleds, kayaks, animal-skin clothing, igloos, or hunting practices
  • Explain that indigenous Arctic peoples have deep knowledge of their environment developed over thousands of years

• Cold-Weather Adaptations

  Understand how polar animals are adapted to survive extreme cold — blubber (thick fat layer) insulates seals and whales, hollow fur traps air for warmth in polar bears, counter-current heat exchange in penguin flippers prevents heat loss, Arctic foxes grow thick white winter coats for camouflage and warmth, and some animals migrate to avoid the harshest months

  • Describe at least three cold-weather adaptations: blubber, hollow fur, counter-current heat exchange, white winter coats, or migration
  • Explain the purpose of each adaptation (e.g. blubber insulates against cold water, white fur provides camouflage in snow)
  • Use the word adaptation correctly to mean a feature that helps an animal survive in its environment

• Brave Polar Explorers

  Know simple stories of brave polar explorers — Robert Falcon Scott and Roald Amundsen who raced to the South Pole, and Ernest Shackleton whose ship Endurance was crushed by ice but who brought all his men home safely — and understand that polar exploration required incredible courage and endurance

  • Name at least two polar explorers: Scott, Amundsen, or Shackleton
  • Tell the basic story of Scott and Amundsen's race to the South Pole in simple terms
  • Describe what happened to Shackleton's ship Endurance and how he brought his crew home safely

• Why Polar Seasons Are Extreme

  Understand why the poles have extreme seasons — Earth's axis is tilted at about 23.5°, so as it orbits the Sun, each pole spends half the year tilted toward the Sun (continuous daylight, warmer summer) and half tilted away (continuous darkness, bitter winter); this tilt also drives the annual cycle of sea ice expanding in winter and retreating in summer, and triggers animal behaviours like migration and breeding

  • Explain that Earth's axis is tilted at about 23.5° and this tilt causes the extreme polar seasons
  • Describe how the tilt means each pole faces toward the Sun for half the year (summer/daylight) and away for the other half (winter/darkness)
  • Connect the seasonal cycle to at least one animal behaviour, such as migration or sea ice retreat affecting hunting

• Midnight Sun & Polar Night

  Know that at the poles, daylight and darkness are extreme — in summer the Sun never fully sets (midnight sun) and in winter the Sun never rises (polar night lasting months) — and that this is very different from what we experience at home, where every day has both daylight and darkness

  • Describe midnight sun: in polar summer, the Sun stays above the horizon all day and night
  • Describe polar night: in polar winter, the Sun stays below the horizon for weeks or months
  • Compare this to normal day-night patterns at home, noting the dramatic difference

Science · Animals of the World

Your child is exploring the amazing diversity of animals around the world, learning how different creatures communicate, migrate, hunt and survive in various habitats from rainforests to deserts to polar regions.

• Animals Everywhere

  Know that animals live all over the world — on land, in water, and in the air — and that every continent, even icy Antarctica, is home to animals, each suited to the conditions where they live

  • Names at least 3 animals from different environments (e.g., forest, ocean, desert)
  • States that animals live on land, in water, and some can fly
  • Recognises that animals live on every continent

• Animal Homes

  Know that animals make or find many different kinds of homes — birds build nests, rabbits dig burrows, bees live in hives, hermit crabs use empty shells, spiders spin webs — and that these shelters protect them and their young

  • Names at least 4 different types of animal homes (nest, burrow, hive, web, shell, den, lodge)
  • Explains that animals need homes for shelter and to keep their babies safe
  • Matches common animals to their homes

• How Animals Have Babies

  Know that different animals have their babies in different ways — some lay eggs (birds, reptiles, fish, insects), some give birth to live young (most mammals) — and that babies may look like miniature adults or look very different from their parents

  • Gives examples of animals that lay eggs and animals that give birth to live young
  • Describes at least one example of a baby that looks different from its parent (e.g., tadpole/frog, caterpillar/butterfly)
  • Shows curiosity about how different animals have their babies

• Polar Animals

  Explore animals of the Arctic and Antarctic — polar bears, Arctic foxes, and walruses in the north; penguins, seals, and albatrosses in the south — and understand how polar animals survive extreme cold through thick fur or blubber, huddling behaviour, and seasonal changes like white winter coats

  • Names at least 3 animals each from the Arctic and Antarctic
  • Explains at least two adaptations for surviving cold (blubber, thick fur, huddling, white camouflage)
  • Knows polar bears live only in the Arctic and penguins only in the Antarctic/Southern Hemisphere

• Animal Migration

  Know that many animals make incredible journeys called migrations — Arctic terns fly from pole to pole, monarch butterflies travel thousands of miles across North America, wildebeest cross the Serengeti following rain, and humpback whales swim between polar feeding grounds and tropical breeding waters — and that these journeys are linked to food, breeding, and seasons

  • Defines migration as a regular long journey animals make
  • Names at least 3 migratory animals with their routes or destinations
  • Explains that migration is driven by food availability, breeding, or seasonal changes

• Predator Hunting Strategies

  Understand that predators have evolved hunting strategies — wolves hunt in packs, chameleons use their long tongues, spiders build webs, crocodiles ambush at water's edge — and prey animals have evolved defences — porcupine spines, skunk spray, poison dart frog toxins, zebra stripes confusing predators, playing dead

  • Describes at least 3 predator hunting strategies with examples
  • Describes at least 3 prey defence mechanisms with examples
  • Understands the concept of an 'arms race' between predators and prey

• Wild, Farm & Pet Animals

  Understand the difference between wild animals, farm animals, and pets — wild animals find their own food and shelter in nature; farm animals are kept by people for food, wool, or eggs; pets are animals people keep for companionship — and know that wild animals should be observed from a distance

  • Sorts animals into wild, farm, and pet categories with examples
  • Explains one key difference between each category
  • Understands that wild animals should be observed, not approached

• Savanna & Grassland Animals

  Explore animals of the grasslands and savanna — lions, zebras, wildebeest, elephants, cheetahs in African savanna; bison and prairie dogs in American grasslands — understanding why large herds form on open grasslands and how predators and prey interact in these wide-open spaces

  • Names at least 5 grassland/savanna animals
  • Explains that herding provides safety in numbers against predators
  • Describes the predator-prey relationship (e.g., lions hunt zebras)

• Nocturnal Animals

  Know that some animals are nocturnal — active at night and sleeping during the day — and that nocturnal animals often have special features like big eyes (owls, tarsiers), large ears (bats, fennec foxes), or sensitive whiskers to help them find food in the dark

  • Explains what 'nocturnal' means
  • Names at least 3 nocturnal animals (e.g., owl, bat, fox, hedgehog, moth)
  • Describes one feature that helps a nocturnal animal (e.g., big eyes, echolocation, whiskers)

• Animal Camouflage

  Know that many animals use camouflage — colours and patterns that help them blend into their surroundings — to hide from predators or to sneak up on prey, like a leaf insect that looks like a leaf or an Arctic hare that turns white in winter

  • Explains that camouflage means blending in with surroundings
  • Gives at least 3 examples of camouflaged animals
  • Explains that camouflage helps animals hide from predators or sneak up on food

• Desert Animals

  Explore animals of the desert — camels, fennec foxes, scorpions, rattlesnakes, meerkats — and understand how desert animals survive extreme heat and lack of water through being active at night, storing water or fat, burrowing underground during the day, and having large ears to lose heat

  • Names at least 4 desert animals
  • Explains at least two desert survival adaptations (nocturnal behaviour, water storage, burrowing, large ears for cooling)
  • Knows deserts can be hot or cold but are always dry

• The World of Minibeasts

  Know that insects and other minibeasts (spiders, worms, snails, centipedes) are the most numerous and diverse group of animals on Earth — there are more species of beetle than any other animal — and that they play vital roles as pollinators (bees, butterflies), decomposers (woodlice, worms), and food for other animals

  • Knows that insects/minibeasts are the most numerous animal group
  • Names at least 3 roles minibeasts play: pollinators, decomposers, food source
  • Distinguishes insects (6 legs) from spiders (8 legs) from other minibeasts

• Rainforest Animals

  Explore animals of the tropical rainforest — the most species-rich habitat on Earth — learning that the forest has layers (canopy, understory, forest floor) with different animals at each level: toucans and monkeys in the canopy, jaguars and frogs on the floor, and that rainforests are found near the equator

  • Names at least 4 rainforest animals from different layers
  • Describes the rainforest as having layers (canopy, understory, forest floor)
  • Explains that rainforests are near the equator and are hot and wet

• Animal Communication

  Understand that animals communicate in many different ways — birds sing to attract mates and defend territory, whales call across vast ocean distances, bees dance to show other bees where food is, wolves howl to keep the pack together, and fireflies flash light signals — and that communication is essential for survival

  • Describes at least 4 different methods of animal communication (sound, dance, light, scent, body language)
  • Gives a specific animal example for each method
  • Explains that animals communicate to find mates, warn of danger, or share food locations

• Animal Record-Holders

  Know some of the world's animal record-holders — the blue whale is the largest animal ever, the cheetah is the fastest land animal, the bee hummingbird is the smallest bird, the giraffe is the tallest — and compare their sizes to familiar objects

  • Names at least 4 animal record-holders with their record (fastest, biggest, tallest, smallest, etc.)
  • Compares an animal's size or ability to a familiar reference
  • Shows enthusiasm for superlative animal facts

Science · Insects & Minibeasts

• What is a minibeast?

  What is a minibeast? Small creatures without backbones, found in gardens, parks, and woodland. Bug hunts — searching under logs, stones, and leaves using magnifying glasses to observe minibeasts up close.

  • Explain that minibeasts are small animals without a backbone found in gardens and parks
  • Find at least three different minibeasts during a garden bug hunt under logs, stones, or leaves
  • Use a magnifying glass to observe and describe one minibeast's appearance in detail

• Common minibeasts: naming and recognising

  Recognising and naming common minibeasts: ladybird, ant, bee, butterfly, spider, snail, worm, woodlouse, caterpillar, beetle. Building positive attitudes toward all minibeasts, not just the 'pretty' ones.

  • Name and identify at least six common minibeasts from pictures or real encounters
  • Describe one visible feature that helps tell a ladybird from a beetle or a spider from an ant
  • Show interest or curiosity toward less popular minibeasts like woodlice, worms, or spiders rather than only butterflies

• Minibeast Habitats

  Where minibeasts live: micro-habitats. Different minibeasts prefer different conditions — under logs (damp, dark), in soil (underground), on leaves (sunny), in pond water (wet). The idea that you find different creatures in different places.

  • Name at least two micro-habitats where minibeasts live such as under logs, in soil, or on leaves
  • Predict what type of minibeast might be found in a damp dark place versus a sunny leaf
  • Explain that different minibeasts prefer different conditions like wet, dry, dark, or light

• Minibeasts in the food chain

  Minibeasts in the food chain: simple garden food chains. A caterpillar eats a leaf, a bird eats the caterpillar. The idea that minibeasts are food for other animals, and that minibeasts eat things too.

  • Describe a simple food chain such as leaf → caterpillar → bird
  • Explain that minibeasts eat plants or other tiny creatures and are eaten by bigger animals
  • Give an example of what a specific minibeast eats, such as caterpillars eating leaves or ladybirds eating aphids

• How minibeasts move

  How minibeasts move: crawling (ants, beetles), flying (butterflies, bees), slithering (worms, slugs), jumping (grasshoppers, fleas), burrowing (earthworms). Counting legs as a first step toward grouping creatures.

  • Describe at least three different ways minibeasts move such as crawling, flying, and slithering
  • Match a minibeast to its way of moving, for example grasshoppers jump and worms slither
  • Count legs on a minibeast and notice that ants have six while spiders have eight

• The insect body plan

  The insect body plan: all insects share three body parts (head, thorax, abdomen), six legs attached to the thorax, and antennae on the head. Most have wings. They have an exoskeleton — a hard outer shell — instead of bones inside.

  • Label the three body parts of an insect — head, thorax, and abdomen — on a diagram or real specimen
  • State that all insects have exactly six legs and that the legs attach to the thorax
  • Explain that insects have an exoskeleton, a hard outer covering, instead of bones inside their body

• Not all minibeasts are insects

  Not all minibeasts are insects: distinguishing insects from other minibeasts. Spiders have 8 legs and 2 body parts (arachnids), woodlice have 14 legs (crustaceans), worms have no legs, snails have a shell and one foot. The 'Is it an insect?' sorting game.

  • Sort a set of minibeasts into 'insect' and 'not insect' groups using the six-legs rule
  • Explain why a spider is not an insect by noting it has eight legs and two body parts
  • Name at least one difference between insects and another minibeast group such as worms having no legs or woodlice having fourteen

• Sorting and Identifying Minibeasts

  Using classification keys to identify minibeasts. Branching yes/no questions: 'Does it have legs?' → 'How many legs?' → 'Does it have wings?' Dichotomous keys as a systematic tool for sorting and identifying creatures.

  • Follow a simple branching key to correctly identify at least four different minibeasts
  • Create a yes/no question that separates insects from spiders, such as 'Does it have six legs?'
  • Explain why asking questions in a set order helps identify a creature you have never seen before

• Social insects: ants and bees

  Social insects: how ants and bees live and work together in colonies. Queens, workers, and drones. Division of labour — some gather food, some build, some guard. Ant tunnels and bee hives as organised homes. Parallels to human teamwork.

  • Describe at least two different roles within an ant colony or bee hive such as queen, worker, or guard
  • Explain that social insects live together in large groups and divide up the jobs needed to survive
  • Compare an ant colony or bee hive to a human team, describing how different members do different tasks

• Bees and pollination

  Bees and pollination: how flowers and insects depend on each other. Bees visit flowers for nectar, pollen sticks to their bodies and transfers to the next flower. Without pollination many plants cannot make seeds or fruit. Why bees matter for the food we eat.

  • Describe how pollen moves from one flower to another when a bee visits to collect nectar
  • Explain that many fruits and vegetables depend on bees or other insects for pollination
  • State what would happen to a garden or farm if there were no pollinating insects

• Caterpillar to butterfly

  Caterpillar to butterfly: the life cycle of a butterfly as an observable transformation. Egg → caterpillar → chrysalis → butterfly. The idea that one creature can change its whole form. Classroom butterfly kits, The Very Hungry Caterpillar.

  • Describe the four stages of a butterfly's life in order: egg, caterpillar, chrysalis, butterfly
  • Explain that the caterpillar and the butterfly are the same creature at different stages of life
  • Retell or draw the transformation from caterpillar to butterfly after reading a story or watching it happen

• Camouflage, warning colours, and mimicry

  Camouflage, warning colours, and mimicry: how insects survive by hiding or sending visual signals. Stick insects look like twigs, leaf insects look like leaves. Wasps have warning stripes; hoverflies mimic wasps but are harmless. The 'can you spot it?' challenge.

  • Give at least two examples of insect camouflage such as stick insects resembling twigs or leaf insects resembling leaves
  • Explain why bright warning colours like a wasp's yellow and black stripes help the insect survive
  • Describe mimicry by explaining that a harmless insect like a hoverfly copies a dangerous one like a wasp to trick predators

• Insect life cycles: complete metamorphosis

  Insect life cycles — complete metamorphosis in detail. Egg → larva → pupa → adult. The larva (caterpillar, grub, maggot) looks completely different from the adult. Inside the pupa the body is rebuilt. Butterflies, beetles, flies, and ladybirds all undergo complete metamorphosis.

  • Name the four stages of complete metamorphosis using the correct terms: egg, larva, pupa, adult
  • Explain that the larva stage is when the insect eats and grows, and the pupa stage is when its body transforms
  • Give at least two examples of insects that undergo complete metamorphosis such as butterflies and beetles

• Incredible insects: record-breakers

  Incredible insects — record-breakers and superpowers. Dung beetles are the strongest animals relative to body weight. Dragonflies are among the fastest flying insects. Fleas can jump over 150 times their own body length. Bombardier beetles spray boiling chemicals. The 'wow factor' of the insect world.

