What Should a 4th Grader Know? Checklist by Subject

A parent-friendly checklist of the skills across every subject a 4th grader is working on, with a two-minute check you can do together. Based on national curriculum standards.

A quick check, together

Twelve of the most load-bearing skills for this age, drawn from the prerequisite graph. Answer from what you’ve seen — there are no wrong answers, and every child’s pace is different.

  1. 1.Can your child demonstrate attentive listening by making eye contact and responding relevantly?

  2. 2.Can your child give an example of a scientific idea about dinosaurs that changed when new evidence was found?

  3. 3.Can your child measure an object's motion (distance, speed, direction) under different conditions?

  4. 4.Can your child answer questions about a story or non-fiction text read aloud by the teacher?

  5. 5.Can your child point to and name the numerator and denominator in any given fraction and explain what each tells you?

  6. 6.Can your child given a shape divided into 5 equal parts, identify one shaded part as 1/5?

  7. 7.Can your child use fraction strips to show 1/2 = 2/4 = 3/6?

  8. 8.Can your child given 1/3, generate 2/6 as equivalent and show with area model?

  9. 9.Can your child use a fraction strip to show 2/3 = 4/6 = 6/9?

  10. 10.Can your child distinguish between a claim and the evidence supporting it?

  11. 11.Can your child partition a 0-to-1 number line into 4 equal parts and mark 1/4?

  12. 12.Can your child name at least three things from the Middle Ages that still affect our lives today?

0 of 12 answered

The full checklist

Math · Fractions

Your child is exploring fractions, decimals, and percentages — understanding how they relate to each other, adding and subtracting fractions, and solving real-world problems involving these concepts.

  • 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

  • Fractions of a whole

    Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a/b as a parts of size 1/b

    • Given a shape divided into 5 equal parts, identify one shaded part as 1/5
    • Explain that 3/4 means 3 parts each of size 1/4
    • Draw a model showing 2/6 as 2 pieces of a whole cut into 6

  • Equivalent fractions on a number line

    Understand two fractions as equivalent if they are the same size or the same point on a number line; recognise and show families of common equivalent fractions using diagrams

    • Use fraction strips to show 1/2 = 2/4 = 3/6
    • Verify on a number line that 2/3 and 4/6 land on the same point
    • Identify at least three fractions equivalent to 1/2 using diagrams

  • Equivalent fractions (age 8+)

    Generate simple equivalent fractions and explain why they are equivalent using visual fraction models

    • Given 1/3, generate 2/6 as equivalent and show with area model
    • Simplify 4/8 to 1/2 and justify with a fraction strip
    • Complete equivalence chains: 1/4 = ?/8 = ?/12

  • Equivalent fractions (age 9+)

    Explain why a fraction a/b is equivalent to (n×a)/(n×b) using visual models; use this principle to recognise and generate equivalent fractions, including tenths and hundredths

    • Use a fraction strip to show 2/3 = 4/6 = 6/9
    • Explain that multiplying numerator and denominator by the same number gives an equivalent fraction because the size of the whole is unchanged
    • Generate three fractions equivalent to 3/5 and verify with diagrams

  • Fractions on a number line (age 8+)

    Represent fractions on a number line: partition the interval 0 to 1 into b equal parts to locate 1/b, then mark off a lengths of 1/b from 0 to locate a/b

    • Partition a 0-to-1 number line into 4 equal parts and mark 1/4
    • Explain that each part on the line has size 1/b
    • Locate 1/3 and 1/6 on separate number lines

  • Decimals for Tenths & Hundredths

    Use decimal notation for fractions with denominators 10 or 100; read and write decimal numbers as fractions (e.g. 0.62 = 62/100, 0.71 = 71/100)

    • Rewrite 0.62 as 62/100
    • Write 3/10 as 0.3 and locate on a number line
    • Read 0.07 and express as 7/100

  • Converting tenths to hundredths

    Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this to add fractions with denominators 10 and 100 (e.g. 3/10 + 4/100 = 34/100)

    • Rewrite 7/10 as 70/100
    • Calculate 3/10 + 4/100 = 34/100
    • Explain why 5/10 = 50/100 using a hundredths grid

  • Decimal equivalents of tenths and hundredths

    Recognise and write decimal equivalents of any number of tenths or hundredths (e.g. 3/10 = 0.3, 27/100 = 0.27)

    • Write 7/10 as 0.7 and vice versa
    • Convert 45/100 to 0.45
    • Place 0.3 and 3/10 at the same point on a number line

  • Tenths (age 8+)

    Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 or dividing tenths by 10

    • Count from 3/100 to 12/100 in hundredths
    • Explain that 1/10 ÷ 10 = 1/100
    • Place several hundredths on a number line between 0 and 1/10

  • Decimal & Percent Notation

    Read, write, and use decimal and percentage notation correctly — decimal, decimal point, tenths, hundredths, thousandths, percentage, per cent, % symbol, convert, terminating decimal — and understand the relationships between fractions, decimals, and percentages as three ways of expressing the same value

    • Read and write decimal numbers correctly, identifying the value of each digit (ones, tenths, hundredths)
    • Use the % symbol correctly and explain that per cent means 'out of 100'
    • Convert between simple fractions, decimals, and percentages (e.g. 1/2 = 0.5 = 50%) and explain why they are equal

  • Tenths (age 9+)

    Recognise and use thousandths; relate them to tenths, hundredths, and their decimal equivalents (e.g. 1/1000 = 0.001, 35/1000 = 0.035)

    • Write 0.025 as 25/1000
    • Explain that 1 tenth = 100 thousandths
    • Place 0.345 on a number line between 0.34 and 0.35

  • Understanding fractions (age 9+)

    Understand a fraction a/b with a > 1 as a sum of fractions 1/b (e.g. 3/5 = 1/5 + 1/5 + 1/5)

    • Express 5/8 as a sum of five copies of 1/8
    • Show on a number line how 4/3 is built by iterating 1/3 four times
    • Explain why 7/4 = 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4

  • Comparing Decimals

    Compare two decimals to hundredths (or up to three decimal places) by reasoning about size using place-value understanding; record with >, =, <

    • Compare 0.45 and 0.405 and explain which is greater
    • Order 3.142, 3.14, 3.2 from smallest to largest
    • Justify that 0.7 = 0.70 = 0.700 using place-value reasoning

  • Multiplying fractions

    Understand a/b as a multiple of 1/b; multiply proper fractions and mixed numbers by whole numbers, supported by visual models (e.g. 3 × 2/5 = 6/5 = 1 1/5)

    • Calculate 4 × 3/8 using repeated addition or the rule n × a/b = (n×a)/b
    • Multiply 2 1/3 × 3 and express as a mixed number
    • Use a visual model to show why 5 × 1/4 = 5/4

  • Percentage and decimal equivalents

    Solve problems requiring knowledge of percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and fractions with denominators that are multiples of 10 or 25

    • State that 1/5 = 20% = 0.2 and use this to find 20% of 60
    • Convert 3/4 to 75% and to 0.75
    • A shop offers 25% off a £40 item — what is the sale price?