  • Name at least three insect record-breakers and their extreme abilities such as dung beetle strength or flea jumping
  • Compare an insect's ability to a human scale, for example a flea's jump would be like a person leaping over a skyscraper
  • Explain why being very small helps insects achieve extreme feats of strength or speed relative to their size

• Caring for minibeasts

  Caring for minibeasts: observing minibeasts gently, handling them carefully, putting them back where you found them. Why minibeasts matter — they help gardens grow, break down dead leaves, and feed other animals.

  • Demonstrate careful handling of a minibeast such as letting a woodlouse walk onto a hand rather than grabbing it
  • Explain one reason why minibeasts are important, such as bees helping flowers grow or worms helping soil
  • State that minibeasts should be returned to where they were found after observing them

Science · Ocean Life

Your child is diving deeper into ocean science — learning how sea creatures are classified, understanding complex ocean food webs, and exploring the different zones and features of our vast oceans.

• What Is the Ocean?

  Know that oceans are huge bodies of salt water that cover most of Earth's surface, and that the ocean is home to an enormous number of living things

  • State that oceans cover more of Earth than land does
  • Explain that ocean water is salty, unlike the fresh water in rivers and lakes
  • Describe the ocean as home to a huge variety of living things

• What Ocean Animals Need

  Understand that ocean animals need food, shelter, and the right conditions to survive — just like land animals — and that different parts of the ocean provide for different animals' needs

  • List basic needs of ocean animals: food, shelter, suitable water conditions
  • Give an example of how a specific ocean animal meets its needs
  • Compare an ocean animal's needs to a familiar land animal's needs

• Ocean Animal Variety

  Recognise that the ocean is home to an amazing variety of animals — from tiny seahorses and colourful clownfish to enormous whales and sharks — and that ocean animals come in many shapes and sizes

  • Name at least five different ocean animals
  • Describe differences in size between small and large ocean creatures
  • Express curiosity or wonder about the variety of life in the ocean

• Ocean Food Chains

  Describe a simple ocean food chain: tiny plants (phytoplankton) are eaten by small animals, which are eaten by bigger fish, which are eaten by top predators like sharks — showing that all ocean life depends on others for food

  • Describe a food chain with at least three levels
  • Identify that ocean food chains start with tiny plants or algae
  • Explain that bigger animals eat smaller ones in a chain of dependence

• Whales & Dolphins Are Mammals

  Know that whales and dolphins are mammals, not fish — they breathe air, are warm-blooded, and feed their babies milk — even though they live in the ocean

  • State that whales and dolphins are mammals, not fish
  • Give at least two reasons why: they breathe air and feed babies milk
  • Explain that living in water does not make an animal a fish

• Classifying Ocean Animals

  Classify ocean animals into major groups: fish (breathe through gills, have scales), marine mammals (breathe air, warm-blooded, feed milk), and invertebrates (no backbone — jellyfish, octopuses, crabs, starfish)

  • Sort ocean animals into fish, marine mammals, and invertebrates
  • Give defining features of each group (gills vs lungs, backbone vs none)
  • Correctly classify at least two animals in each group

• Ocean Food Webs

  Understand ocean food webs: multiple interconnected food chains where energy flows from phytoplankton (producers) through zooplankton, small fish, and large predators, and that removing one species affects the whole web

  • Distinguish a food web from a simple food chain
  • Trace at least two paths of energy through an ocean food web
  • Explain what could happen if one species in the web were removed

• Coasts & Beaches

  Know what a coast or beach is — the place where land meets the ocean — and that different coasts can be sandy, rocky, or muddy, each with different plants and animals

  • Define a coast as where land meets the ocean
  • Describe at least two types of coast: sandy, rocky, or muddy
  • Name an animal likely found at each type of coast

• Ocean Depth Zones

  Understand that the ocean has different zones depending on depth and light: the sunlight zone near the surface where most life lives, the twilight zone where light fades, and the midnight zone of total darkness

  • Name the three main ocean zones: sunlight, twilight, and midnight
  • Explain that light decreases with depth until it disappears completely
  • State that most ocean life is found in the sunlight zone because plants need light to grow

• The Five Oceans

  Name and locate the five oceans — Pacific (largest), Atlantic, Indian, Southern, and Arctic (smallest and coldest) — on a world map, and understand that they are all connected as one global ocean

  • Name all five oceans: Pacific, Atlantic, Indian, Southern, Arctic
  • Locate at least three oceans on a world map
  • Explain that the five named oceans are all connected as one continuous body of water

• Ocean Animal Adaptations

  Understand that ocean animals have special adaptations for their environment: streamlined bodies for fast swimming, camouflage to hide from predators, blubber to keep warm in cold seas, and tentacles or suckers to catch prey

  • Name at least three different ocean animal adaptations
  • Explain how each adaptation helps the animal survive in its environment
  • Connect an adaptation to the specific challenge it addresses (cold, predators, catching food)

• Tides, Waves & Currents

  Know that the ocean has tides (water level rises and falls twice a day, caused mainly by the Moon's gravity), waves (caused by wind), and currents (rivers of water flowing through the ocean that carry warmth and nutrients around the world)

  • Describe tides as the regular rise and fall of water level, caused by the Moon's gravity
  • Explain that waves are caused by wind blowing across the water surface
  • Describe ocean currents as large flows of water that carry heat and nutrients around the globe

• Rock Pool Habitats

  Explore rock pools (tide pools) as small ocean habitats where crabs, anemones, starfish, and small fish can be found, and understand that these creatures are adapted to survive crashing waves and changing water levels

  • Name at least three creatures found in rock pools
  • Describe a rock pool as a small ocean habitat on the shore
  • Explain one way rock pool animals cope with waves or changing water levels

• The Ocean Floor

  Know that the ocean floor is not flat — it has mountains, valleys, and the deepest trenches on Earth — and that the deepest point is the Mariana Trench, deeper than Mount Everest is tall

  • State that the ocean floor has varied terrain including mountains, ridges, and trenches
  • Name the Mariana Trench as the deepest point on Earth
  • Compare its depth to a familiar reference like Mount Everest's height

• Coral Reefs

  Know that coral reefs are built by tiny living animals called coral polyps, that reefs are home to more species than almost any other ocean habitat, and that they are sometimes called the 'rainforests of the sea'

  • State that coral is built by tiny living animals called polyps, not made of rock
  • Describe coral reefs as one of the most biodiverse habitats in the ocean
  • Explain why reefs are compared to rainforests

Science · Weather & Climate

Your child is learning about weather science — how meteorologists forecast weather, what causes different weather patterns like wind and storms, and understanding the water cycle that brings us rain and snow.

• Types of Weather

  Identify and describe different types of weather — sunny, rainy, windy, snowy, cloudy, foggy, stormy — and describe what the weather is like today using simple vocabulary

  • Name at least five types of weather
  • Describe today's weather accurately using appropriate vocabulary
  • Match weather types to simple pictures or symbols

• Seasons & Weather Patterns

  Know that weather changes with the seasons — spring brings rain and new growth, summer is warmest with long days, autumn brings cooling and falling leaves, winter is coldest with short days — and that this pattern repeats every year

  • Name the four seasons and describe typical weather for each
  • Explain that days are longer in summer and shorter in winter
  • State that the seasonal pattern repeats every year

• Geography & Local Weather

  Know that different places around the world have very different typical weather — tropical places are hot and wet all year, deserts are very dry, polar regions are freezing cold — and that geography (distance from the equator, altitude, nearness to the sea) affects local weather

  • Describe typical weather in at least three different climate types
  • Explain that places near the equator tend to be hotter
  • Name at least one factor that affects a place's weather besides latitude

• The Water Cycle

  Understand the water cycle: the Sun heats water in oceans and lakes causing it to evaporate into water vapour, the vapour rises and cools to form clouds (condensation), and water falls back to Earth as rain, snow, or hail (precipitation) — then the cycle repeats

  • Name the three main stages: evaporation, condensation, precipitation
  • Explain the Sun's role in driving the water cycle
  • Describe the water cycle as a continuous loop with no beginning or end

• Weather vs Climate

  Distinguish between weather and climate: weather is what the atmosphere is doing right now or today (it can change hour to hour), while climate is the typical pattern of weather in a place over many years

  • Define weather as short-term atmospheric conditions
  • Define climate as the long-term pattern of weather in a place
  • Give an example showing the difference: a cold day doesn't change the overall climate

• Rain & Puddles

  Know that rain falls from clouds in the sky, that puddles disappear because water goes back into the air, and that this is part of how water moves around — up into the sky and back down again

  • State that rain falls from clouds
  • Explain that puddles disappear because the water goes into the air
  • Describe the basic idea that water goes up and comes back down in a repeating process

• Cloud Types

  Identify the three main cloud types — cumulus (fluffy, fair weather), stratus (flat layers, overcast or drizzle), and cirrus (thin wisps, high up) — and understand that clouds form when water vapour in the air cools and condenses into tiny droplets

  • Name and describe the three main cloud types: cumulus, stratus, cirrus
  • Explain that clouds form when water vapour cools and condenses
  • Use cloud type to make a simple prediction about the weather

• Temperature & Thermometers

  Understand temperature as how hot or cold something is, that a thermometer measures temperature, and use words like hot, warm, cool, and cold to describe how the air feels on different days

  • Explain that temperature describes how hot or cold something is
  • Identify a thermometer as the tool used to measure temperature
  • Use words like hot, warm, cool, and cold appropriately to describe air temperature

• What Is Wind?

  Know that wind is moving air, that it can be gentle (a breeze) or very strong (a gale), and that wind can move things like leaves, kites, flags, and even push people

  • Define wind as air that is moving
  • Describe the difference between a gentle breeze and a strong wind
  • Give examples of things that wind can move or affect

• What Causes Wind

  Understand what causes wind: the Sun heats the Earth's surface unevenly, warm air rises because it is lighter, and cooler air rushes in to take its place — this movement of air is wind

  • Explain that the Sun heats Earth's surface unevenly
  • State that warm air rises and cooler air moves in to replace it
  • Define this air movement as wind

• Weather Forecasting

  Know that meteorologists are scientists who study and forecast the weather using satellites, radar, weather balloons, and computer models, and that weather forecasts help people plan their activities and prepare for dangerous weather

  • Define a meteorologist as a scientist who studies and predicts weather
  • Name at least three tools meteorologists use
  • Explain why weather forecasting is useful for safety and daily planning

• Using Weather Instruments

  Use weather instruments to measure and record weather data: thermometers for temperature in °C, rain gauges for rainfall, wind vanes for direction, and anemometers for wind speed — and keep a weather diary over time

  • Name at least three weather instruments and explain what each measures
  • Read a thermometer and record the temperature in degrees Celsius
  • Record weather data in a table or diary over several days

• Thunder & Lightning

  Know that thunder and lightning happen during thunderstorms: lightning is a giant spark of electricity that forms in clouds, thunder is the sound the lightning makes, and we see lightning before hearing thunder because light travels faster than sound

  • Describe lightning as a large electrical discharge in clouds
  • Explain that thunder is the sound caused by lightning
  • State that we see lightning before hearing thunder because light travels faster than sound

• Storm Safety

  Know basic storm safety: during thunder and lightning, go indoors or into a car, stay away from trees and water; understand that storms can be frightening but there are ways to stay safe

  • State at least two safety rules for thunderstorms
  • Explain why going indoors is the safest option during lightning
  • Describe that storms are natural events and there are ways to stay safe

• Dressing for the Weather

  Choose appropriate clothing and equipment for different weather conditions — coat and umbrella for rain, sun hat and sunscreen for hot sun, warm layers for cold — understanding that weather affects what we do and how we prepare each day

  • Select appropriate clothing for at least three different weather conditions
  • Explain why certain clothes or equipment are needed for specific weather
  • Describe how weather affects daily activities like playtime, walking to school, or outdoor events

Science · Dinosaurs & Paleontology

Your child is becoming a young paleontologist — learning how fossils form, what they tell us about ancient life, and discovering fascinating facts about dinosaurs and the scientists who study them.

• Dinosaurs Were Real

  Understand that dinosaurs were real animals that lived on Earth a very long time ago and are now extinct — none are alive today

  • State that dinosaurs were real animals, not made up
  • Explain that 'extinct' means no living ones are left anywhere
  • Distinguish between 'a long time ago' and recent events like last year

• Fossils & Palaeontologists

  Understand that fossils are the remains of ancient living things preserved in rock, and that scientists called palaeontologists study fossils to learn about dinosaurs

  • Describe a fossil as the remains of a living thing preserved in rock
  • Name the job of a palaeontologist as someone who studies fossils
  • Identify examples of fossils: bones, teeth, footprints in rock

• Fossils Reveal Ancient Environments

  Understand that fossils tell us not only about ancient animals but also about ancient environments — for example, marine fossils found on a mountaintop show that area was once underwater

  • Give an example of a fossil that reveals a past environment different from today's
  • Explain that finding marine fossils inland means that area was once covered by sea
  • State that plant fossils can show whether an area was once a forest, desert, or swamp

• Famous Dinosaur Species

  Recognise and name common well-known dinosaur species: Tyrannosaurus rex, Triceratops, Stegosaurus, and Brachiosaurus/Diplodocus, describing a basic feature of each

  • Name at least four common dinosaur species from pictures or models
  • Describe one visible feature of each (e.g. T. rex has tiny arms, Triceratops has three horns)
  • Match a dinosaur name to a picture or model without help

• How Fossils Form

  Explain in simple terms how fossils form: an organism dies and is quickly buried in sediment; over millions of years minerals replace the remains and the sediment turns to rock, preserving the shape

  • Describe the basic sequence: organism dies, buried in sediment, minerals replace remains over time
  • Explain why fossilisation is rare — most organisms decompose before being buried
  • Use the words 'sediment', 'minerals', and 'rock' correctly when explaining

• Fossilised Dinosaur Dung

  Describe what coprolites are (fossilised dinosaur dung) and how palaeontologists analyse them to discover what dinosaurs ate, including plant fragments, bones, and seeds

  • Define a coprolite as fossilised dung (animal droppings preserved as rock)
  • Explain that scientists cut coprolites open to find plant seeds, bone fragments, or fish scales inside
  • State one example of what coprolite contents reveal about a dinosaur's diet

• Types of Fossils

  Distinguish body fossils (preserved bones, teeth, shells) from trace fossils (footprints, trackways, eggs, burrows, coprolites) and explain what each type can tell scientists

  • Sort examples into body fossils (bones, teeth, shells) and trace fossils (footprints, eggs, dung)
  • Explain that body fossils show what an animal looked like physically
  • Explain that trace fossils show how an animal behaved — how it moved, what it ate, where it nested

• Reading Dinosaur Trackways

  Use dinosaur trackways (fossilised footprints) to make inferences about a dinosaur's size, speed, and behaviour — widely spaced prints suggest running, closely spaced suggest walking

  • Explain that larger footprints generally mean a larger dinosaur
  • Compare spacing between prints to infer walking versus running
  • Suggest what a set of parallel trackways might mean (e.g. dinosaurs travelling in a group)

• Plant-Eaters vs Meat-Eaters

  Sort dinosaurs into plant-eaters (herbivores) and meat-eaters (carnivores) by looking at clues like tooth shape — flat teeth for plants, sharp teeth for meat

  • Sort a set of dinosaur pictures or models into herbivore and carnivore groups
  • Explain that sharp pointed teeth are for tearing meat and flat teeth are for grinding plants
  • Give an example of one herbivore and one carnivore dinosaur

• Dinosaur Sizes

  Compare dinosaur sizes to familiar things — some dinosaurs were as tall as a house, others were as small as a chicken — and understand that dinosaurs came in a huge range of sizes

  • Compare the size of a large dinosaur to a familiar object like a bus or house
  • Name a very large dinosaur (e.g. Brachiosaurus) and a small one (e.g. Compsognathus)
  • Use words like 'taller than', 'longer than', 'heavier than' when comparing

• Real Dinosaurs vs Fiction

  Distinguish real dinosaurs from fictional or commonly confused creatures — pterosaurs (flying reptiles) and plesiosaurs (marine reptiles) were not dinosaurs, and movie dinosaurs are not always accurate

  • State that pterosaurs could fly but were not dinosaurs
  • State that plesiosaurs lived in the sea but were not dinosaurs
  • Identify at least one way a movie or cartoon dinosaur differs from the real animal

• The Mesozoic Era

  Place the three periods of the Mesozoic Era — Triassic, Jurassic, and Cretaceous — in order and understand that different dinosaurs lived in different periods, not all at the same time

  • List Triassic, Jurassic, and Cretaceous in the correct chronological order
  • Assign at least one well-known dinosaur to the correct period
  • Explain that millions of years separated these periods and different species lived in each

• Dinosaurs Around the World

  Understand that different dinosaurs lived on different continents and that fossil discoveries around the world show dinosaurs were a global phenomenon, with some species found only in certain regions

  • State that dinosaur fossils have been found on every continent including Antarctica
  • Name at least one dinosaur discovery location (e.g. T. rex in North America, Velociraptor in Mongolia)
  • Suggest a reason why the same type of dinosaur is sometimes found on continents now far apart

• Mary Anning, Fossil Hunter

  Know who Mary Anning was — a pioneering fossil hunter from Lyme Regis, England, who discovered ichthyosaur and plesiosaur skeletons in the early 1800s and contributed to our understanding of prehistoric life

  • State that Mary Anning lived in England in the early 1800s and hunted for fossils along the coast
  • Name at least one of her major discoveries (ichthyosaur or plesiosaur)
  • Explain why her work was important — she helped scientists understand that extinct creatures once lived on Earth

Science · Scientific Inquiry

Your child is learning to think and work like a scientist by setting up fair tests, making careful observations and measurements, recording data in charts and tables, and drawing conclusions from their investigations.