  • Understanding Percentages

    Understand the per cent symbol (%); know that per cent means ‘number of parts per hundred’; write percentages as a fraction with denominator 100 and as a decimal

    • Write 35% as 35/100 and as 0.35
    • Shade 40% of a 10×10 grid and write the fraction 40/100
    • Explain that 100% means the whole, 50% means half

  • Fraction-Decimal Equivalents

    Recognise and write decimal equivalents of 1/4, 1/2, and 3/4

    • State that 1/2 = 0.5, 1/4 = 0.25, 3/4 = 0.75
    • Match fractions to decimals in a sorting activity
    • Explain why 1/4 = 25/100 = 0.25 using a hundredths grid

  • Decimal place value (age 8+)

    Compare numbers with the same number of decimal places up to two decimal places

    • Order 0.45, 0.54, 0.39 from smallest to largest
    • Compare 3.72 and 3.27 using place-value reasoning
    • Place three two-decimal-place numbers on a number line in order

  • Adding fractions (different denominators)

    Add and subtract fractions with denominators that are multiples of the same number by finding a common denominator

    • Calculate 1/3 + 1/6 by converting to sixths: 2/6 + 1/6 = 3/6 = 1/2
    • Calculate 3/4 − 1/8 by converting to eighths
    • Add 2/5 + 3/10 and simplify the answer

  • Dividing by 10 and 100

    Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits as ones, tenths, and hundredths

    • Calculate 37 ÷ 10 = 3.7 and identify 3 as ones and 7 as tenths
    • Calculate 4 ÷ 100 = 0.04 and identify 4 as hundredths
    • Explain that dividing by 10 shifts each digit one place to the right

  • Adding Fractions (Same Denominator)

    Add and subtract fractions with the same denominator, including results greater than one whole (e.g. 5/8 + 6/8 = 11/8)

    • Calculate 3/5 + 4/5 = 7/5 and explain it equals 1 2/5
    • Subtract 2/6 from 5/6
    • Solve addition problems where the sum exceeds the whole: 7/8 + 3/8

  • Comparing fractions (age 9+)

    Compare and order fractions with different numerators and denominators by creating common denominators/numerators or comparing to a benchmark such as 1/2; justify conclusions with visual models

    • Compare 3/8 and 5/12 by finding a common denominator of 24
    • Order 2/3, 3/5, and 7/10 from smallest to largest
    • Use the benchmark 1/2 to decide that 5/8 > 3/7

  • Fraction Addition Concepts

    Understand addition and subtraction of fractions as joining and separating parts; decompose a fraction into a sum of fractions with the same denominator in more than one way

    • Show that 3/8 = 1/8 + 1/8 + 1/8 and also 3/8 = 1/8 + 2/8
    • Write two different decompositions of 5/6
    • Use a visual model to justify a decomposition of 2 1/8 into whole-number and fraction parts

  • Comparing fractions (age 8+)

    Compare two fractions with the same numerator or the same denominator by reasoning about size; record comparisons with >, =, or < symbols

    • Compare 3/8 and 3/4: same numerator, larger denominator means smaller pieces so 3/8 < 3/4
    • Compare 5/6 and 2/6: same denominator so 5/6 > 2/6
    • Justify a comparison using a visual model and explain why both fractions must refer to the same whole

  • Decimals to three places

    Solve problems involving numbers with up to three decimal places

    • Calculate the total of three measurements: 1.234 m + 0.567 m + 2.199 m
    • A bottle holds 1.5 litres; 0.375 l is poured out — how much remains?
    • Find two numbers with 3 d.p. that add to make 1

  • Mixed numbers and improper fractions

    Recognise mixed numbers and improper fractions; convert from one form to the other (e.g. 2/5 + 4/5 = 6/5 = 1 1/5)

    • Convert 11/4 to 2 3/4
    • Convert 3 2/5 to 17/5
    • Write 6/5 + 4/5 = 10/5 = 2 as both improper fraction and whole number

  • Fractions of a whole (age 8+)

    Express whole numbers as fractions (e.g. 3 = 3/1) and recognise fractions equivalent to whole numbers (e.g. 4/4 = 1, 6/1 = 6)

    • Write 5 as 5/1 and explain why
    • Locate 4/4 and 1 at the same point on a number line
    • Identify which fractions from a list equal a whole number: 6/3, 8/4, 5/2

  • Adding and subtracting mixed numbers

    Add and subtract mixed numbers with like denominators, including by converting to improper fractions or using properties of operations

    • Calculate 2 3/5 + 1 4/5 and express as a mixed number
    • Subtract 3 1/4 from 5 3/4
    • Solve 4 2/6 − 1 5/6 by regrouping the whole number

  • Addition and subtraction word problems

    Solve word problems involving addition and subtraction of fractions with like denominators, using visual models and equations

    • A jug contains 3/4 litre of juice; 2/4 litre is poured out — how much remains?
    • Two pieces of ribbon are 2 3/8 and 1 5/8 inches — what is their total length?
    • Draw a fraction model to represent and solve a fraction word problem

  • Fractions of amounts (harder)

    Solve problems involving increasingly harder fractions to calculate quantities, including non-unit fractions where the answer is a whole number

    • Find 3/5 of 20
    • Calculate 2/3 of 18 and explain the two-step process (divide then multiply)
    • Solve: A bag has 24 sweets, 3/8 are red — how many red sweets?

  • Decimals and fractions

    Solve simple measure and money problems involving fractions and decimals to two decimal places

    • Calculate 1/4 of £3.20
    • A rope is 2.5 m long; how much is left after cutting 0.75 m?
    • Find 3/10 of 1 kg and express the answer in grams and as a decimal of a kg

  • Decimal place value

    Round decimals with one decimal place to the nearest whole number

    • Round 3.7 to 4 and 3.2 to 3
    • Place 6.5 on a number line between 6 and 7 and decide it rounds to 7
    • Round a set of one-decimal-place numbers and explain the rounding rule

  • Decimal place value (age 9+)

    Round decimals with two decimal places to the nearest whole number and to one decimal place

    • Round 3.47 to the nearest whole number (3) and to 1 d.p. (3.5)
    • Round 12.95 to 1 d.p. (13.0) and explain the boundary case
    • Estimate 4.83 + 2.17 by rounding each to the nearest whole number

  • Fractions of a whole (age 9+)

    Solve word problems involving multiplication of a fraction by a whole number using visual models and equations

    • Each person eats 3/8 of a pizza and there are 5 people — how many pizzas are needed?
    • A ribbon is cut into pieces of 2/3 metre; how long are 4 pieces altogether?
    • Between what two whole numbers does 6 × 3/4 lie?

  • Fractions as parts of shapes

    Partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole

    • Partition a rectangle into 6 equal-area parts and label each 1/6
    • Show two different ways to partition a square into 4 equal parts
    • Given a pre-partitioned shape, write the unit fraction for one part

Math · Multiplication & Division

Your child is mastering more complex multiplication and division — working with larger numbers, understanding factors and multiples, solving multi-step problems, and beginning to use formal written methods.

  • What Multiplication Means

    Interpret products of whole numbers (e.g. 5 × 7 as the total number of objects in 5 groups of 7)

    • Explain that 4 × 6 means 4 groups of 6 objects
    • Draw a picture or array to represent a multiplication expression
    • Match a multiplication expression to a word problem involving equal groups

  • All times tables to 12×12

    Recall multiplication and division facts for multiplication tables up to 12 × 12

    • Recall any fact from the 1–12 times tables rapidly
    • Recall the corresponding division fact for any multiplication fact
    • Use known facts to check or derive answers in calculations

  • Long multiplication

    Multiply a whole number of up to four digits by a one-digit number, and multiply two two-digit numbers, using formal written methods including long multiplication; illustrate with area models

    • Calculate 2,347 × 6 using formal written layout
    • Calculate 34 × 27 using long multiplication
    • Draw an area model for 45 × 23 and connect to the written method

  • Written Multiplication

    Multiply two-digit and three-digit numbers by a one-digit number using formal written layout

    • Set out and solve 47 × 6 using short multiplication
    • Set out and solve 234 × 5 using short multiplication with carrying
    • Check the answer using estimation (e.g. 234 × 5 ≈ 200 × 5 = 1000)

  • Properties of Operations

    Apply properties of operations (commutative, associative, distributive) as strategies to multiply and divide

    • Use commutativity: if 6 × 4 = 24 then 4 × 6 = 24
    • Use the distributive property: 8 × 7 = 8 × 5 + 8 × 2 = 40 + 16 = 56
    • Use associativity to multiply three numbers: 2 × 3 × 5 = 6 × 5 = 30

  • Fluent multiplication and division facts

    Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division

    • Answer any single-digit multiplication fact within 3 seconds
    • Answer any related division fact within 3 seconds
    • Use known facts to derive unknown facts (e.g. 9 × 7 from 10 × 7 − 7)

  • Division as Unknown Factor

    Understand division as an unknown-factor problem (e.g. find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8)

    • Explain that 32 ÷ 8 = ? is the same as 8 × ? = 32
    • Use a known multiplication fact to find a division answer
    • Describe the relationship between multiplication and division as inverse operations

  • Division with remainders

    Solve multi-step word problems using the four operations with whole numbers, including interpreting remainders in context; represent with equations using a letter for the unknown; check with estimation

    • 52 children go on a trip in minibuses holding 9 each — how many minibuses are needed? (interpret remainder)
    • A shop sells packs of 6 pencils for £1.50 each — how much do 5 packs cost?
    • Represent a two-step problem with an equation using n for the unknown

  • What Division Means

    Interpret whole-number quotients (e.g. 56 ÷ 8 as the number of objects in each share or the number of equal groups)

    • Explain that 56 ÷ 8 can mean sharing 56 into 8 equal groups or making groups of 8
    • Draw a picture to represent a division expression
    • Match a division expression to a word problem involving equal sharing or grouping

  • Arrays for multiplication (age 9+)

    Divide numbers up to four digits by a one-digit number using short division (and place-value/array strategies); interpret remainders appropriately for the context

    • Calculate 4,932 ÷ 6 using short division
    • Solve 125 ÷ 8 and interpret: 15 remainder 5 means 15 full bags with 5 left over
    • Use the multiplication–division relationship to check a division answer

  • Multiply & Add Problems

    Solve problems involving multiplying and adding, including using the distributive law, integer scaling problems, and harder correspondence problems

    • Use the distributive law to solve 14 × 6 as 10 × 6 + 4 × 6
    • Solve a scaling problem (e.g. 'A tower is 3 times as tall as a 15 m building')
    • Solve a correspondence problem (e.g. '3 types of bread, 4 types of filling — how many different sandwiches?')

  • Factor Pairs & Commutativity

    Recognise and use factor pairs and commutativity in mental calculations

    • List all factor pairs of a given number (e.g. 24: 1×24, 2×12, 3×8, 4×6)
    • Use commutativity to reorder a multiplication for easier mental calculation
    • Explain what a factor pair is and how commutativity helps

  • Factors, multiples, and primes

    Find all factor pairs for a whole number in the range 1–100; identify common factors and common multiples of two numbers; use these concepts to solve problems

    • List all factor pairs of 36: (1,36), (2,18), (3,12), (4,9), (6,6)
    • State the first five multiples of 7
    • Find the common factors of 24 and 36

  • Multiplying and dividing

    Multiply and divide whole numbers and those involving decimals by 10, 100, and 1000

    • Calculate 3.45 × 100 = 345
    • Calculate 72 ÷ 1000 = 0.072
    • Explain that multiplying by 10 shifts each digit one place to the left

  • Multiplicative Comparison

    Interpret a multiplication equation as a comparison (e.g. 35 = 5 × 7 means 35 is 5 times as many as 7); represent verbal statements of multiplicative comparisons as equations

    • Explain that '4 times as many' means multiply by 4
    • Write an equation for: Sarah has 3 times as many stickers as Tom, who has 8 stickers
    • Distinguish multiplicative comparison from additive comparison in word problems

  • Patterns in Times Tables

    Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations

    • Notice that all products of 5 end in 0 or 5 and explain why
    • Observe that the sum of two even numbers is always even
    • Identify a pattern in the multiplication table and explain it using commutativity or the distributive property

  • Shape patterns

    Generate a number or shape pattern that follows a given rule; identify apparent features of the pattern not explicit in the rule and explain informally why they occur