• Using evidence to answer questions

  Identify differences, similarities, or changes related to scientific ideas and use straightforward scientific evidence to answer questions or support findings

  • Identify at least one pattern (similarity, difference, or trend) in a set of scientific data
  • Explain how the pattern relates to the scientific idea being investigated
  • Use specific data points as evidence when answering a scientific question

• Drawing conclusions from evidence

  Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements

  • Write or present a clear report of findings from an investigation
  • Draw a conclusion that answers the original question, supported by data
  • Make a prediction for a new situation based on the results, and suggest improvements to the method

• Could there be another explanation?

  For any result, ask: is there another explanation? — the first explanation that fits isn't always the right one, and good scientists actively look for alternatives

  • prompts to consider alternative possible worlds research (6-7 year olds)
  • scientific thinking promotes critical thinking (MDPI 2025)

• Asking scientific questions

  Ask simple scientific questions and recognise that they can be answered in different ways including observation, testing, and research

  • Ask at least three 'how' or 'why' questions about the natural world
  • Suggest different ways to answer a question: observing, testing, asking an expert, reading a book
  • Choose an appropriate method to investigate a specific question

• Classifying living things

  Gather, record, classify, and present data in a variety of ways including tables, bar charts, labelled diagrams, and keys

  • Organise data into a clear table with appropriate headings
  • Create a bar chart or pictogram from collected data
  • Use labelled diagrams and classification keys to present findings

• Observation vs Interpretation

  Notice the difference between what you observed and what you think it means — 'the ice melted' is an observation; 'the ice melted because of the heat' is an interpretation

  • observation vs interpretation in primary science
  • BERA: children's observation skills in nature

• Observing with simple equipment

  Observe closely using simple equipment such as hand lenses, and use observations to describe, compare, and identify things

  • Use a hand lens or other simple equipment to make detailed observations
  • Describe observations using specific vocabulary (colour, shape, size, texture, pattern)
  • Compare two objects based on careful observation, noting similarities and differences

• Simple tests and experiments

  Perform simple tests and use observations and ideas to suggest answers to questions

  • Carry out a simple test with one thing changing at a time
  • Observe what happens and describe the result
  • Use the result to suggest an answer to the original question

• Recording Data

  Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions

  • Record observations and measurements in a simple table or tally chart
  • Use drawings or labelled diagrams to record what was observed
  • Explain how the recorded data helps answer the original question

• Measuring accurately

  Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers

  • Use at least three types of measuring equipment correctly (ruler, thermometer, measuring jug, scales)
  • Read measurements in standard units (cm, ml, °C, g) with reasonable accuracy
  • Make systematic observations by following a planned method consistently

• Fair testing

  Set up simple practical enquiries, comparative tests, and fair tests, understanding the importance of changing only one variable at a time

  • Explain what makes a test 'fair' (only one variable changes, everything else stays the same)
  • Identify the variable to change, the variable to measure, and the variables to keep the same
  • Set up and carry out a comparative or fair test with support

• Changing Your Mind with Evidence

  Be willing to change your mind when evidence doesn't support your prediction — a result that surprises you is more valuable than one that confirms what you already thought

  • belief revision in children research (PMC 2020)
  • hypothesis testing and argumentation from evidence in young children

• Comparing Design Solutions

  Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design

  • Test two designs that address the same problem and collect data on their performance
  • Compare the results, identifying strengths and weaknesses of each design
  • Use data as evidence to recommend which design works better and suggest improvements

• Modelling with Sketches

  Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem

  • Create a sketch, drawing, or physical model of a design solution
  • Explain how the shape or structure of the design helps solve the problem
  • Relate the model to the real-world problem it addresses

Science · Volcanoes & Earthquakes

Your child is learning about what's inside volcanoes and earthquakes, how Earth has different layers, and exploring dramatic geological events like the story of Pompeii and tsunamis.

• What Is a Volcano

  Know what a volcano is: an opening in Earth's surface where hot melted rock (lava) comes out

  • Describe a volcano as a place where hot material comes out of the Earth
  • Explain that lava is rock so hot it has melted
  • Point to a volcano in a picture and describe what is happening

• Ring of Fire

  Recognise that volcanoes and earthquakes tend to happen in certain places — especially around the edges of the Pacific Ocean (Ring of Fire) — not randomly across the Earth

  • Describe the pattern that volcanoes and earthquakes cluster in certain zones
  • Locate the Ring of Fire on a world map
  • Explain that the locations of earthquakes and volcanoes are not random

• What Is an Earthquake

  Know what an earthquake is: a sudden shaking of the ground that can be strong or weak

  • Describe an earthquake as the ground shaking suddenly
  • Explain that earthquakes vary in strength from barely noticeable to very strong
  • Describe what it might feel like during an earthquake

• Earth's Layers

  Know that Earth has layers — a thin outer crust, a thick hot mantle, and a core at the centre — and that the inside of the Earth is extremely hot

  • Name Earth's three main layers: crust, mantle, and core
  • Explain that the crust is thin compared to the other layers
  • State that Earth's interior is extremely hot — hot enough to melt rock

• Earth Is Made of Rock

  Understand that Earth is made of rock and other solid materials

  • State that the ground beneath us is made of rock
  • Identify rocks and stones as pieces of the Earth
  • Explain that Earth is solid and made of natural materials

• Fast & Slow Earth Changes

  Understand that Earth's surface changes: some changes are quick (eruptions, earthquakes) and some are slow (wind, water wearing away rock)

  • Give an example of a quick change to Earth's surface like a volcanic eruption
  • Give an example of a slow change to Earth's surface like erosion by wind or water
  • Compare quick and slow changes and explain the difference

• Why Earthquakes Happen

  Understand that earthquakes happen when rocks underground suddenly move or break, releasing energy that shakes the ground

  • Explain that earthquakes are caused by rocks underground suddenly moving
  • Describe how this movement sends shaking through the surrounding ground
  • Distinguish between the underground cause and the surface effects of an earthquake

• Power of Eruptions

  Appreciate that volcanic eruptions are powerful events that can change the landscape

  • Describe an eruption as a powerful, dramatic event
  • Give examples of how an eruption changes the area around a volcano
  • Compare the landscape before and after an eruption using pictures

• Types of Rock

  Know the three main types of rock — igneous (formed when lava or magma cools), sedimentary (formed from layers pressed together), and metamorphic — and that fossils are found in sedimentary rock

  • Name the three main rock types: igneous, sedimentary, metamorphic
  • Explain that igneous rock forms when lava or magma cools and hardens
  • State that fossils are preserved in sedimentary rock because it forms in layers

• Inside a Volcano

  Understand the inside of a volcano: magma is hot melted rock underground, lava is the same material after it reaches the surface, and volcanoes have a magma chamber, vent, and crater

  • Explain that magma is melted rock underground and lava is the same material above ground
  • Label a magma chamber, vent, and crater on a volcano cross-section
  • Describe the path magma takes from underground to the surface during an eruption

• Active, Dormant & Extinct

  Classify volcanoes as active (could erupt any time), dormant (sleeping but could wake up), or extinct (will not erupt again)

  • Define active, dormant, and extinct volcanoes
  • Explain that a dormant volcano is not safe just because it has not erupted recently
  • Classify a given volcano based on its eruption history

• Pompeii & Vesuvius

  Know the story of Pompeii: a Roman city buried by the eruption of Mount Vesuvius in 79 AD, preserved under volcanic ash, and rediscovered by archaeologists centuries later

  • Retell the key events: Vesuvius erupted, Pompeii was buried under ash
  • Explain that the ash preserved the city, its buildings, and even people's shapes
  • Describe how archaeologists uncovered the city and what we can learn from it

• Tsunamis

  Know what a tsunami is: a very large, fast ocean wave caused by an earthquake or volcanic eruption under the sea, which can cause great damage when it reaches land

  • Explain that a tsunami is caused by an earthquake or eruption under the sea
  • State that tsunamis travel very fast across the ocean
  • Describe the damage a tsunami can cause when it reaches the coast

• Earthquake Safety

  Know basic earthquake safety: drop, cover, and hold on; move away from windows; tell a trusted adult

  • Demonstrate the drop, cover, and hold on procedure
  • Explain why to move away from windows and shelves during shaking
  • Name a trusted adult to tell if they feel an earthquake

Science · Space Exploration

Your child is discovering how our solar system works — learning about Earth's movements that create day and night, exploring the eight planets and their features, and understanding how we use robots and telescopes to study space.

• Sun, Moon & Stars

  Identify the Sun, Moon, and stars as objects in the sky and describe basic differences: the Sun gives light and heat during the day, stars are tiny points of light at night, and the Moon can appear in both the day and night sky

  • Name the Sun, Moon, and stars as objects in the sky
  • State that the Sun appears during the day and gives us light and heat
  • State that stars appear at night and the Moon can sometimes be seen during the day too

• Our Solar System

  Know that there are other planets besides Earth and that our group of planets orbiting the Sun is called the solar system — and that space is the vast area beyond Earth's sky

  • State that Earth is a planet and there are other planets too
  • Use the term 'solar system' to describe the Sun and the planets that orbit it
  • Explain that space is the area beyond the Earth's sky, where the planets and stars are

• The Sun is a star

  Know that the Sun is a star — the closest star to Earth — and that it is at the centre of our solar system, with all eight planets orbiting around it

  • State that the Sun is a star, not a unique type of object
  • Explain that the Sun appears bigger and brighter than other stars because it is much closer
  • Describe the solar system as the Sun at the centre with planets orbiting around it

• Earth's Spin & Orbit

  Understand that Earth moves in two ways: it rotates (spins) on its axis once every 24 hours causing day and night, and it orbits (travels around) the Sun once every 365 days, which is one year

  • Demonstrate with a globe or ball that Earth's rotation causes day on the Sun-facing side and night on the opposite side
  • State that one full rotation takes about 24 hours (one day)
  • State that one full orbit around the Sun takes about 365 days (one year)

• The Eight Planets

  Name the eight planets in order from the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune), know that Pluto is a dwarf planet, and distinguish rocky inner planets from gas giant outer planets

  • List all eight planets in order from the Sun
  • State that Pluto was reclassified as a dwarf planet in 2006
  • Explain that the four inner planets are small and rocky while the four outer planets are large gas giants

• Space Robots & Rovers

  Describe how robots and rovers have explored places humans cannot easily go — Mars rovers like Curiosity and Perseverance drive across Mars taking photos, collecting rock samples, and searching for signs of past water

  • Name at least one Mars rover (Curiosity or Perseverance) and state it drives on Mars's surface
  • Explain that rovers take photos, analyse rocks, and look for evidence of water
  • State why we send robots instead of people: Mars is very far away and has no breathable air

• Planet Features

  Describe a key feature of each planet: Mercury is smallest and closest, Venus is the hottest, Mars is red with rust, Jupiter is the largest with a Great Red Spot, Saturn has rings, Uranus tilts on its side, Neptune is the farthest and very cold

  • State one distinctive feature for at least six of the eight planets
  • Compare at least two planets (e.g. Jupiter is much bigger than Earth, Venus is hotter than Mercury)
  • Explain why Mars appears red (iron oxide/rust in its rocks)

• The Moon's Orbit

  Know that the Moon orbits Earth approximately once a month, that it does not make its own light but reflects sunlight, and that its changing appearance (phases) is caused by how much of the sunlit side we can see from Earth

  • State that the Moon orbits Earth roughly once every 28-30 days
  • Explain that the Moon reflects sunlight rather than producing its own light
  • Describe how Moon phases happen: we see different amounts of the lit-up side as the Moon orbits Earth

• What Astronauts Do

  Know that astronauts are people who travel to space in rockets, that humans have walked on the Moon (Apollo missions), and that astronauts today live and work on the International Space Station

  • Define an astronaut as a person who travels to space
  • State that humans landed on the Moon during the Apollo missions
  • Describe the International Space Station as a place where astronauts live and work in orbit around Earth

• Asteroids, Comets & Dwarf Planets

  Identify other objects in the solar system beyond planets: asteroids (rocky bodies mostly between Mars and Jupiter), comets (icy bodies with tails when near the Sun), and meteoroids/meteors/meteorites (space rocks that enter Earth’s atmosphere)

  • Describe asteroids as rocky bodies mostly found in the belt between Mars and Jupiter
  • Describe comets as icy bodies that develop a glowing tail when they approach the Sun
  • Explain the difference between a meteoroid (in space), meteor (streak of light in atmosphere), and meteorite (lands on Earth)

• How Telescopes Work

  Know that telescopes are instruments that help us see distant objects in space, and that space telescopes like Hubble and James Webb orbit above Earth’s atmosphere to get clearer views of the universe

  • Explain that a telescope magnifies distant objects so we can see them in more detail
  • State that Earth's atmosphere blurs the view, so space telescopes get clearer pictures
  • Name at least one space telescope (Hubble or James Webb) and describe what it does

• Moon Phases

  Observe and describe the Moon's changing shape over about a month, recognising that it goes through a repeating cycle of phases from new moon (invisible) to full moon (complete circle) and back again

  • Describe that the Moon appears to change shape over about a month
  • Name or draw at least three phases: new moon (dark), half moon, and full moon
  • State that the pattern repeats — the Moon goes through the same shapes again and again

• Spotting Constellations

  Recognise a few star patterns (constellations) in the night sky, starting with the Big Dipper (the Plough), and understand that the North Star (Polaris) can be found using the Big Dipper

  • Identify or draw the Big Dipper (the Plough) as a pattern of seven stars
  • Explain that the two end stars of the Big Dipper's bowl point towards the North Star
  • State that constellations are patterns of stars that people have named

Science · The Human Body

Your child is discovering how their body works — learning about different types of teeth, how food travels through the digestive system, how bones and muscles work together, and understanding the importance of a balanced diet.