    • Given 'start at 1, add 3', generate terms and notice they alternate odd/even
    • Given a shape pattern, predict the next three terms and describe the rule
    • Explain why starting at 2 and adding 4 always gives even numbers

  • Understanding fractions

    Solve problems involving scaling by simple fractions and problems involving simple rates

    • A recipe for 4 people needs 200 g of flour — how much for 6 people?
    • If 3 kg costs £12, how much does 5 kg cost?
    • Scale a shape by a factor of 1/2 and find the new dimensions

  • Multiplying by Tens

    Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations

    • Calculate 7 × 30 = 210 by reasoning 7 × 3 tens = 21 tens = 210
    • Explain why multiplying by a multiple of 10 adds a zero to the product
    • Use this skill to estimate products of larger numbers

  • Mental multiplication and division

    Use place value, known and derived facts to multiply and divide mentally, including multiplying by 0 and 1, dividing by 1, and multiplying together three numbers

    • Calculate 40 × 6 = 240 mentally using place value
    • Explain why any number × 0 = 0 and any number × 1 = the number itself
    • Multiply three numbers mentally by choosing a useful pair first (e.g. 2 × 7 × 5 = 2 × 5 × 7 = 70)

  • Factors, multiples, and primes (age 9+)

    Solve problems involving multiplication and division using knowledge of factors, multiples, squares, and cubes

    • Is 156 a multiple of 6? Explain how you know
    • Find two square numbers that add to make 100
    • Use factor pairs to simplify 24 × 25 as 6 × (4 × 25) = 6 × 100 = 600

  • Mental multiplication and division (age 9+)

    Multiply and divide numbers mentally drawing upon known facts, including related facts and place-value adjustments

    • Calculate 40 × 60 mentally by using 4 × 6 = 24 then appending zeros
    • Derive 7 × 15 by calculating 7 × 10 + 7 × 5
    • Calculate 360 ÷ 9 mentally using 36 ÷ 9 = 4

  • Prime numbers

    Know and use the vocabulary of prime numbers, prime factors, and composite numbers; establish whether a number up to 100 is prime; recall prime numbers up to 19

    • Explain that a prime number has exactly two factors: 1 and itself
    • Determine whether 51 is prime or composite and justify the answer
    • List all prime numbers up to 19 from memory

  • Multiplicative Comparison

    Solve word problems involving multiplicative comparison using drawings and equations with a symbol for the unknown number

    • A blue ribbon is 3 times as long as a red ribbon of 7 cm — how long is the blue ribbon?
    • 36 is 4 times a number — what is the number?
    • Explain why 'Sam has 5 more' is additive but 'Sam has 5 times as many' is multiplicative

  • Multiplication and Division Word Problems

    Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurement quantities

    • Solve an equal-groups word problem using multiplication
    • Solve a measurement division problem (e.g. 'How many 4-cm pieces from a 28-cm ribbon?')
    • Solve an array/area word problem using multiplication

  • Square and cube numbers

    Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)

    • Identify 49 as 7² and explain that 7 × 7 = 49
    • Calculate 4³ = 64 and explain it means 4 × 4 × 4
    • List the first ten square numbers

  • Unknown in Multiplication & Division

    Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g. 8 × ? = 48, ? × 6 = 42)

    • Find the missing factor in 7 × ? = 63
    • Find the missing dividend in ? ÷ 5 = 9
    • Explain the strategy used (e.g. using the related multiplication fact)

Math · Geometry

Your child is learning to measure and work with angles using protractors, classify shapes by their properties, and understand transformations like reflections and translations while exploring how angles relate to each other.

  • Types of angles

    Identify acute and obtuse angles; compare and order angles up to two right angles by size

    • Classify given angles as acute, right, or obtuse
    • Order four angles from smallest to largest by visual comparison
    • Identify all acute and obtuse angles in a given triangle or quadrilateral

  • Types of angles (age 8+)

    Use and interpret standard geometric diagram conventions: mark right angles with a small square, equal lengths with single or double tick marks, and equal angles with arc marks; label angles in three-letter notation (∠ABC) and individual angles with a single letter or number; draw diagrams showing angles at a point, angles on a straight line, and angles inside polygons with these conventions; read diagrams with these marks to identify given information and find unknown values

    • Mark a right angle with a small square symbol in a diagram and explain what it means
    • Use tick marks to show equal lengths in a shape and double tick marks for a second pair of equal sides
    • Read and interpret angle notation (e.g. angle ABC) and identify the angle being referred to in a diagram

  • Degrees and turns

    Know that angles are measured in degrees, where one degree is 1/360 of a full turn; understand that an angle turning through n one-degree angles has a measure of n degrees

    • Explain that a full turn is 360° and a right angle is 90°
    • Describe what 'one degree' means in terms of a fraction of a circle
    • State that an angle of 45° has turned through 45 one-degree angles

  • What Is an Angle?

    Understand that an angle is a geometric shape formed by two rays sharing a common endpoint (vertex); recognise angles in real-life contexts and 2-D shapes

    • Identify the vertex and arms of an angle in a diagram
    • Find examples of angles in the classroom (e.g. open door, clock hands)
    • Explain why two rays meeting at a point form an angle

  • Measuring angles

    Measure angles in whole-number degrees using a protractor; draw given angles and sketch angles of specified measure

    • Measure an angle with a protractor and read 47°
    • Draw an angle of 135° using a protractor
    • Identify which scale on the protractor to use for an obtuse angle

  • Lines, Rays & Angles

    Draw and identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines; identify these in two-dimensional figures

    • Draw a pair of perpendicular lines and a pair of parallel lines
    • Identify all pairs of parallel sides in a trapezoid
    • Mark a right angle, an acute angle, and an obtuse angle in a given figure

  • Understanding angles (age 8+)

    Understand that shapes in different categories may share attributes defining a larger category; classify quadrilaterals (rhombuses, rectangles, squares) and draw examples of quadrilaterals not in those subcategories

    • Explain that a square is a special rectangle and also a special rhombus
    • Sort shapes into a Venn diagram: quadrilaterals vs rectangles vs squares
    • Draw a quadrilateral that is not a rectangle, rhombus, or square

  • Angle Sum Rules

    Know that angles at a point sum to 360° (one whole turn), angles on a straight line sum to 180°, and vertically opposite angles are equal; use these facts to find missing angles

    • State that two angles on a straight line add to 180°
    • Explain that four right angles at a point make 360°
    • Identify 270° as three right angles

  • Regular and irregular polygons

    Distinguish between regular and irregular polygons based on reasoning about equal sides and equal angles