• How Breathing Works

  Know that we breathe air into our lungs through the nose and mouth, that our lungs take in oxygen from the air which our body needs to stay alive, and that we breathe out carbon dioxide as waste

  • Trace the path of air: nose/mouth → windpipe → lungs
  • State that lungs take oxygen from the air, which the body needs
  • State that we breathe out carbon dioxide, which the body doesn't need

• The Heart & Blood

  Understand that the heart is a muscle that pumps blood around the body through tubes called blood vessels, and that we can feel our heartbeat by placing a hand on our chest or fingers on our wrist

  • Locate their own heartbeat by touch (chest or pulse point)
  • State that the heart pumps blood through the body continuously
  • Describe blood vessels as tubes that carry blood to every part of the body

• The Brain Controls the Body

  Understand that the brain is the body’s control centre: it receives messages from the senses, thinks and makes decisions, and sends messages through nerves to tell muscles what to do

  • State that the brain is inside the skull and controls the whole body
  • Describe the basic loop: senses send information to the brain, the brain decides what to do, and sends messages to muscles
  • Give an example (e.g. eyes see a ball coming, brain decides to catch it, nerves tell hands to move)

• Basic Body Needs

  Know that the body needs food for energy, water to stay hydrated, sleep to rest and grow, and exercise to keep muscles and the heart strong — and that these are basic needs every human body has

  • List the four basic needs: food (energy), water (hydration), sleep (rest and growth), exercise (strength)
  • Explain that food gives the body energy to move, think, and grow
  • Describe what happens if one need isn't met (e.g. feeling tired without sleep, thirsty without water)

• Cells, Tissues & Organs

  Understand that the body is organised in a hierarchy: tiny cells are the building blocks, groups of similar cells form tissues, tissues combine into organs (like the heart or stomach), and organs work together in organ systems (like the circulatory system)

  • State that cells are the smallest building blocks of the body, too small to see without a microscope
  • Describe the hierarchy: cells → tissues → organs → organ systems
  • Give an example: muscle cells form muscle tissue, which forms the heart organ, which is part of the circulatory system

• Bones & Muscles

  Know that the body has a skeleton made of bones inside it that gives the body its shape and protects important organs like the brain (skull) and heart (ribcage), and that muscles attached to bones allow the body to move

  • State that bones give the body shape, support, and protection
  • Name at least three bones or bone groups (e.g. skull, ribcage, spine, leg bones)
  • Explain that muscles pull on bones to make the body move

• Balanced Diet & Food Groups

  Know the main food groups (carbohydrates, proteins, fats, vitamins, minerals, fibre, water) and understand that a balanced diet includes the right amounts from each group to keep the body healthy and provide energy, growth materials, and protection from illness

  • Name at least five food groups and give an example food for each (e.g. carbohydrates = bread, protein = chicken)
  • Explain what carbohydrates (energy), proteins (growth and repair), and fats (energy and warmth) do for the body
  • State that vitamins and minerals protect against illness and help the body work properly

• The Digestive Journey

  Trace the journey of food through the digestive system: food enters the mouth where teeth break it down and saliva begins digestion, travels down the oesophagus to the stomach, passes through the small intestine where nutrients are absorbed, and waste moves through the large intestine

  • List the organs in order: mouth, oesophagus, stomach, small intestine, large intestine
  • Describe what happens at each stage (teeth chew, stomach churns with acid, small intestine absorbs nutrients)
  • State that the small intestine is where most nutrients pass into the blood, and the large intestine removes water from waste

• The Five Senses

  Explore the five senses in detail: sight uses eyes to detect light, hearing uses ears to detect sound, touch uses skin to feel pressure and temperature, taste uses the tongue to detect flavours, and smell uses the nose to detect odours

  • Name all five senses and match each to the correct body part
  • Describe what each sense detects (e.g. eyes detect light, ears detect sound waves)
  • Give an example of using each sense in everyday life (e.g. smelling food cooking, feeling hot water)

• How the Eye Works

  Describe how the eye works: light enters through the pupil, the lens focuses it onto the retina at the back of the eye, and the retina sends signals along the optic nerve to the brain, which interprets the image

  • Name the main parts: pupil (lets light in), lens (focuses light), retina (detects light), optic nerve (sends signals to brain)
  • Describe the sequence: light enters → lens focuses → retina detects → nerve signals brain → brain interprets image
  • Explain that the pupil gets bigger in dim light and smaller in bright light to control how much light enters

• Types of Teeth

  Identify the four types of human teeth (incisors for cutting, canines for tearing, premolars and molars for grinding) and understand that tooth shape is linked to function, just as in other animals — herbivores have flat teeth, carnivores have sharp teeth

  • Name the four tooth types and describe each one's job: incisors cut, canines tear, premolars/molars grind
  • Compare human teeth to herbivore teeth (flat, for grinding plants) and carnivore teeth (sharp, for tearing meat)
  • Explain that humans have all types because we are omnivores — we eat both plants and meat

• How Muscles Move Bones

  Understand that muscles work in pairs to move bones: when one muscle contracts (gets shorter and pulls), the opposite muscle relaxes, and that some muscles are voluntary (we choose to use them) while others like the heart are involuntary (they work automatically)

  • Demonstrate or describe how biceps and triceps work as a pair to bend and straighten the arm
  • Explain the difference between voluntary muscles (we control them) and involuntary muscles (they work automatically)
  • Name the heart and muscles of the digestive system as examples of involuntary muscles

• Naming Major Bones

  Identify major bones of the human skeleton by name (skull, spine/vertebrae, ribcage, pelvis, femur, humerus) and explain the skeleton’s three jobs: supporting the body’s shape, protecting organs, and enabling movement with muscles

  • Name and locate at least six major bones or bone groups on a diagram or their own body
  • Explain the three functions: support (holds us upright), protection (skull protects brain, ribs protect heart/lungs), movement (bones work with muscles)
  • State that not all animals have internal skeletons — some have shells or exoskeletons

Science · Matter & Materials

Your child is investigating how materials behave — classifying substances by their properties, understanding why different materials are used for specific purposes, and exploring how heating and cooling can change materials.

• States of Matter Vocabulary

  Name and distinguish the three states of matter — solid, liquid, and gas — using properties vocabulary: hard, rigid, runny, flows, keeps its shape, fills its container; use 'change of state' to describe what happens when materials are heated or cooled

  • Correctly sort a set of everyday materials as solid, liquid, or gas and give a reason for each
  • Use the terms solid, liquid, and gas accurately when describing everyday substances
  • Use 'change of state' to describe what happens when ice melts or water boils

• Heating & Cooling Changes

  Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius

  • Describe melting (solid to liquid) and freezing (liquid to solid) with everyday examples
  • State that water freezes at 0°C and boils at 100°C
  • Explain that heating adds energy causing particles to move more, leading to state changes

• Drawing Particle Diagrams

  Draw and interpret particle diagrams — dot representations showing the arrangement, spacing, and movement of particles in solids (close, regular, vibrating in place), liquids (close, random, flowing past each other), and gases (widely spaced, moving rapidly in all directions) — and use these diagrams to explain observable properties such as fixed shape, fixed volume, and compressibility

  • Draw labelled particle diagrams for solids, liquids, and gases showing the correct arrangement and spacing of particles
  • Use their particle diagram to explain why solids keep their shape but liquids flow
  • Sketch what happens to particles during a change of state (e.g. melting) and explain the energy changes involved

• Changing Shapes of Solids

  Investigate how the shapes of solid objects can be changed by squashing, bending, twisting, and stretching

  • Demonstrate four ways to change the shape of a solid: squashing, bending, twisting, stretching
  • Compare how different materials respond to these forces (e.g. clay squashes easily, wood does not)
  • Explain that the material itself stays the same even when the shape changes

• Choosing the Right Material

  Identify and compare the suitability of everyday materials for particular uses, explaining why specific materials are chosen for specific purposes

  • Explain why a specific material is chosen for a purpose based on its properties (e.g. glass for windows because it's transparent)
  • Compare two materials and decide which is more suitable for a given use with reasoning
  • Suggest an alternative material for an object and explain why it would or wouldn't work

• Changes & Separation Vocabulary

  Use process vocabulary for changes of state and material separation — dissolve, solution, soluble, insoluble, evaporate, condense, melt, freeze, filter, sieve, mixture, separate — and understand precisely what each term describes, including the important distinction between dissolving and melting

  • Distinguish 'dissolve' from 'melt' correctly in context and explain the difference
  • Use 'soluble' and 'insoluble' accurately when describing whether a material dissolves in water
  • Explain the difference between evaporation and condensation using the correct terms

• Testing Materials for Uses

  Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials including metals, wood, and plastic

  • Design a fair test to compare a specific property of two or more materials
  • Present test results as evidence for why a material is suited to a particular use
  • Explain the link between a material's tested properties and its real-world application

• Classifying Materials

  Plan and conduct an investigation to classify different kinds of materials by their observable properties

  • Design a simple test to compare one property across several materials
  • Record observations in a table or chart during the investigation
  • Classify the tested materials into groups based on the results

• Taking Apart & Rebuilding

  Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist

  • Explain that taking apart an object and rebuilding it uses the same pieces in a new arrangement
  • Describe how the pieces themselves don't change even though the object looks different
  • Give an everyday example of reusing materials to make something new

Science · Waves, Light & Sound

Your child is discovering how light behaves — learning that sunlight can be dangerous to eyes, understanding how shadows form when light is blocked, and observing how different surfaces reflect light.

• Light & Seeing in the Dark

  Observe that objects in darkness can be seen only when illuminated by a light source

  • Explain that we need light to see objects — without any light source, it is completely dark
  • Describe an observation showing objects become visible only when light reaches them
  • Distinguish between light sources (sun, torch, lamp) and objects that just reflect light

• Light & Sound Vocabulary

  Name and use vocabulary for how light and sound behave — light source, transparent, translucent, opaque, shadow, reflect, vibration, pitch, volume — and apply these terms correctly when describing observations about how light travels and how sounds are made and changed

  • Correctly classify a set of materials as transparent, translucent, or opaque and explain each term
  • Explain what causes a shadow using the words 'opaque' and 'light source' correctly
  • Describe what changes the pitch or volume of a sound using vibration vocabulary

• Communication with Light & Sound

  Design and build a device that uses light or sound to solve the problem of communicating over a distance

  • Design a device that uses light or sound to communicate over a distance (e.g. string telephone, torch signals)
  • Build and test the device, identifying what works and what could be improved
  • Explain how the device uses properties of light or sound to transmit information

• Vibrations & Sound

  Understand that vibrating materials can make sound, and that sound can make materials vibrate

  • Describe that sounds are made when objects vibrate (move back and forth quickly)
  • Give at least three examples of vibrating objects making sound (drum skin, guitar string, voice box)
  • Demonstrate that sound can cause objects to vibrate (e.g. rice on a drum jumps when you shout near it)

• Transparent, Translucent & Opaque

  Investigate the effect of placing objects made of different materials in the path of a beam of light, discovering transparent, translucent, and opaque materials

  • Test at least six materials and classify them as transparent, translucent, or opaque
  • Define transparent (light passes through clearly), translucent (some light passes, blurry), opaque (no light passes)
  • Predict whether a given material will let light through based on its appearance

• How Shadows Form

  Recognise that shadows are formed when light from a source is blocked by an opaque object, and find patterns in how shadow size changes

  • Explain that a shadow forms because an opaque object blocks light from reaching a surface
  • Describe the pattern: shadow gets larger when object moves closer to the light source
  • Predict the shape and relative size of a shadow given the position of light and object

• Reflecting Light

  Notice that light is reflected from surfaces, and that shiny smooth surfaces reflect light best

  • Explain that light bounces off surfaces, which is called reflection
  • Identify that smooth, shiny surfaces (mirrors, still water) reflect light best
  • Give everyday examples of reflection: mirror, puddle, polished floor

• Protecting Eyes from Sunlight

  Recognise that light from the sun can be dangerous and that there are ways to protect eyes

  • State that looking directly at the sun can damage eyes permanently
  • Name at least two ways to protect eyes from bright sunlight (sunglasses, hat, shade)
  • Explain that the sun is an extremely bright light source unlike any artificial light

Science · Earth's Systems

Your child is learning about Earth's structure — exploring different types of rocks and soil, understanding where water is found on our planet, and discovering how land shapes change over time.

• Shapes of land and water

  Develop a model to represent the shapes and kinds of land (mountains, valleys, plains) and bodies of water (rivers, lakes, oceans) in an area

  • Name and describe at least four types of landforms (mountain, valley, plain, hill, cliff)
  • Name and describe at least three types of water bodies (river, lake, ocean, pond)
  • Create or interpret a simple model or map showing land and water features of an area

• Where water is found on Earth

  Identify where water is found on Earth and understand that water can exist as solid (ice) or liquid, recognising water in oceans, rivers, glaciers, and underground

  • List where water is found on Earth: oceans, rivers, lakes, glaciers, underground, atmosphere
  • Explain that water exists as liquid (rivers, oceans) and solid (ice, glaciers, snow)
  • Recognise that most of Earth's water is in the oceans

• Properties of materials

  Compare and group different kinds of rocks based on their appearance and simple physical properties such as hardness, texture, and colour

  • Describe at least three observable properties of rocks: hardness, texture, colour, grain size
  • Sort a collection of rocks into groups based on chosen properties
  • Compare two rocks and describe how their properties differ

• How fossils form

  Describe in simple terms how fossils are formed when things that have lived are trapped within rock over millions of years

  • Describe the basic process: organism dies, gets buried in mud/sand, layers build up, material turns to rock over millions of years
  • Explain that the organism's shape is preserved as a fossil within the rock
  • Give examples of common fossils (shells, bones, leaf imprints, footprints)

• Preventing Erosion

  Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land

  • Describe how wind and water can change the shape of land (erosion)
  • Compare at least two design solutions for reducing erosion (e.g. retaining walls, plants, windbreaks)
  • Evaluate which solution works best based on evidence from tests or observations

• Evaporation and condensation

  Name and use vocabulary for the water cycle — evaporation, condensation, precipitation, collection, transpiration, water vapour, runoff, groundwater — and describe each stage of the cycle using these terms in the correct sequence

  • Describe the complete water cycle using at least four correct technical terms in the right order
  • Distinguish 'evaporation' from 'condensation' and explain where each occurs in the water cycle
  • Use 'water vapour' and 'precipitation' correctly in descriptions of weather and the water cycle

• Rocks and soil

  Recognise that soils are made from rocks and organic matter, and that different soils have different properties

  • State that soil is a mixture of broken-down rock particles and decomposed organic matter (humus)
  • Compare at least two types of soil (sandy, clay, loam) and describe their different properties
  • Explain that soil formation takes a very long time as rocks gradually break down

Science · Forces & Motion

Your child is exploring forces around them — discovering how magnets work, understanding that some forces need contact while others work at a distance, and investigating how different surfaces affect how things move.