    • Classify a set of polygons as regular or irregular
    • Explain that a regular pentagon has 5 equal sides and 5 equal angles
    • Identify that a rectangle is irregular (equal angles but not all equal sides) unless it is a square

  • First Quadrant Coordinates

    Describe positions on a 2-D grid as coordinates in the first quadrant

    • Read the coordinates of a point on a grid as (3, 5)
    • Explain that the first number is the horizontal distance and the second is the vertical distance
    • Identify the coordinates of all vertices of a shape plotted on a grid

  • Measuring angles (age 9+)

    Recognise angle measure as additive; find unknown angles by adding or subtracting on a diagram using equations with a symbol for the unknown

    • Two angles on a straight line are 65° and x°; find x = 115°
    • An angle is decomposed into 35° and 40°; state the whole angle is 75°
    • Solve: angles at a point are 120°, 90°, and x°; find x = 150°

  • Estimating Angles

    Estimate and compare acute, obtuse, and reflex angles in degrees; classify angles by type and order them by size

    • Estimate an angle as approximately 130° and classify it as obtuse
    • Identify a reflex angle in a diagram and estimate it as about 270°
    • Order four angles from smallest to largest by estimation before measuring

  • Classifying shapes by line properties

    Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or angles of a specified size; recognise right triangles as a category

    • Sort a set of quadrilaterals into those with parallel sides and those without
    • Identify which triangles in a set are right triangles
    • Classify shapes that have both perpendicular and parallel sides

  • Understanding angles (age 9+)

    Use the properties of rectangles to deduce related facts and find missing lengths and angles

    • Given one side of a rectangle is 8 cm and the perimeter is 28 cm, find the other side
    • Explain that all angles in a rectangle are 90°
    • Find a missing side of a rectangle given its area and one side length

  • Coordinates (age 8+)

    Plot specified points on a coordinate grid and draw sides to complete a given polygon

    • Plot points (1,1), (1,4), (5,4), (5,1) and join to make a rectangle
    • Given three vertices of a square, plot the fourth vertex
    • Complete a triangle by plotting the third vertex at given coordinates and drawing sides

  • 3-D shapes (age 9+)

    Identify 3-D shapes, including cubes and other cuboids, from 2-D representations

    • Identify a cuboid from its net
    • Name the 3-D shape shown in an isometric drawing
    • Match 2-D representations to the correct 3-D shape

  • Transformations on a Grid

    Identify, describe, and represent the position of a shape following a reflection or translation using appropriate language; know that the shape has not changed

    • Reflect a triangle in a vertical mirror line on a coordinate grid and state the new coordinates
    • Translate a shape 3 units right and 2 units up and describe the movement
    • Explain that a reflected/translated shape is congruent to the original

  • Transformations on a grid

    Represent and carry out geometric transformations on squared paper or a coordinate grid: reflections (in horizontal, vertical, and diagonal mirror lines, including the axes), translations (described as a vector or as left/right/up/down moves), and rotations (90° or 180° about a stated centre point); describe each transformation precisely using the correct language; identify which transformation maps one shape onto its image by comparing position, orientation, and size

    • Reflect a shape in a given mirror line on a grid and label the new coordinates
    • Translate a shape by a given number of squares horizontally and vertically and describe the movement
    • Rotate a shape 90° or 180° about a given centre on a grid and check the image is congruent to the original

  • Nets of 3-D Shapes

    Identify, draw, and interpret nets of common 3-D shapes — cubes, cuboids, triangular prisms, and square-based pyramids — by predicting which 3-D shape a given flat arrangement of faces will fold into, checking whether a net will close completely, and sketching a net from a description or 3-D model; understand the relationship between the number of faces and the structure of the net

    • Draw the net of a cube, cuboid, or triangular prism and fold it mentally to identify which faces connect
    • Build a 3-D shape from its net and check that all faces, edges, and vertices match
    • Identify which of several given nets will fold into a specific 3-D shape and explain why the others won't

  • Describing Movements

    Describe movements between positions as translations of a given unit to the left/right and up/down

    • Describe moving from (2,3) to (5,3) as 3 units to the right
    • Translate a shape 4 units right and 2 units up and state the new coordinates
    • Predict where a point will be after a given translation

  • 2-D shapes (age 8+)

    Identify lines of symmetry in 2-D shapes presented in different orientations; recognise line-symmetric figures and draw lines of symmetry

    • Find all lines of symmetry in a rectangle, square, and equilateral triangle
    • Determine whether a given shape has a line of symmetry when rotated
    • Identify which shapes in a set have exactly one line of symmetry

  • Lines of symmetry

    Complete a simple symmetric figure with respect to a specific line of symmetry

    • Given half a butterfly shape and a mirror line, complete the other half on a grid
    • Complete a symmetric pattern on squared paper with a vertical line of symmetry
    • Check a completed figure by folding along the mirror line

Math · Measurement

Your child is mastering advanced measurement skills — calculating area and perimeter of shapes, working with fractions in measurements, converting between different units, and solving real-world problems involving distance, time, and volume.

  • Area (age 8+)

    Measure areas by counting unit squares (square cm, square m, square in, square ft)

    • Count unit squares to find the area of an L-shaped figure
    • Measure the area of a book cover using square-centimetre tiles
    • Compare areas of two shapes by counting their unit squares

  • Understanding Area

    Understand that a unit square has one square unit of area and that the area of a plane figure is the number of unit squares that cover it without gaps or overlaps

    • Identify a unit square and state its area is 1 square unit
    • Explain why a figure covered by 12 unit squares has area 12 square units
    • Distinguish between area and perimeter as different measurements

  • Area by Tiling

    Find the area of a rectangle by tiling it with unit squares and show that the result equals the product of the side lengths

    • Tile a 4×6 rectangle and count 24 squares, then verify 4×6=24
    • Explain why the number of rows times the number in each row gives the area
    • Draw a rectangle on squared paper, tile it, and write the multiplication

  • Understanding angles (age 8+)

    Multiply side lengths to find areas of rectangles and represent whole-number products as rectangular areas

    • Calculate the area of a 7 cm × 9 cm rectangle as 63 cm²
    • Draw a rectangle with area 36 square units and label its side lengths
    • Solve: A garden is 8 m by 5 m — what is its area?

  • Area and the distributive property

    Use tiling to demonstrate the distributive property: the area of a rectangle with sides a and (b+c) equals a×b + a×c; use area models to represent the distributive property

    • Tile a 3×(4+2) rectangle and show it decomposes into 3×4 and 3×2
    • Use an area model to compute 6×13 as 6×10 + 6×3
    • Draw an area model showing 5×(7+3) = 5×7 + 5×3

  • Fractions on a number line

    Solve word problems involving distances, time intervals, liquid volumes, masses, and money using the four operations with fractions or decimals; represent with diagrams including number lines

    • A 2.5 kg bag of flour is split equally into 4 portions — what does each weigh?
    • A journey takes 1 hr 45 min; what time do you arrive if you leave at 09:20?
    • Three ribbons of 0.75 m, 1.2 m, and 0.95 m — what is the total length?

  • Converting measurement units

    Convert between different units of measure (e.g. kilometre to metre, hour to minute, minute to second, year to month, week to day)

    • Convert 3 km to 3000 m
    • State 2 hours = 120 minutes
    • Convert 5 weeks to 35 days

  • Telling time to the minute (age 9+)

    Solve problems involving converting between units of time (hours↔minutes, minutes↔seconds, years↔months, weeks↔days)

    • Convert 3 hours 25 minutes to 205 minutes
    • A programme lasts 150 seconds — express in minutes and seconds
    • How many days are in 8 weeks and 3 days?

  • Converting measurement units (age 9+)

    Know relative sizes of measurement units within one system (km/m/cm/mm, kg/g, l/ml, hr/min/sec); convert between different metric units and express measurements in terms of a smaller unit; record equivalents in conversion tables

    • Convert 3.5 km to 3,500 m
    • Complete a conversion table for cm and mm: (1,10), (2,20), (3,30)...
    • Express 2 kg 350 g as 2,350 g

  • Perimeters of polygons

    Solve problems involving perimeters of polygons: find perimeter from side lengths, find an unknown side length, and explore rectangles with same perimeter but different areas (or vice versa)

    • Calculate the perimeter of a rectangle with sides 8 cm and 5 cm
    • Find the missing side of a pentagon with perimeter 30 cm and four known sides
    • Draw two rectangles both with perimeter 24 cm but different areas

  • Estimating answers (age 9+)

    Apply the area formula (l × w) and perimeter formula (2l + 2w) for rectangles including squares in real-world and mathematical problems; calculate and compare areas using standard units (cm², m²) and estimate areas of irregular shapes

    • Find the width of a room given area = 48 m² and length = 8 m
    • Calculate the area of a square with side 7.5 cm
    • Estimate the area of an irregular pond drawn on a cm² grid

  • Measurement Line Plots

    Make a line plot to display measurement data in fractions of a unit (1/2, 1/4, 1/8); solve problems involving addition and subtraction of fractions using line plot data

    • Create a line plot of seed growth measurements in 1/8-inch increments
    • Use a line plot to find the difference between the longest and shortest specimens
    • Calculate the total length of all items in a line plot by adding the fractional measurements

  • Metric & Imperial Conversion

    Understand and use approximate equivalences between metric units and common imperial units (inches, pounds, pints)

    • State that 1 inch ≈ 2.5 cm and use this to estimate length in inches
    • Know that 1 kg ≈ 2.2 pounds and estimate a person's weight in pounds
    • Convert approximately between litres and pints (1 litre ≈ 1.75 pints)

  • Numbers on a number line

    Solve word problems involving elapsed time by adding and subtracting time intervals in minutes, including using a number line

    • A film starts at 2:15 and lasts 47 minutes — when does it end?
    • Calculate how many minutes between 9:20 and 10:05
    • Use a number line to show the elapsed time between two events

  • Halves and quarters (age 8+)

    Generate measurement data by measuring lengths to the nearest half and quarter inch; display the data on a line plot with a scale marked in whole numbers, halves, and quarters

    • Measure five objects to the nearest 1/4 inch
    • Create a line plot showing the lengths of classmates' pencils in half-inches
    • Read a line plot and answer questions about the data

  • Telling time to the minute (age 8+)

    Tell and write time to the nearest minute using analogue and digital clocks

    • Read 7:43 from an analogue clock face
    • Write 11:06 on a digital display given a clock with hands
    • Match analogue and digital times to the nearest minute

  • Perimeter of Compound Shapes

    Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres

    • Find the perimeter of an L-shaped figure by identifying all side lengths
    • Calculate the perimeter of a composite shape where some sides must be deduced
    • Draw a composite rectilinear shape with a perimeter of 40 cm

  • Estimating and comparing money

    Estimate, compare, and calculate different measures including money in pounds and pence

    • Estimate the length of the classroom in metres
    • Compare 1.5 kg and 1200 g and identify which is heavier
    • Calculate the total cost of 3 items at £2.45, £1.30, and £0.75

  • Measuring Liquids & Masses

    Measure and estimate liquid volumes and masses of objects using grams, kilograms, and litres; solve one-step word problems involving mass or volume

    • Estimate the mass of a textbook in grams or kilograms
    • Read a scale to measure liquid volume in litres
    • Solve: 3 bags weigh 250 g each — what is the total mass?

  • Estimating volume

    Estimate volume of cuboids using 1 cm³ blocks; estimate capacity of containers using water

    • Build a cuboid from 1 cm³ blocks and state its volume
    • Estimate how many cm³ blocks would fill a given box
    • Estimate the capacity of a jug by comparing to known litre measures

  • Area of compound shapes

    Recognise area as additive; find areas of rectilinear figures by decomposing into non-overlapping rectangles and summing their areas

    • Decompose an L-shape into two rectangles, find each area, and add them
    • Find the area of a floor plan shaped like a T by splitting into rectangles
    • Solve: A room is L-shaped (3m×5m plus 2m×4m) — what is the total area?

  • 12-hour and 24-hour time

    Read, write, and convert time between analogue and digital 12-hour and 24-hour clocks

    • Convert 3:45 pm to 15:45 in 24-hour time
    • Read 19:30 and state the 12-hour equivalent as 7:30 pm
    • Match a set of 12-hour and 24-hour times

Math · Mathematical Thinking

Your child is developing advanced problem-solving skills, learning to choose the best mathematical tools and methods for complex problems, and communicating their mathematical reasoning clearly.