• Drawing Force Diagrams

  Draw and interpret force diagrams showing forces as labelled arrows — where the arrow's length represents the force's magnitude and its direction shows which way the force acts; show multiple forces on one object; identify from the diagram whether forces are balanced (equal arrows in opposite directions, no resultant) or unbalanced (arrows of different sizes, producing a resultant); represent the resultant with a single arrow

  • Draw a force diagram with labelled arrows showing direction and relative size for at least two forces acting on an object
  • Use their diagram to explain whether forces are balanced or unbalanced and what will happen to the object
  • Add a resultant force arrow to a diagram and explain how they calculated it

• Friction & Surfaces

  Compare how things move on different surfaces, noticing that some surfaces create more friction than others

  • Observe and compare how the same object moves on at least three different surfaces
  • Describe that rough surfaces slow objects down more than smooth surfaces
  • Use the word 'friction' to explain why movement differs on different surfaces

• Forces Vocabulary

  Name and describe forces using precise vocabulary — force, push, pull, twist, stretch, squash, contact force, non-contact force, gravity, weight, friction, air resistance, upthrust — and distinguish between forces that require physical contact and forces that act at a distance

  • Correctly name the force acting in at least five given scenarios (e.g. 'friction slows the sledge', 'gravity pulls the apple')
  • Distinguish between contact forces (friction, upthrust) and non-contact forces (gravity, magnetism) using the correct terms
  • Use 'weight' correctly as a force — distinct from 'mass' — in descriptions

• Contact & Non-Contact Forces

  Notice that some forces need contact between two objects (contact forces) while magnetic forces can act at a distance (non-contact forces)

  • Define contact forces as those needing objects to touch (e.g. push, pull, friction)
  • Define non-contact forces as those acting at a distance (e.g. magnetism)
  • Sort examples of forces into contact and non-contact categories

• Magnetic Materials

  Observe how magnets attract or repel each other and attract some materials and not others

  • Demonstrate that magnets attract some materials (iron, steel, nickel) but not others (wood, plastic, copper)
  • Show that two magnets can either attract (pull together) or repel (push apart)
  • Test at least six objects and correctly predict which are magnetic

• Magnetic Poles

  Describe magnets as having two poles (north and south) and predict whether two magnets will attract or repel based on which poles face each other

  • Identify and label the north and south poles of a magnet
  • State the rule: like poles repel, opposite poles attract
  • Predict the outcome of bringing two magnets together based on their pole orientation

Science · Ecosystems & Habitats

Your child is exploring how living things interact with their environment — learning about different habitats, simple food chains, and the difference between living, dead, and never-alive things.

• Living, Dead & Never Alive

  Explore and compare the differences between things that are living, dead, and things that have never been alive

  • Sort a collection of objects into three groups: living, dead (was once alive), never alive
  • Give reasons for each sorting decision (e.g. 'the leaf was on a tree so it was alive once')
  • List characteristics of living things such as growing, breathing, reproducing, and moving

• Habitats & Basic Needs

  Identify that most living things live in habitats to which they are suited and describe how habitats provide for basic needs and how organisms depend on each other

  • Define a habitat as a place where an organism lives that provides what it needs
  • Give examples of how specific habitats meet organisms' needs (e.g. pond provides water and food for frogs)
  • Describe at least one way organisms in a habitat depend on each other (e.g. bees pollinate flowers, flowers feed bees)

• Simple Food Chains

  Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify different sources of food

  • Draw a simple food chain with at least three organisms using arrows to show energy flow
  • Explain that food chains always start with a plant (producer) that makes its own food
  • Use the terms 'producer' and 'consumer' correctly when describing a food chain

• Habitat Vocabulary

  Name and use vocabulary for where living things are found — habitat, environment, microhabitat, conditions, woodland, ocean, desert, rainforest, pond — and use terms to describe what animals need to survive: food, water, shelter, space, and suitable conditions

  • Match animals to their habitats and explain the match using 'adapted to', 'conditions', or 'shelter'
  • Correctly use 'habitat' and 'microhabitat' to describe different scales of environment with examples
  • Name at least three contrasting habitats and describe what makes each distinctive

• Local Plants & Animals

  Identify and name a variety of plants and animals in their habitats, including microhabitats such as under a log or in a pond

  • Name at least three animals and plants found in a specific local habitat
  • Explain what a microhabitat is (a very small habitat within a larger one)
  • Describe conditions in a microhabitat (e.g. 'under a stone is damp and dark, woodlice like that')

Science · Space Systems & Earth's History

Your child is learning that Earth changes over time — some changes happen quickly like earthquakes and volcanoes, while others like erosion and mountain building take millions of years.

• Why seasons change

  Make observations at different times of year to relate the amount of daylight to the time of year, noticing longer days in summer and shorter days in winter

  • Describe the pattern: more daylight hours in summer, fewer in winter
  • Compare sunrise/sunset times at different points in the year
  • Relate amount of daylight to seasonal changes in weather and nature

• Naming the Planets

  Name the planets in our solar system in order from the Sun and use vocabulary for space — planet, star, sun, moon, satellite, orbit, solar system, galaxy, universe, asteroid, comet — applying these correctly when describing the structure of the solar system and objects we see in the sky

  • Name the eight planets in order from the Sun without prompting
  • Use 'orbit' correctly to describe the movement of planets around the Sun and moons around planets
  • Distinguish between a planet, a moon, a star, and an asteroid using the correct vocabulary

• Sun, Moon, and stars

  Use observations of the sun, moon, and stars to describe predictable patterns such as the sun rising and setting, the moon changing shape, and stars appearing at night

  • Describe the daily pattern of sunrise and sunset
  • Describe the pattern of the moon's shape changing over about a month
  • Explain that stars are visible at night and describe any seasonal patterns observed

• Rapid earth changes

  Use information from several sources to provide evidence that Earth events can occur quickly (earthquakes, volcanic eruptions) or slowly (erosion, mountain building)

  • Give at least two examples of rapid Earth events (earthquake, volcanic eruption, landslide, flood)
  • Give at least two examples of slow Earth processes (erosion, mountain formation, canyon carving)
  • Use evidence from text, images, or video to support the distinction between fast and slow changes

Science · Energy

Your child is beginning to understand energy — observing how sunlight warms objects and surfaces, and designing simple structures to create shade and reduce warming effects.

• Naming types of energy

  Name and use vocabulary for types of energy and energy transfer — kinetic energy, potential energy, heat energy, light energy, sound energy, electrical energy, chemical energy, stored energy, energy transfer, energy transformation — and describe energy changes in familiar situations using these terms

  • Name the type of energy stored in a battery, a stretched spring, and a moving ball
  • Use 'energy transfer' or 'energy transformation' to describe what happens in a simple device such as a torch or a toaster
  • Distinguish between 'stored energy' and 'transferred energy' with a correct example of each

History · Ancient Greece & Rome

• Ancient Greece and Rome on the Map

  Locate Greece and Italy on a map and know they are countries around the Mediterranean Sea where two great ancient civilisations — Ancient Greece and Ancient Rome — grew up thousands of years ago, long after the ancient Egyptians but long before our time

  • Point to Greece and Italy on a world map or globe
  • Say that Ancient Greece and Ancient Rome were around the Mediterranean Sea
  • Place Greece and Rome on a simple timeline after Ancient Egypt and before today

• Roman soldiers & builders

  Know that Roman soldiers marched across a huge empire building straight roads and strong walls, and that some Roman roads, walls, and buildings can still be seen today — showing that the Romans were powerful builders whose work has lasted thousands of years

  • Describe Roman soldiers as part of a powerful army that marched across an empire
  • Name something the Romans built that we can still see today such as roads or walls
  • Explain that Roman buildings and roads lasted because the Romans were skilled builders

• Romulus & Remus

  Know the Roman founding myth of Romulus and Remus — twin brothers abandoned as babies, raised by a she-wolf, who grew up to found the city of Rome — and understand that this is a legend the Romans told about how their city began

  • Retell the story of Romulus and Remus being raised by a wolf
  • Say that Romulus founded the city of Rome
  • Explain that this is a legend — a story people told, not necessarily true

• Roman Army and Conquest of Britain

  Describe how the Roman army was organised into legions of highly trained soldiers, how Julius Caesar first raided Britain in 55 BC and Emperor Claudius later conquered it in AD 43, and explain why the Romans wanted to expand their empire — for land, resources, taxes, and glory

  • Describe a Roman legion as a large unit of highly trained, disciplined soldiers
  • Explain that Julius Caesar raided Britain first and Claudius conquered it later
  • Give at least one reason why the Romans invaded Britain

• Greek gods & Mount Olympus

  Know that the ancient Greeks believed in many gods and goddesses who lived on Mount Olympus — including Zeus (king of the gods, thunder), Athena (wisdom), Poseidon (the sea), Hermes (messages), and Aphrodite (love) — and that each god had special powers and a role in the world

  • Name at least three Greek gods and say what each one was god of
  • Say that the Greek gods were believed to live on Mount Olympus
  • Explain that the ancient Greeks prayed to different gods for different things

• Daily Life in a Roman Town

  Describe daily life in a Roman town — the forum (marketplace and meeting place), public baths, amphitheatre, and villas — and explain that the Romans were brilliant engineers who built straight roads, aqueducts to carry water, underfloor heating (hypocaust), and Hadrian's Wall to mark the empire's northern frontier in Britain

  • Describe at least three features of a Roman town such as forum, baths, or amphitheatre
  • Explain what an aqueduct was and why the Romans built them
  • Describe Hadrian's Wall and say why it was built

• Ancient life vs today

  Compare how children in ancient Greece or Rome lived with how children live today — including differences in school (writing on wax tablets, learning to fight in Sparta), food (olives, bread, grapes), games, and clothing (tunics and sandals) — and understand these civilisations existed thousands of years ago

  • Name two ways a child's life in ancient Greece or Rome was different from today
  • Describe what ancient Greek or Roman children might have eaten or worn
  • Say that these civilisations existed thousands of years ago — long before grandparents were born

• Athens Versus Sparta

  Compare Athens and Sparta as two very different Greek city-states: Athens focused on learning, arts, debate, and democracy, while Sparta focused on military training, discipline, and obedience — and understand that a city-state was a city that ruled itself like a small country

  • Name at least two differences between life in Athens and life in Sparta
  • Explain what a city-state was and why Greek city-states were independent from each other
  • Describe what was valued most in Athens (learning, arts) versus Sparta (military strength)

• Gods & the Parthenon

  Name the major Greek gods and their roles — Zeus (king, thunder), Hera (queen, marriage), Athena (wisdom, warfare), Poseidon (sea), Apollo (sun, music), Artemis (hunting, moon), Ares (war), Aphrodite (love), Hermes (messengers), Hephaestus (fire, crafts), Hades (underworld) — and know that the Parthenon in Athens was a grand temple built to honour Athena

  • Name at least five Greek gods and say what each was responsible for
  • Describe the Parthenon as a temple to Athena built on the acropolis in Athens
  • Explain that Greeks built temples to honour their gods and held festivals and sacrifices

• Athenian Democracy

  Understand that Athens invented democracy — a system where free male citizens gathered in an Assembly to debate and vote on important decisions for the city — but that women, enslaved people, and foreigners were not allowed to vote

  • Explain what democracy meant in Athens: citizens voted on decisions together
  • Identify who could vote in Athenian democracy (free men born in Athens) and who could not
  • Say that the idea of people voting on decisions started in Athens and still influences us today

• Greek Gods with Roman Names

  Understand that the Romans adopted the Greek gods but gave them new names — Zeus became Jupiter, Hera became Juno, Ares became Mars, Athena became Minerva, Poseidon became Neptune, Aphrodite became Venus — and that this shows how deeply Rome was influenced by Greek culture

  • Match at least four Greek gods to their Roman names
  • Explain that the Romans took Greek gods and gave them Latin names
  • Say that this borrowing shows Rome was strongly influenced by Greek culture

• Greek theatre

  Know that the ancient Greeks invented theatre, performing tragedies and comedies in large open-air amphitheatres with actors wearing masks — and that plays were performed as part of religious festivals honouring the god Dionysus, with audiences of thousands

  • Explain that the Greeks invented theatre with two types of plays: tragedies and comedies
  • Describe how Greek actors wore masks and performed in open-air amphitheatres
  • Say that plays were part of festivals honouring the god Dionysus

• Gladiators & Pompeii

  Know that Romans watched gladiators fight in huge arenas like the Colosseum in Rome, that gladiators were usually enslaved people or prisoners trained to fight, and that the city of Pompeii was buried by the eruption of Mount Vesuvius in AD 79, preserving an extraordinary snapshot of Roman daily life

  • Describe what gladiators were and where they fought
  • Explain that the Colosseum in Rome was a giant arena for public entertainment
  • Retell what happened to Pompeii and why it is important for understanding Roman life

• Greek Myths and Heroes

  Retell at least one Greek myth involving a hero and a monster — such as Theseus and the Minotaur in the labyrinth, Heracles (Hercules) and the lion, or Perseus and Medusa — and understand that these were stories ancient Greeks told to explain the world and teach lessons

  • Retell a Greek myth naming the hero, the monster, and what happened
  • Explain that myths were stories the ancient Greeks told to make sense of the world
  • Describe what made a Greek hero brave or clever in the story

• Marathon and Thermopylae

  Describe the battles of Marathon and Thermopylae as moments when Greek city-states united against the invading Persian Empire — the runner Pheidippides bringing news of victory at Marathon (origin of the marathon race), and the heroic stand of 300 Spartans at Thermopylae — and understand these wars were fought to defend Greek independence

  • Retell the story of the Battle of Marathon and the runner Pheidippides
  • Describe the Spartan stand at Thermopylae against a much larger Persian army
  • Explain that the Persian Wars were about Greek city-states defending their freedom

• The first Olympics

  Know that the Olympic Games began in ancient Greece at a place called Olympia as athletic competitions held in honour of Zeus, and that the modern Olympic Games we watch today were inspired by those ancient games

  • Say that the Olympic Games started in ancient Greece at Olympia
  • Name at least one sport or event from the ancient Olympics such as running or wrestling
  • Explain that today's Olympic Games got the idea from the ancient Greek ones

• Boudicca's Revolt Against Rome

  Tell the story of Boudicca, queen of the Iceni tribe, who led a fierce revolt against Roman rule in Britain — burning Colchester, London, and St Albans — before her army was defeated, and understand her significance as a symbol of resistance against a powerful empire

  • Retell the story of Boudicca: who she was, why she revolted, what happened
  • Name at least one town Boudicca's army destroyed during the revolt
  • Explain why Boudicca is remembered as a symbol of resistance against the Romans

History · Medieval Times

• Battle of Hastings and 1066

  The events of 1066: the death of Edward the Confessor, three claimants to the throne, the Battle of Hastings, William the Conqueror, and the Bayeux Tapestry as a historical source

  • Explain why there was a crisis when Edward the Confessor died in 1066
  • Describe the Battle of Hastings and its outcome
  • Explain what the Bayeux Tapestry is and why it is important as a historical source

• Medieval Pyramid of Power

  How medieval society was organised: king at the top, then lords, then knights, then peasants/serfs; who owed what to whom; the pyramid of power and mutual obligations

  • Draw or describe the feudal pyramid showing king, lords, knights, and peasants
  • Explain what each level owed to the level above (loyalty, military service, labour)
  • Describe what a serf's life was like and why they couldn't easily leave

• The Medieval Church

  The enormous power of the medieval Church: monasteries and the daily life of monks and nuns; building great cathedrals; pilgrimage as a religious journey; the Church's influence over everyday life

  • Explain why the Church was so powerful in medieval times (owned land, controlled education, people feared God's punishment)
  • Describe what daily life was like for a monk or nun
  • Explain what a pilgrimage was and give one reason people went on them

• The Crusades

  A simplified account of the Crusades: why Europeans travelled to the Holy Land, what they found there, the cultural exchange between Christian Europe and the Islamic world

  • Explain in simple terms why European armies travelled to the Holy Land
  • Describe at least one thing Europeans learned from the Islamic world during the Crusades
  • Acknowledge that the Crusades involved violence and suffering on both sides

• What Is a Castle?

  What a castle is: a fortified building used as both a home and a defence; key parts including towers, moat, drawbridge, and thick walls; why castles were built

  • Name at least four parts of a castle (tower, moat, drawbridge, walls, gatehouse)
  • Explain that castles were both homes and defences
  • Describe why someone in medieval times would need a castle

• Castle Design Through the Ages

  How castles were built and evolved: from wooden motte-and-bailey to stone keeps to concentric castles; rooms and their uses; how castle design responded to new attack methods

  • Describe the difference between an early motte-and-bailey castle and a later stone castle
  • Name at least three rooms or areas in a medieval castle and their purpose
  • Explain one way castle design changed to resist new attack methods

• Village Life

  Daily life for ordinary people in a medieval village: thatched houses, farming, baking bread, fetching water; how different life was from today

  • Describe what a typical medieval village looked like (thatched cottages, fields, church)
  • Name at least three daily tasks a medieval villager would do
  • Give two differences between life in a medieval village and life today

• Anglo-Saxon Britain

  Who the Anglo-Saxons were: Germanic peoples who settled in Britain after the Romans left; their kingdoms, villages, place names, art, and eventual conversion to Christianity

  • Explain who the Anglo-Saxons were and when they came to Britain (after the Romans left)
  • Name at least two Anglo-Saxon kingdoms (e.g. Wessex, Mercia, Northumbria)
  • Give an example of Anglo-Saxon influence still visible today (place names ending in -ton, -ham, -bury)

• Siege Warfare

  How castles were attacked and defended: siege weapons (trebuchets, battering rams, siege towers), boiling liquids, arrow slits, murder holes; the drama of a medieval siege

  • Name at least three siege weapons or attack methods
  • Describe at least two ways a castle was designed to resist attack
  • Explain what a siege was and why it could last weeks or months

• The Black Death

  The Black Death of 1348-49: what the plague was, how it spread, its devastating death toll; how it changed society by giving surviving workers more power and higher wages

  • Describe what the Black Death was and at least two symptoms
  • Explain how the plague spread (fleas on rats, person to person)
  • Describe one major way the Black Death changed society (fewer workers led to higher wages, peasants gained power)

• Vikings vs Anglo-Saxons

  The conflict between Vikings and Anglo-Saxons for control of England: Viking raids, Alfred the Great's resistance, the Danelaw, Athelstan as first king of all England, Edward the Confessor

  • Describe the Viking raids on Anglo-Saxon England and their impact
  • Explain who Alfred the Great was and why he was important
  • Describe what the Danelaw was (the area of England under Viking control)

• Kings & Queens

  What medieval kings and queens did: ruling the land, making laws, collecting taxes; the crown and throne as symbols of power; the Tower of London

  • Explain what a medieval king or queen did (ruled, made laws, led armies, collected taxes)
  • Describe at least one symbol of royal power (crown, throne, sceptre)
  • Name one famous medieval monarch or describe the Tower of London's role

• Knights & Armour

  What knights were: trained warriors who served a lord; armour, shields, swords, and lances; the code of chivalry as rules for how knights should behave

  • Describe what a knight wore and carried (armour, helmet, shield, sword, lance)
  • Explain that knights trained from a young age and served a lord
  • Name one rule of the code of chivalry (be brave, be honest, protect the weak)

• The Vikings

  Who the Vikings were: seafaring warriors and traders from Scandinavia; longships; Viking raids on Britain; that Vikings also settled and farmed

  • Describe who the Vikings were and where they came from
  • Explain what made longships special (fast, could sail in shallow water, dragon prows)
  • State that Vikings were not just raiders but also farmers, traders, and settlers

• Robin Hood & King Arthur

  The legends of Robin Hood (Sherwood Forest, stealing from the rich, Merry Men) and King Arthur (Round Table, Excalibur, Camelot); that these are stories, not proven history, but reflect medieval values

  • Retell the basic story of Robin Hood or King Arthur
  • Name at least two characters from one of these legends
  • Explain that these are legends (stories) rather than proven facts

• Medieval Clothing

  What people wore in medieval times: peasant clothes (wool, linen) vs noble clothes (silk, fur, bright colours); no zippers or buttons; how clothes showed your place in society

  • Describe what a medieval peasant would typically wear
  • Explain how noble clothing was different from peasant clothing
  • Give one way that what you wore showed your place in society

• Medieval Food & Feasts

  What people ate in medieval times: bread and pottage for ordinary people, grand feasts for the rich; no forks, eating with hands; the great hall as the centre of castle life

  • Describe what ordinary people ate most days (bread, pottage, vegetables, ale)
  • Explain how a feast in a great hall was different from everyday meals
  • Name one surprising table manner from medieval times (no forks, shared cups, food thrown on the floor)

History · Ancient Egypt

Your child is discovering the fascinating world of ancient Egypt — learning about pharaohs and pyramids, gods and mummification, hieroglyphs and daily life along the Nile River over 3,000 years of history.

• Building the Pyramids

  Understand how the pyramids were built: thousands of workers moved enormous stone blocks using ramps, rollers, and sledges, the work was organised by the pharaoh's officials, and the design evolved from flat-topped mastabas to step pyramids (like Djoser's) to the smooth-sided Great Pyramid — and know that later pharaohs were buried in hidden rock-cut tombs in the Valley of the Kings

  • Describe at least two methods used to move and raise heavy stone blocks
  • Explain that pyramid design changed over time from simple tombs to the Great Pyramid
  • Explain why later pharaohs chose hidden tombs in the Valley of the Kings instead of pyramids

• Ancient Egypt on the Timeline

  Place ancient Egypt on a timeline spanning over 3,000 years — from around 3100 BCE (unification under the first pharaoh) to 30 BCE (Roman conquest) — understanding that this civilisation lasted longer than the time between the Romans and today, and was divided into major periods: the Old Kingdom (pyramid age), Middle Kingdom, and New Kingdom (empire age)

  • Place ancient Egypt on a timeline showing it lasted over 3,000 years
  • Name the three main periods (Old, Middle, New Kingdom) and associate one fact with each
  • Compare the length of ancient Egyptian civilisation with another time period the child knows

• Egypt, the Nile, and the Desert

  Locate Egypt on a map of Africa and understand that it is a country in a very hot, dry desert, but the River Nile — the longest river in the world — flows through it, bringing water and rich soil that allowed people to grow food and build one of the earliest great civilisations

  • Point to Egypt on a map and identify the River Nile running through it
  • Explain why the Nile was so important to the ancient Egyptians (water, food, transport)
  • Describe how the desert and the river created two very different environments side by side

• Vocabulary: ancient egypt

  Know and use the key vocabulary of ancient Egypt — pharaoh, pyramid, tomb, mummy/mummification, hieroglyphs, papyrus, sarcophagus, canopic jar, natron, archaeologist, artefact, Nile, delta, irrigation, shaduf, scribe, vizier, obelisk, sphinx, cartouche — and apply these terms accurately when describing Egyptian society, religion, and material culture

  • Use 'pharaoh', 'pyramid', and 'hieroglyphs' correctly and naturally in a spoken or written account of ancient Egypt
  • Explain what mummification is and why the Egyptians did it, using 'sarcophagus', 'canopic jar', and 'natron'
  • Use 'archaeologist' and 'artefact' correctly when discussing how we know about ancient Egypt

• Pharaohs and Tutankhamun

  Know that ancient Egypt was ruled by powerful kings and queens called pharaohs, who lived in grand palaces and made the laws — and that one of the most famous pharaohs is Tutankhamun, a boy who became pharaoh as a child and whose golden tomb was discovered thousands of years later

  • Explain that a pharaoh was the ruler of ancient Egypt, like a king or queen
  • Name Tutankhamun as a famous pharaoh and describe at least one fact about him
  • Understand that pharaohs were very powerful and made important decisions for everyone in Egypt

• Pyramids and the Great Sphinx

  Know that the ancient Egyptians built enormous stone pyramids as tombs for the pharaohs, that the Great Pyramid at Giza was one of the Seven Wonders of the Ancient World and is still standing today, and that the Great Sphinx — a statue with a lion's body and a human head — guards the pyramids

  • Explain that pyramids were built as tombs to protect the pharaoh's body for the afterlife
  • Describe the Great Pyramid as very large, very old, and still standing at Giza
  • Describe the Sphinx as a stone statue with a lion's body and a human head

• Egyptian Gods and the Afterlife

  Understand that the ancient Egyptians believed in many gods and goddesses and believed that life continued after death in a wonderful afterlife — which is why they took great care to prepare bodies and fill tombs with food, jewellery, and precious objects for the dead person to use

  • Explain that ancient Egyptians worshipped many different gods and goddesses
  • Describe the basic belief that Egyptians thought life continued after death
  • Give a reason why tombs were filled with treasures and everyday objects

• Everyday Life in Ancient Egypt

  Describe what everyday life was like for ordinary people in ancient Egypt: farmers grew wheat and barley near the Nile, families lived in mud-brick houses, children played games and had pets, and people ate bread, fish, fruit, and vegetables

  • Describe at least two things ordinary Egyptian families did in their daily lives
  • Name foods that ancient Egyptians ate or crops they grew
  • Identify at least one similarity and one difference between life in ancient Egypt and life today

• Upper and Lower Egypt

  Understand that ancient Egypt was divided into Upper Egypt (the narrow river valley in the south) and Lower Egypt (the wide delta in the north), that the two lands were united under one pharaoh, and that Egyptians managed the Nile's water through irrigation canals and shadufs to grow crops year-round

  • Identify Upper and Lower Egypt on a map and explain why they had different landscapes
  • Describe how irrigation tools like shadufs and canals helped farmers water their fields
  • Explain that uniting the two lands was an important achievement of the early pharaohs

• Egyptian Tomb Paintings and Artefacts

  Use tomb paintings, artefacts, and objects from ancient Egypt as evidence to find out about daily life: Nebamun's tomb paintings show hunting and feasting, jewellery and furniture reveal craftsmanship, and everyday objects like pots and tools tell us what ordinary people used — understanding that these sources are how we piece together information about a civilisation that ended thousands of years ago

  • Describe what can be learned about Egyptian life by studying a tomb painting or artefact
  • Explain that objects found in tombs and ruins are evidence that helps archaeologists understand the past
  • Give an example of something specific a painting or object reveals (e.g., what food they ate, what games they played)

• Egyptian Gods and Goddesses

  Name and describe key Egyptian gods and goddesses: Ra the sun god who sailed across the sky each day, Osiris the ruler of the afterlife, Isis the goddess of magic and motherhood, Anubis the jackal-headed god of mummification, Horus the falcon-headed sky god, Thoth the ibis-headed god of writing, and Bastet the cat goddess of protection

  • Name at least four Egyptian gods/goddesses and describe their roles
  • Explain why many gods were shown with animal heads and what the animals represented
  • Understand that Egyptians built temples as homes for the gods and performed daily rituals there

• Scribes and the Rosetta Stone

  Know that scribes were specially trained people who could read and write hieroglyphs, that the Rosetta Stone — a slab with the same text in three scripts — was the key to cracking the hieroglyphic code, and that Jean-François Champollion used it to decipher hieroglyphs in 1822 after centuries of mystery

  • Explain the importance of scribes as the only people who could read and write
  • Describe the Rosetta Stone as having the same message in three different scripts
  • Name Champollion as the person who decoded hieroglyphs using the Rosetta Stone

• Egyptian Social Hierarchy

  Describe the social structure of ancient Egypt as a pyramid-shaped hierarchy: the pharaoh at the top, then priests and nobles, followed by scribes and soldiers, then craftworkers and merchants, and farmers and labourers at the base — understanding that a person's position was usually inherited and determined their whole way of life

  • Draw or describe the social pyramid with at least four levels correctly ordered
  • Explain that most people were farmers and had very different lives from the pharaoh
  • Give an example of how social position affected someone's daily life (e.g., only scribes could read)

• Hieroglyphs and Papyrus

  Know that the ancient Egyptians used a special writing system called hieroglyphs — pictures and symbols that stood for sounds and words — and that they wrote on a paper-like material called papyrus, which was made from a plant that grew along the Nile

  • Describe hieroglyphs as a writing system that uses pictures and symbols
  • Explain that papyrus was a material like paper made from a river plant
  • Understand that only specially trained people called scribes could read and write hieroglyphs

• Discovering Tutankhamun's Tomb

  Understand that we know about ancient Egypt because archaeologists have dug up and studied objects buried in the sand for thousands of years — and that one of the most exciting discoveries ever was when Howard Carter found the hidden tomb of Tutankhamun in 1922, filled with golden treasures

  • Explain that archaeologists find and study old objects to learn about people who lived long ago
  • Retell the story of Howard Carter discovering Tutankhamun's tomb
  • Understand that discoveries like this help us learn about how ancient Egyptians lived and what they believed

• Mummification Step by Step

  Describe the step-by-step process of mummification: the body was washed, internal organs were removed and placed in canopic jars, the body was dried with natron salt for 40 days, then wrapped in linen bandages with amulets tucked between the layers, and finally placed in a decorated coffin (sarcophagus)

  • List the main steps of mummification in the correct order
  • Explain the purpose of canopic jars and what was stored in them
  • Describe why mummification was performed (to preserve the body for the afterlife)

History · Historical Thinking

• Evidence from the Past

  Understand that everything we know about the past comes from evidence — objects, buildings, pictures, documents, and stories that have survived

  • Wineburg historical thinking framework
  • Historical Thinking in the Elementary Years (ERIC)

• Vocabulary: historical thinking

  Know and use the vocabulary of historical thinking — source, evidence, primary source, secondary source, artefact, chronology, chronological order, BC/BCE, AD/CE, century, decade, era, period, timeline, excavation, archaeologist, interpretation, corroborate, bias, perspective — and apply these terms when discussing how we know about the past and how reliable our knowledge is

  • Correctly use BC/BCE and AD/CE to place events in time and explain what the letters stand for
  • Distinguish between a primary source and a secondary source with an example of each
  • Use 'evidence', 'interpretation', and 'bias' correctly in a sentence about a historical source

• Different Accounts of the Same Event

  Recognise that different people can give different accounts of the same event — and that both can be genuine while still disagreeing

  • Wineburg corroboration heuristic
  • Initiating Historical Thinking in Elementary Schools

Personal & Social Development · Friendship & Cooperation

Your child is learning that friendships naturally change over time and developing skills to work well in groups, resolve disagreements peacefully, and understand different roles people play in teamwork.

• Resolving Disagreements with Friends

  Resolve simple disagreements with peers by talking it through — explaining how they feel, listening to the other person's side, and finding a compromise or solution that both can accept

  • Explain their own point of view calmly during a disagreement
  • Listen to the other person's perspective without interrupting
  • Suggest a compromise or solution that addresses both sides

• Vocabulary: working with others

  Know and use the vocabulary of working with others — cooperate, share, take turns, team, listen, agree, disagree respectfully, and include — and understand that these words describe habits that friendships and group work depend on

  • Use 'cooperate' and 'compromise' correctly — e.g. 'We cooperated by taking turns choosing the game'
  • Explain what 'active listening' means and demonstrate it: facing the speaker, not interrupting, responding to what was said
  • Use 'share', 'take turns', and 'include' to describe how they work with others in a group activity

• Listening to Others

  Listen to others when they are speaking — looking at the speaker, waiting until they finish, and showing they have heard by responding to what was said rather than just talking about their own ideas

  • Face the speaker and maintain attention while someone else is talking
  • Wait until the other person has finished before responding
  • Respond to what was actually said rather than changing the subject to their own idea

• Friendships change over time

  Understand that friendships change over time — that it's normal for friends to drift apart or for new friendships to form — and develop strategies for making new friends and handling friendship changes without feeling like something is wrong with them

  • Explain that friendships changing is normal and doesn't mean something is wrong
  • Describe a strategy for making new friends, such as joining a club or inviting someone to play
  • Talk about a friendship that changed and how they handled it

• Working Well in a Group

  Work effectively as part of a small group — contributing their own ideas, listening to others' ideas, taking on a fair share of the work, and supporting the group to reach a shared goal

  • Contribute at least one idea during a group discussion
  • Listen to and build on another group member's idea
  • Complete their assigned part of a group task on time

• Communication Vocabulary

  Know and use the vocabulary of healthy communication and conflict — assertive, passive, aggressive, compromise, conflict, resolution, mediate, bystander, upstander, and peer pressure — and understand the difference between these contrasting approaches

  • Use 'assertive' correctly and distinguish it from 'aggressive' — e.g. 'Being assertive means saying what I need calmly'
  • Explain what 'conflict resolution' means and describe one strategy such as using 'I feel...' statements
  • Use words like 'negotiate', 'boundary', and 'respect' accurately in a discussion about friendships

• Roles in a Group

  Understand different roles people play in groups — leader, supporter, mediator, idea-generator — and recognise that effective groups need a mix of roles, not everyone trying to be the leader

  • Name at least three different roles people can play in a group
  • Identify their own preferred role and describe its strengths
  • Explain why groups work better when different people take different roles

• Makes someone a good friend

  Understand what makes someone a good friend — being kind, honest, reliable, and including others — and recognise behaviours that are not friendly, such as being bossy, leaving people out, or saying mean things

  • List at least four qualities of a good friend
  • Identify unfriendly behaviour in a story or real situation
  • Reflect on a time they were a good friend and explain what they did

• Taking Turns and Sharing

  Take turns, share materials, and play cooperatively with others — understanding that group activities work better when everyone gets a fair go and that waiting for your turn is part of being a good friend

  • Take turns in a game or group activity without needing adult reminders
  • Share materials willingly during a shared task or playtime
  • Explain why taking turns makes games and group work more fun for everyone

• Asking for Help

  Ask for help when they need it — from a friend, teacher, or family member — and understand that asking for help is a sign of strength, not weakness

  • Approach an appropriate person and ask for help clearly
  • Identify who to go to for different kinds of help (academic, emotional, practical)
  • Explain why asking for help is sensible rather than something to be embarrassed about

Personal & Social Development · Responsible Decision-Making

Your child is learning to make thoughtful choices and stand up for what's right — understanding bullying and digital citizenship, developing the courage to be an upstander, and using a thinking process before making decisions.