  • Complex Multi-Step Problems

    Make sense of complex multi-step problems involving large numbers, fractions, decimals, and percentages by analysing what is known and unknown, planning multi-step strategies, and evaluating reasonableness through estimation and inverse operations

    • Break a three-step problem involving unit conversion and multiplication into sub-problems and solve systematically
    • Estimate 4,832 × 7 as roughly 5,000 × 7 = 35,000 to check a calculated answer of 33,824
    • Identify that a percentage answer over 100% doesn't make sense in context

  • Precise Maths Vocabulary

    Communicate with mathematical precision: use correct vocabulary for primes, factors, multiples, angle types, and polygon regularity; specify units including cm², m³, °; use notation for squares/cubes and percentages accurately

    • Distinguish 'factor' from 'multiple' in a written explanation
    • Write an area answer as 48 cm² (not just 48) and a volume estimate as approximately 60 cm³
    • Use 5² notation correctly and read it as 'five squared'

  • Understanding fractions (age 9+)

    Construct and present logical mathematical arguments involving multiple steps; critique others' reasoning about fractions, angles, or calculations and clearly explain errors or alternative methods

    • Prove that 3/4 > 2/3 using a common denominator argument and a visual model
    • Find and explain an error in a long multiplication where a partial product was misaligned
    • Present a chain of reasoning to show that angles in a triangle sum to 180° by tearing and arranging

  • Real-World Maths Modelling

    Model real-world problems involving scaling, unit conversion, area/perimeter, and percentage by selecting appropriate mathematical representations and interpreting results in context

    • Model a recipe-scaling problem with multiplication and fractions, then interpret the answer in grams
    • Represent a room-carpet problem by drawing a scale diagram and applying the area formula
    • Use a percentage bar model to find a sale price and explain the answer in £

  • Choosing representations strategically

    Select and use tools and representations strategically: choose between mental methods, formal written methods, protractors, fraction strips, and diagrams based on the demands of the problem

    • Choose mental multiplication for 25 × 40 but long multiplication for 347 × 26
    • Select a protractor to verify an estimated angle rather than relying on visual inspection alone
    • Choose a common-denominator approach vs. benchmark comparison for ordering fractions, and explain why

  • Mathematical Precision

    Communicate with mathematical precision: use correct fraction/decimal vocabulary, name angle types accurately, specify units in measurement and money, and use notation (=, <, >, ÷, ×) correctly

    • Distinguish between 'three fourths' and 'three quarters' and use both correctly
    • State an answer in the correct unit: '63 square centimetres' not just '63'
    • Write 15:45 in 24-hour notation and explain the distinction from 3:45 pm

  • Multi-Step Problem Solving

    Make sense of multi-step problems involving four operations, fractions, and area/volume by identifying sub-steps, choosing a strategy, and monitoring progress

    • Break a two-step word problem into parts and explain a plan before calculating
    • Choose between drawing a diagram or writing equations for a perimeter problem
    • Check a fraction-of-quantity answer by estimating: 3/5 of 20 must be more than half of 20

  • Fractions on a number line (age 9+)

    Move fluently between real-world situations, diagrams, number lines, bar models, and symbolic equations involving multi-digit multiplication, fractions, decimals, and percentages, explaining connections between representations

    • Represent a scaling problem as both a bar model and a multiplication equation
    • Show how 0.35, 35/100, and 35% all represent the same quantity on a hundredths grid
    • Translate a line-graph reading into a subtraction equation to find the difference

  • Justifying mathematical reasoning (age 8+)

    Construct and present multi-step mathematical arguments; critique the reasoning of others and explain clearly why a method works or fails

    • Explain why 1/3 > 1/5 using the idea that more parts means smaller pieces
    • Find and explain an error in a peer's column subtraction with exchanges
    • Present a chain of reasoning: since 6×8=48 and 6×2=12, then 6×10=60 so 6×8=60−12=48

  • Reasoning with Equivalences

    Recognise and use repeated reasoning to generalise: extend patterns in equivalent fractions and percentage conversions, derive unknown facts from known facts, describe general rules for sequences and predict terms

    • Notice that multiplying any number by 25 can be done by multiplying by 100 then dividing by 4, and explain why
    • Describe the general rule for a sequence and predict the 20th term
    • Generalise: to find 10% divide by 10, to find 5% halve 10%, and use this to find 35% of any number

  • Choosing mathematical tools

    Select and use appropriate tools and representations strategically: choose between mental, written, and diagrammatic methods; use calculators for checking; select fraction models suited to the task

    • Decide to use mental multiplication for 25×4 but a written method for 167×3
    • Choose fraction strips rather than a number line to compare 3/8 and 1/4
    • Use a ruler and squared paper to verify area by counting squares after calculating l×w

  • Modelling with multiplication and fractions

    Model real-world problems involving multiplication, area, fractions, and unit conversion by choosing appropriate representations and interpreting mathematical results in context

    • Model a tiling/area problem with an array and write the corresponding multiplication
    • Represent a recipe-scaling problem as a fraction calculation and interpret the answer in grams
    • Use a bar model to set up a unit conversion problem (metres to centimetres)

  • Fractions, Decimals & Percentages

    Look for and use mathematical structure: exploit the relationship between fractions, decimals, and percentages; use factor pairs to simplify multiplication; apply angle facts to find unknowns; use properties of regular polygons systematically

    • Use the structure 25 × 16 = 25 × 4 × 4 = 100 × 4 = 400 by exploiting factor pairs
    • Recognise that 0.75 = 3/4 = 75% and use whichever form is most efficient for the problem
    • Use the fact that angles on a straight line sum to 180° as a structural tool to find missing angles

  • Times tables (age 8+)

    Recognise and use repeated reasoning to generalise: extend patterns in times tables and equivalent fractions, derive unknown facts from known facts efficiently, describe general rules

    • Notice that all fractions equivalent to 1/2 have a numerator that is half the denominator
    • Use the pattern 3×4=12, 3×40=120, 3×400=1200 and explain the generalisation
    • Derive 8×7 from 8×5=40 plus 8×2=16 and describe the strategy as a general approach

  • Fractions on a number line

    Move fluently between real-world situations, diagrams, number lines, and symbolic equations involving multiplication, fractions, and decimals, explaining what each representation shows

    • Represent a sharing problem as both a fraction diagram and a division equation
    • Explain how a bar model for 4 × 23 connects to the area model and the written method
    • Translate a decimal on a number line into a fraction and explain the equivalence

  • Using Mathematical Structure

    Look for and use mathematical structure: exploit place-value patterns for ×10/×100, use the distributive property to break apart multiplications, apply fraction equivalence to compare and compute, use shape properties to classify quadrilaterals

    • Decompose 7×13 into 7×10 + 7×3 using the distributive property
    • Explain why multiplying by 10 shifts digits one place left using place-value structure
    • Use the fact that a square is a special rectangle to reason about quadrilateral properties

Math · Number Representation & Place Value

Your child is working with larger numbers up to 1 million — understanding place value, rounding to different levels of accuracy, and beginning to work with negative numbers in everyday contexts.