• Stop, Think, Then Choose

  Use a simple decision-making process when faced with a choice — stopping to think, identifying the options, considering the consequences of each option, and then choosing — rather than acting impulsively

  • Describe at least two options when facing a decision
  • Predict a likely consequence for each option
  • Explain which option they chose and why, showing they considered the consequences

• Vocabulary: making decisions and keeping safe

  Know and use the vocabulary of making decisions and keeping safe — choice, consequence, rule, safe, fair, honest, trusted adult, and right and wrong — and understand that naming these ideas clearly helps make better choices

  • Explain what 'consequence' means and give an example of a positive and a negative consequence of a choice
  • Use 'responsible' and 'safe' correctly when talking about everyday decisions — e.g. 'The responsible choice is to tell an adult'
  • Define 'rule' and 'fairness' and explain why rules exist using their own examples from school or home

• Actions and Their Consequences

  Understand that actions have consequences — that what you choose to do affects both yourself and other people — and begin to think about what might happen before they act

  • Describe what happened as a consequence of a specific action they took
  • Predict what might happen if they choose a particular action before doing it
  • Explain that actions can have good or bad consequences for themselves and others

• Vocabulary: ethics and citizenship

  Know and use the vocabulary of ethics and citizenship — bullying, cyberbullying, bystander, upstander, peer pressure, digital citizenship, rights, responsibility, and ethical — and understand the distinctions between these closely related terms

  • Explain what 'ethics' means in their own words and give an example of an ethical dilemma
  • Use 'citizen', 'rights', and 'responsibilities' correctly — e.g. 'A citizen has the right to vote and the responsibility to follow laws'
  • Define 'consent' and 'integrity' and explain why they matter in relationships and online behaviour

• Bystanders and Upstanders

  Understand the bystander role — that when someone witnesses unkind or unfair behaviour, they have a choice: they can be a passive bystander (doing nothing), join in, or be an upstander (speaking up or getting help) — and develop the confidence to be an upstander

  • Explain the difference between a bystander and an upstander
  • Describe at least two safe actions an upstander can take
  • Give an example of a time they or someone they know stood up for someone else

• Understanding Bullying

  Understand what bullying is — repeated behaviour intended to hurt someone, including physical, verbal, social (exclusion, spreading rumours), and cyberbullying — and know that it is always wrong and what to do if they experience or witness it

  • Define bullying and distinguish it from a one-off conflict
  • Name at least three forms of bullying including cyberbullying
  • Describe the steps they should take if they experience or witness bullying

• Right and Wrong Choices

  Know the difference between right and wrong in familiar everyday situations — understanding basic rules about honesty, not hurting others, respecting others' property, and being fair — and choose to do the right thing even when it's harder

  • Identify the right and wrong choice in a simple moral scenario
  • Choose to be honest even when lying would avoid trouble
  • Explain why rules about not hurting others and being honest matter

• Basic digital citizenship

  Understand basic digital citizenship — being kind online, protecting personal information, recognising that people behind screens are real people with real feelings, and knowing what to do if something online makes them uncomfortable

  • State at least three rules for staying safe and being kind online
  • Explain why hurtful messages online are just as harmful as saying them in person
  • Describe what they should do if someone online makes them feel uncomfortable or asks for personal information

• Rules and agreements exist

  Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched

  • Explain the reason behind at least two rules at home or school
  • Follow a rule consistently without needing to be reminded or monitored
  • Describe what would happen if nobody followed the rules in a specific context

• Everyday Safety Awareness

  Keep themselves safe in everyday situations — knowing basic safety rules about roads, strangers, water, and the internet — and understanding who their trusted adults are and when to tell them something

  • State at least three basic safety rules and explain why each matters
  • Name their trusted adults and describe when they should tell them something
  • Demonstrate safe behaviour in a familiar everyday situation without being reminded

Personal & Social Development · Self-Regulation & Resilience

Your child is learning that they can get better at things through practice and effort, while developing strategies to stay positive and break big challenges into smaller, manageable steps.

• Words for Big Feelings

  Know and use the key words for managing big feelings — calm, strategy, cope, settle, patience, overwhelmed, and breathe — and understand that having words for these ideas is the first step to using them

  • Use words like 'frustrated', 'anxious', 'overwhelmed', and 'disappointed' accurately to describe how they feel in difficult moments
  • Explain what 'calm down' strategies are in their own words and name at least two they have tried (e.g. deep breaths, counting, walking away)
  • Distinguish between similar feelings — e.g. explain the difference between being angry and being disappointed

• Simple Calming Strategies

  Use simple calming strategies when feeling upset or overwhelmed — such as taking deep breaths, counting to ten, or going to a quiet space — and understand that these help the body and mind settle down

  • Demonstrate at least two calming strategies when prompted
  • Choose to use a calming strategy independently during a real upset
  • Explain in simple terms why calming down helps them think better

• Breaking Tasks into Steps

  Break a challenging task into smaller, manageable steps rather than feeling overwhelmed by the whole thing — and celebrate progress along the way

  • Take a challenging task and list at least three smaller steps to complete it
  • Start with the first step rather than procrastinating on the whole task
  • Acknowledge progress after completing each step

• Growth Mindset

  Understand the concept of a growth mindset — that abilities and intelligence can grow with effort, practice, and good strategies — as opposed to a fixed mindset where you believe you're either good at something or you're not

  • Explain the difference between growth mindset and fixed mindset in their own words
  • Use 'yet' language when describing something they find difficult
  • Give an example of something they got better at through practice and effort

• Vocabulary: resilience and self

  Know and use the vocabulary of resilience and self-management — including regulate, resilience, growth mindset, fixed mindset, self-talk, trigger, setback, persevere, and distress — and understand what each word means in practice

  • Explain what 'resilience' means in their own words and give an example of a time they kept going when something was hard
  • Use 'growth mindset' correctly — e.g. 'I can't do it yet, but I can improve with practice'
  • Define 'self-regulation' and describe a strategy they use to manage frustration or setbacks

• Positive Self-Talk

  Use positive self-talk to manage difficult situations — replacing unhelpful thoughts like 'I'm stupid' or 'I'll never be able to do this' with encouraging ones like 'This is hard but I can keep trying' or 'I've done hard things before'

  • Give an example of an unhelpful thought and rephrase it as a helpful one
  • Use positive self-talk aloud or in writing when facing a challenge
  • Explain how the words we say to ourselves affect how we feel and perform

• Learning from Mistakes

  Understand that making mistakes is a normal part of learning and that everyone — including adults — makes mistakes, and begin to see mistakes as opportunities to learn rather than reasons to give up

  • Describe a time they made a mistake and what they learned from it
  • Respond to a mistake by trying again rather than giving up
  • Explain why mistakes help people learn

• Choosing the Right Coping Strategy

  Understand that different situations require different coping strategies — what works for anger might not work for sadness, and what helps at school might be different from what helps at home

  • Name at least two different coping strategies and explain when each one is most useful
  • Choose an appropriate strategy based on the specific situation and emotion
  • Reflect on a time a strategy didn't work and explain what they might try instead

• Coping with Life Changes

  Understand that change is a normal part of life — such as starting school, getting a new teacher, a new baby arriving, or moving house — and identify simple strategies that help them cope with changes

  • Name at least two changes they have experienced and how they felt
  • Identify a person they can talk to when a change feels hard
  • Describe one strategy that helps them cope with change, such as keeping a familiar routine

• Patience and Delayed Gratification

  Wait for things they want without becoming very distressed — practising patience and delayed gratification in everyday situations like waiting their turn, waiting for a treat, or waiting for help

  • Wait for their turn in a game or activity without constant complaints
  • Describe what they do to help themselves wait, such as thinking about something else
  • Explain why sometimes we have to wait and that it is a skill they can practise

Personal & Social Development · Emotional Literacy

Your child is developing a deeper understanding of emotions — learning more specific emotion words, recognising how feelings vary in intensity, and understanding the connection between emotions and physical sensations in their body.

• Naming Basic Emotions

  Name and recognise basic emotions — happy, sad, angry, scared, excited, and surprised — in themselves and in others by looking at facial expressions and body language

  • Label at least five basic emotions from pictures or real situations
  • Match facial expressions to emotion words in a sorting activity
  • Say 'I feel ___' using a correct emotion word when asked about their own day

• Feelings Change and Differ

  Understand that everyone has feelings, that feelings change throughout the day, and that the same event can make different people feel different things

  • Give an example of a time their feelings changed during a single day
  • Explain why two children might feel differently about the same event
  • Recognise that feelings are temporary and can change

• Triggers and Causes of Feelings

  Understand that feelings have causes — something happens (a trigger) and that makes us feel a certain way — and begin to identify what triggers their own emotions

  • Describe a trigger for at least three different emotions from their own experience
  • Complete 'I felt ___ because ___' sentences accurately
  • Identify what made a character in a story feel a particular way

• Expressing Feelings with Words

  Express their own feelings appropriately using words rather than actions — saying 'I feel angry because...' instead of hitting, shouting, or withdrawing

  • Use an 'I feel ___ when ___' statement during a disagreement
  • Choose to tell an adult how they feel instead of acting out physically
  • Describe their feelings about a difficult situation using at least two emotion words

• Emotion Vocabulary

  Use a wider vocabulary of emotion words beyond the basics — including frustrated, worried, anxious, embarrassed, jealous, proud, disappointed, grateful, and lonely — and distinguish between similar emotions

  • Use at least five emotion words beyond the basic six in everyday conversation
  • Explain the difference between two similar emotions such as angry and frustrated
  • Choose a precise emotion word that fits a described scenario

• How Emotions Feel in Your Body

  Understand the connection between emotions and the body — recognising physical signals like butterflies in the stomach (nervous), clenched fists (angry), racing heart (scared or excited), and tight shoulders (stressed)

  • Name at least three body sensations and match them to the emotions they signal
  • Notice a physical feeling in their own body and identify the emotion behind it
  • Explain why the body reacts physically when we have strong emotions

• Mild to Strong Emotions

  Understand that emotions come in different intensities — from mild to strong — and that the same emotion can feel very different depending on how intense it is (e.g., annoyed → angry → furious, or nervous → anxious → panicked)

  • Place three related emotion words in order from mild to strong
  • Rate their own emotion on a simple scale (e.g., 1-5) in a real situation
  • Explain why recognising intensity matters for choosing how to respond

• Hidden and Masked Feelings

  Recognise that people sometimes hide or mask their true feelings — smiling when they're actually sad, or saying 'I'm fine' when they're not — and understand why someone might do this

  • Give an example of a time someone might hide their feelings and explain why
  • Identify mismatches between someone's words and their body language
  • Explain that hiding feelings is common but that it's usually better to share with someone trusted

Personal & Social Development · Empathy & Social Awareness

Your child is developing empathy and understanding of fairness — learning to see situations from others' perspectives, recognising that everyone has different experiences and challenges, and understanding that being fair sometimes means giving people what they need rather than everyone getting the same thing.

• Seeing Someone Else's Point of View

  Practise perspective-taking by imagining how someone else might feel in a given situation — using prompts like 'How would you feel if that happened to you?' and applying this when reading stories or during real interactions

  • Describe how a character in a story feels and give reasons based on the plot
  • Predict how another child would feel in a described scenario
  • Use perspective-taking during a real disagreement to understand the other person's view

• Vocabulary: understanding others

  Know and use the key vocabulary for understanding others — empathy, perspective, kind, fair, community, similar, different, and care — and understand that these words describe real habits of thinking and feeling

  • Use the word 'empathy' correctly and distinguish it from 'sympathy' — e.g. 'Empathy means I try to feel what they feel'
  • Explain what 'perspective' and 'point of view' mean and demonstrate by describing how two people might see the same event differently
  • Use words like 'community', 'belonging', and 'inclusion' accurately when talking about their school or neighbourhood

• Other People's Feelings and Thoughts

  Understand that other people have their own feelings and thoughts, and that these might be different from your own — a foundational awareness that not everyone sees or feels things the same way

  • State that other people can feel differently about the same thing
  • Give an example of a time someone felt differently from them about the same situation
  • Accept another child's feeling as valid even when it differs from their own

• Vocabulary: social awareness

  Know and use the vocabulary of social awareness — including stereotype, prejudice, discrimination, equality, equity, bias, compassion, and fairness — and understand what distinguishes these closely related concepts

  • Explain what 'stereotype' and 'prejudice' mean and give an example of each from everyday life
  • Use words like 'equality', 'equity', and 'bias' correctly when discussing a scenario — e.g. 'That's not equity because not everyone got what they needed'
  • Identify an example of discrimination in a story or news article and explain why it is unfair using the correct vocabulary

• Different Lives and Experiences

  Understand that people's lives and experiences can be very different from their own — that some children face challenges like disability, poverty, family difficulties, or being new to a country — and develop compassion rather than judgement

  • Describe at least two ways another child's life experience might differ significantly from their own
  • Explain why it's important not to judge someone based on their circumstances
  • Suggest a kind action they could take to help someone facing a difficult situation

• Everyday Kindness and Care

  Show kindness and care towards others in simple everyday ways — comforting a friend who is upset, helping someone who has dropped their things, sharing without being asked, and saying kind words

  • Spontaneously offer comfort to someone who is visibly upset
  • Help another person with a practical task without being asked
  • Use kind words to encourage or cheer up someone who is struggling

• Similarities & Differences

  Notice and appreciate ways that people are similar to and different from each other — including appearance, family structures, languages spoken, foods eaten, and celebrations observed — and understand that differences make communities interesting

  • Name several ways people in their class or community are different from each other
  • Describe at least one thing they have learned from someone who is different from them
  • Express a positive attitude about differences rather than judging them

• Fairness, Equality and Equity

  Understand what fairness means and why it matters — recognising that fair doesn't always mean equal (everyone getting the same) but can mean equitable (everyone getting what they need), and applying this understanding in group situations

  • Explain the difference between treating everyone the same and treating everyone fairly
  • Give an example of a situation where equal treatment wouldn't be fair
  • Apply fairness thinking when sharing resources or making group decisions

Personal & Social Development · Self-Awareness

• Patterns in Your Own Reactions

  Notice patterns in your own reactions — 'I tend to respond like this when I'm tired, left out, or put on the spot'

  • middle childhood self-reliance in emotion regulation
  • 7-year developmental shift in self-understanding research

• Feelings Versus Actions

  Understand that feelings and actions are separate — you can feel something strongly without having to act on it straight away

  • emotion regulation development research
  • Effects of Age and Gender in Emotion Regulation (PMC 2020)
  • expressive control to emotion regulation (PMC)

• Vocabulary: self

  Know and use the vocabulary of self-reflection — self-awareness, reflect, pattern, trigger, assumption, impact, perspective, and notice — and understand that having precise words for these inner experiences makes them easier to understand and talk about

  • Use words like 'reflect', 'pattern', and 'trigger' accurately when describing their own behaviour — e.g. 'I notice a pattern: I get frustrated when I rush'
  • Explain what 'self-awareness' means in their own words and give a personal example
  • Use the word 'perspective' correctly — e.g. 'From my perspective it felt unfair, but I can see theirs too'

Life Skills · Money & Finance

• What Money Is

  What money is and why we use it; that money is exchanged for goods and services; brief history from barter to coins to digital payments

  • Explain that people use money to pay for things they need or want
  • Give an example of how buying worked before money existed (swapping or bartering)
  • Name at least two forms money can take (coins, notes, card, phone payment)

• Coins & Notes

  Recognising common coins and notes, knowing their values, and understanding that different combinations can make the same amount

  • Sort a handful of mixed coins into groups by value
  • State the value of common coins and notes when shown them
  • Find two different ways to make the same amount using different coins

• Buying Things

  How buying and selling works: prices, paying for items, receiving change; the basic transaction process in shops and markets

  • Explain what happens when you buy something in a shop (choose, pay, get change)
  • Read a price label and say whether they have enough money to buy the item
  • Act out a simple buying scenario using real or play coins

• Needs & Wants

  The difference between things we need (food, shelter, clothing) and things we want (toys, treats); that we sometimes have to choose because money is limited

  • Sort a set of pictures into 'need' and 'want' categories and explain their choices
  • Give an example of something everyone needs and something that is a want
  • Explain why a family might choose to buy a need before a want

• Budgeting Pocket Money

  What a budget is; planning how to spend a fixed amount of pocket money or allowance; making trade-offs between different things you want to buy

  • Create a simple spending plan for £10 showing what they would buy and how much is left
  • Explain what a budget is and why it helps to plan spending
  • Identify a trade-off (choosing one thing means not having enough for another)

• Making Change

  Calculating change from a purchase; working confidently with pounds and pence together; solving practical money problems involving addition and subtraction

  • Calculate the change from £5 when buying items costing pounds and pence
  • Add two or three prices together to find a total cost
  • Check whether they have been given the correct change in a role-play scenario

• Looking After Money

  Keeping money safe; not losing coins or notes; understanding that money has real value and should be treated carefully; basic money responsibility

  • Describe at least two ways to keep money safe (purse, wallet, money box, giving to a grown-up)
  • Explain why it matters if you lose money
  • Show that they treat real coins and notes carefully rather than leaving them lying around

• Saving Money

  Why people save money; piggy banks and saving jars; setting a savings goal; the idea that not spending now means having more later

  • Explain why someone might save money instead of spending it straight away
  • Describe a savings goal they could set and how they would work towards it
  • Tell you what delayed gratification means in their own words (waiting to get something better)

• Advertising & Spending

  How advertising tries to influence what we buy; being a critical consumer; understanding 'value for money'; the difference between emotional and rational spending

  • Spot at least two persuasion techniques in a real advert (bright colours, celebrity, special offer)
  • Explain what 'value for money' means and compare two similar products at different prices
  • Describe a time when advertising made them want something they didn't really need

• Banks & Saving

  What banks do and why people use them; bank accounts as safe places for money; that savings in a bank can earn interest; children's savings accounts

  • Explain what a bank does in simple terms (keeps money safe, lets you save)
  • Describe what interest means (the bank pays you a little extra for keeping money there)
  • Name one reason a bank account is safer than keeping all your money at home

• Fair Trade & Ethics

  Where products come from and who makes them; that people around the world produce what we buy; fair pay for workers; making ethical choices as consumers

  • Explain that the things we buy are made by real people, sometimes in other countries
  • Describe what 'fair trade' means in simple terms (workers get paid fairly)
  • Give an example of a kind choice a shopper could make (buying fair trade chocolate, choosing less packaging)

• Ways to Pay

  Different ways to pay: cash, debit cards, contactless, online payments, mobile payments; that digital payments still use real money; keeping payment details safe

  • Name at least four different ways people can pay for things
  • Explain that tapping a card or phone still spends real money from a bank account
  • Give one reason why you should keep card numbers and passwords private

• Jobs People Do

  Different kinds of work people do; that people earn money by working; how jobs help the community; linking personal interests to possible jobs

  • Name at least five different jobs and describe what each person does
  • Explain that people get paid money for the work they do
  • Connect a personal interest to a job (e.g. 'I like animals so I could be a vet')

• Earning Money

  Ways that children and adults earn money; the connection between work, skills and pay; that harder or more skilled work often pays more

  • Name at least three different ways people can earn money
  • Explain why a doctor might earn more than a shop assistant (training, skills, responsibility)
  • Describe a way a child could earn money (chores, car wash, selling crafts)

Life Skills · Entrepreneurship

• Costs & Revenue

  It costs money to make things (costs/expenses); you earn money by selling them (revenue); if revenue is more than costs, that's profit; if costs are more, that's a loss

  • Explain what costs, revenue, and profit mean using a simple example
  • Calculate profit from a given scenario (e.g. spent £3 on ingredients, sold cakes for £8, profit = £5)
  • Explain what happens if costs are higher than revenue (you make a loss)

• Making a Simple Plan

  Before starting a business, making a simple plan: what will I make or do, who will buy it, what do I need, how much will it cost, and what price will I charge?

  • Write or draw a simple business plan covering: product, customer, materials needed, and price
  • Identify at least three things they would need before they could start selling
  • Explain why planning ahead is better than just starting without thinking

• Learning from Failure

  Not every business idea works; entrepreneurs try, fail, learn, and try again; iteration and resilience as core entrepreneurial skills; famous failure-to-success stories

  • Give an example of a famous entrepreneur who failed before succeeding
  • Explain what they would do differently if a business idea didn't work the first time
  • Describe why failing and trying again is better than giving up

• Teamwork in Business

  Most businesses need more than one person; working together, dividing tasks, and using different people's strengths; the value of teamwork in business

  • Describe how they would divide tasks in a team business project (one person makes, one sells, one designs)
  • Explain why using people's different strengths makes a business better
  • Give an example of a problem that could happen if a team doesn't work well together

• Making Something to Sell

  The experience of creating a product to sell — a craft, a drawing, baked goods; what makes something worth buying; pride in making something others want

  • Create a simple product (craft, drawing, baked item) that could be sold
  • Explain what makes their product good enough for someone to want to buy it
  • Suggest a fair price for their product and give a reason

• Who Is a Customer?

  Understanding that a customer is someone who buys what you make or do; thinking about what customers want and need; the idea that businesses serve people

  • Define what a customer is in their own words
  • Suggest what a customer might look for when deciding whether to buy something (quality, price, looks nice)
  • Explain why it matters to think about what the customer wants, not just what you want to make

• Buyers & Sellers

  When someone makes or has something, they can sell it; when someone wants something, they can buy it; introduction to the concept of exchange and transactions

  • Explain what a buyer does and what a seller does
  • Act out a simple buying and selling transaction with a partner
  • Describe a time they or a family member bought something from a person (market stall, car boot sale, bake sale)

• Having a Business Idea

  Where business ideas come from; spotting everyday problems and thinking of solutions; the difference between inventing something new and improving something that exists

  • Identify a simple everyday problem and suggest a product or service that could solve it
  • Explain the difference between an invention (something new) and an innovation (making something better)
  • Describe where one real entrepreneur got their business idea from

• Goods & Services

  Some people make things (goods) and some people do things for others (services); recognising both in everyday life and understanding that both have value

  • Sort a set of pictures into goods (things you can touch) and services (things people do for you)
  • Give three examples of goods and three examples of services from their everyday life
  • Explain that both making things and helping people are valuable kinds of work

• Being a Good Seller

  Customer service, fairness, and honesty in business; keeping promises to customers; why being trustworthy matters for repeat business and reputation

  • Explain why being honest about what you're selling matters
  • Describe what good customer service looks like (being polite, helpful, keeping promises)
  • Give an example of how being unfair or dishonest could hurt a business

• Marketing Basics

  How people find out about what you're selling; signs, posters, social media, word of mouth; being persuasive; the basics of advertising and promotion

  • Design a simple poster or advert for a product or service
  • Name at least three ways to let people know about something you're selling
  • Explain why a catchy name or eye-catching design helps sell more

Computing · Artificial Intelligence

• Computers in Everyday Life

  Identifying computers in everyday life — not just laptops but phones, tablets, smart speakers, traffic lights, washing machines; what makes something a computer

  • Point out at least five everyday objects that contain computers
  • Explain what all computers have in common (they follow instructions and process information)
  • Sort a set of objects into 'contains a computer' and 'does not contain a computer'

• AI in Daily Life

  Spotting AI in daily life: face unlock on a phone, video recommendations, spelling auto-correct, automatic doors that detect people; technology that seems to 'know' things

  • Identify at least five examples of AI in their daily life
  • Explain that these technologies use patterns and data, not magic or real thinking
  • Describe one way AI makes their life easier and one time it might not work perfectly

• Voice Assistants and How They Work

  What happens when you talk to Alexa, Siri, or Google Assistant; they listen, try to understand, look up answers; sometimes they get it wrong; they are tools, not alive

  • Describe the steps that happen when you ask a voice assistant a question (it listens, processes words, finds an answer, speaks back)
  • Give an example of a time a voice assistant might get something wrong
  • Explain that a voice assistant is a computer program, not a person — it doesn't understand or feel

• Data and Information for Computers

  What data is: information that computers use — numbers, words, pictures, sounds; everything a computer knows comes from data that people give it

  • Define data as information stored in a computer (numbers, text, images, sounds)
  • Give at least three examples of data they create every day (photos, messages, search queries)
  • Explain that a computer only knows what it has been given — it has no knowledge of its own

• Patterns and Classification

  Humans are great at spotting patterns; computers can learn to spot patterns too, but they need lots of examples; sorting and classification activities as the basis of machine learning

  • Sort a set of items into categories and explain the rules they used
  • Explain that computers learn patterns by looking at many examples
  • Describe why a computer needs more examples than a human to learn the same pattern

• Smart Versus Not-Smart Devices

  Sorting objects into 'smart' (can sense and respond) and 'not smart' (just sits there); a toaster vs a smart speaker; introduction to the idea that some machines can sense and respond to the world

  • Sort a set of objects into 'smart' (responds to input) and 'not smart' (does the same thing every time)
  • Explain what makes a smart speaker different from a regular radio
  • Give an example of a machine that senses something and responds (automatic door, motion-sensor light)

• Step-by-Step Instructions

  Step-by-step instructions for everyday tasks (making a sandwich, brushing teeth); that if instructions are wrong or missing, things go wrong; computers follow instructions exactly

  • Write or describe step-by-step instructions for a simple everyday task
  • Predict what goes wrong if a step is missing or in the wrong order
  • Explain that a computer follows instructions exactly — it cannot guess what you meant

• Machine Learning Basics

  How machine learning works at a conceptual level: show the computer many examples, it finds patterns, then it makes predictions about new things; hands-on experience with Teachable Machine or similar tool

  • Describe the three steps of machine learning in simple terms (give examples, find patterns, make predictions)
  • Train a simple model using a tool like Teachable Machine and describe what happened
  • Explain why showing more and better examples makes the model more accurate

• AI Mistakes and Limitations

  Machines make mistakes; they only know what they've been shown; bad training data leads to bad results; AI is not magic — just maths on data; showing edge cases and failures

  • Give an example of AI making a mistake (voice assistant mishearing, auto-correct error, wrong recommendation)
  • Explain that AI mistakes happen because of gaps or errors in training data
  • Describe why AI is not magic — it follows mathematical rules applied to data

• Humans Versus Machines

  Comparing human and machine capabilities: creativity, empathy, common sense vs speed, memory, repetition; the Turing Test (simplified); what makes humans unique

  • Name at least three things humans are better at than computers (creativity, empathy, common sense)
  • Name at least three things computers are better at than humans (speed, memory, repetitive tasks)
  • Describe the Turing Test in simple terms (can a computer fool a person into thinking it's human?)

• Recommendation Systems and Filter Bubbles

  How recommendation systems work: YouTube, Netflix, and shop websites track what you click and find patterns; filter bubbles; the difference between helpful suggestions and manipulation

  • Explain how YouTube or Netflix decides what to suggest next
  • Describe what a 'filter bubble' is (only seeing things similar to what you already like)
  • Give one benefit and one risk of recommendation systems

• Real-World Robots

  What a robot really is — not the sci-fi version; robots in factories, robot vacuum cleaners, robot arms in surgery; that robots follow instructions given by people

  • Describe what a robot is (a machine that follows instructions to do a task)
  • Name at least three real robots and what they do
  • Explain that robots are not alive and do not have feelings — they follow instructions people wrote

• AI in Computer Games

  How computer game characters 'decide' what to do; simple rule-based AI vs learning AI; NPCs, difficulty adjustment; AI as the opponent in chess or board games

  • Explain how a computer opponent in a game decides its moves
  • Describe the difference between a game character that follows fixed rules and one that learns from the player
  • Give an example of AI making a game more fun (adjusting difficulty, generating levels)

Learning to Learn · Learning to Learn

• Feeling of not understanding

  Notice the feeling of not understanding — recognise when something is confusing rather than reading or listening past it

  • comprehension monitoring research
  • Flavell metacognitive monitoring

• Thinking Before Starting

  Before starting something new, stop and think: what do I already know about this topic?

  • prior knowledge activation research
  • Ausubel meaningful learning

• Teaching It Back

  After learning something new, explain it in your own words — to yourself, a family member, or even a toy

  • Explain a concept they've learned to someone else in their own words, not just repeating what the teacher said
  • After teaching something to a friend or sibling, identify a gap in their own understanding that they only noticed through explaining
  • Summarise a lesson by pretending to teach it back, using examples they made up themselves

• Connecting New & Old Ideas

  Look for connections between new ideas and things you already know — how does this fit with what I've learned before?

  • elaborative encoding
  • schema theory (Bartlett, Rumelhart)

• Planning a Task

  Make a simple plan before starting a task: what do I need to do, and what should I do first?

  • Before starting a task, describe what they need to do and what order to do it in
  • Break a larger task into smaller steps without being prompted — e.g. 'First I'll read the question, then I'll draw a diagram'
  • Gather the materials or information they need before beginning, rather than starting and then stopping to find things

• Trying a New Approach

  When your first approach isn't working, try a different one — being flexible about strategies is part of being a good learner

  • When stuck on a problem, try a completely different approach rather than repeating the same method — e.g. drawing a picture instead of writing equations
  • Describe a time they changed strategy mid-task and explain why the new approach worked better
  • Accept that their first idea might not work and show willingness to start over with a fresh plan

• Spotting Patterns

  Spot patterns and recurring structures — in numbers, words, nature, sounds, or events — and use them to make sense of new information

  • Spot a pattern in a set of numbers, shapes, or facts without being told to look for one
  • Use a pattern they noticed to make a prediction — e.g. 'The next one should be 16 because it's doubling each time'
  • Explain the pattern they found and why they think it works