  • Place value of each digit

    Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)

    • State the value of each digit in a four-digit number (e.g. in 7,345 the 7 represents 7 thousands)
    • Partition a four-digit number into thousands, hundreds, tens, and ones
    • Compose a four-digit number from given place-value parts (e.g. 3000 + 400 + 50 + 2 = 3,452)

  • Place Value × 10 Pattern

    Recognise that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g. 700 ÷ 70 = 10)

    • Explain that the 3 in 3,000 is ten times the 3 in 300
    • Complete: 700 ÷ 70 = __ and explain using place-value reasoning
    • State how many times greater the value of the 5 in 50,000 is than the 5 in 5,000

  • Reading and writing numbers (age 9+)

    Read, write, order, and compare whole numbers up to at least 1,000,000 using base-ten numerals, number names, expanded form, and place-value understanding

    • Write 403,072 in words and in expanded form
    • Compare 548,301 and 543,801 using < and explain the reasoning
    • Order four six-digit numbers from smallest to largest

  • Comparing Large Numbers

    Order and compare numbers beyond 1000

    • Compare two four-digit numbers using >, <, and = by examining digits from the highest place value
    • Order a set of numbers up to 10,000 from smallest to largest
    • Justify the ordering using place-value reasoning

  • Negative Numbers

    Count backwards through zero to include negative numbers

    • Count backwards from 5 through zero: 5, 4, 3, 2, 1, 0, −1, −2 …
    • Place negative numbers on a number line
    • Understand that negative numbers are less than zero and use them in context (e.g. temperature)

  • Negative numbers in context

    Interpret negative numbers in context (temperature, sea level, bank balance); count forwards and backwards with positive and negative whole numbers, including through zero

    • Place –3, –1, 0, 2, 5 on a number line
    • The temperature is –4°C and rises by 7 degrees — what is the new temperature?
    • Count backwards from 3 in ones: 3, 2, 1, 0, –1, –2

  • Rounding to 10, 100, 1000

    Round any number to the nearest 10, 100, or 1000

    • Round 4,367 to the nearest 10 (4,370), 100 (4,400), and 1000 (4,000)
    • Explain the rounding rule using a number line (which multiple is closer)
    • Apply rounding to estimate calculations

  • Rounding Large Numbers

    Round any whole number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000, or 100,000 using place-value understanding

    • Round 456,782 to the nearest 10,000 (460,000)
    • Round 950,500 to the nearest 100,000 and explain the boundary case
    • Use rounding to estimate the sum of 387,412 + 214,560

  • Numbers to 10,000

    Identify, represent, and estimate numbers up to 10,000 using different representations

    • Represent a four-digit number on a place-value chart or with base-ten materials
    • Estimate where a number falls on a 0–10,000 number line
    • Match different representations of the same number (e.g. expanded form, place-value counters, numeral)

  • Working with Large Numbers

    Solve number and practical problems involving reading, writing, ordering, comparing, and rounding whole numbers up to 1,000,000

    • What is the largest six-digit number with digits summing to 15?
    • A stadium holds 67,450 people. Round to the nearest thousand for a news report
    • Order the populations of five cities and find the difference between the largest and smallest

  • Place Value Problem-Solving

    Solve number and practical problems involving place value with increasingly large positive numbers

    • Solve a problem requiring rounding, comparing, or ordering numbers beyond 1000
    • Apply place-value knowledge in a practical context (e.g. population figures, distances)
    • Explain the strategy used, referencing place-value understanding

  • Counting forwards and backwards (age 9+)

    Count forwards and backwards in steps of powers of 10 (10, 100, 1000, 10,000, 100,000) for any given number up to 1,000,000

    • Count on in 10,000s from 462,000
    • Count back in 100,000s from 800,000
    • Identify the next three terms: 375,000; 475,000; 575,000; ...

  • 1000 More or Less

    Find 1000 more or less than a given number

    • Given 4,562, state that 1000 more is 5,562 and 1000 less is 3,562
    • Explain using place value that only the thousands digit changes
    • Apply this skill to numbers beyond 10,000

  • Roman numerals to 100

    Read Roman numerals to 100 (I to C) and understand that the numeral system changed over time to include zero and place value

    • Read and write Roman numerals I, V, X, L, C and combinations up to 100
    • Convert between Roman numerals and Hindu-Arabic numerals (e.g. XLIV = 44)
    • Explain that Roman numerals have no zero and no place-value system

  • Roman numerals to 1000

    Read Roman numerals to 1000 (M) and recognise years written in Roman numerals

    • Read MCMXCIX as 1999
    • Write 2024 in Roman numerals (MMXXIV)
    • Explain the subtractive principle: IV = 4 not IIII

Math · Addition & Subtraction

Your child is mastering mental arithmetic with large numbers and using formal written methods for complex calculations, while learning to choose the most efficient method for different types of problems.

  • 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

  • Two-Step Equations

    Solve two-step word problems using the four operations; represent problems using equations with a letter standing for the unknown quantity

    • Solve a two-step problem that combines addition/subtraction with multiplication/division
    • Write an equation using a letter for the unknown (e.g. 3 × n + 5 = 26)
    • Assess the reasonableness of the answer using estimation and mental computation

  • Adding and subtracting (age 9+)

    Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

    • A school collects 12,450 bottles in Week 1 and 8,372 in Week 2; their target is 25,000 — how many more do they need?
    • Choose between mental and written methods for each step and explain why
    • Solve a three-step problem involving addition and subtraction of five-digit numbers

  • Checking Answers by Rounding

    Use rounding to check answers to calculations and determine appropriate levels of accuracy in context

    • Check 47,832 + 23,156 ≈ 48,000 + 23,000 = 71,000 to verify the exact answer 70,988
    • Decide whether to round to the nearest 100 or 1,000 for a given estimation context
    • Identify that a calculated answer of 3,421 cannot be correct because the estimate gives approximately 50,000

  • Adding and subtracting (age 8+)

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

    • Set out and solve a columnar addition with up to four-digit numbers
    • Set out and solve a columnar subtraction with exchange across multiple columns
    • Check the answer using estimation or inverse operations

  • Two-step addition and subtraction problems

    Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

    • Identify the two steps needed to solve a contextual problem
    • Choose between mental and written methods for each step based on the numbers
    • Explain why the chosen operations and methods are appropriate

  • Fluent addition and subtraction (age 9+)

    Fluently add and subtract whole numbers with more than four digits using the standard columnar algorithm

    • Calculate 34,567 + 28,945 using columnar addition
    • Calculate 500,000 − 234,178 using columnar subtraction with multiple exchanges
    • Add three five-digit numbers in a single column layout

  • Mental addition and subtraction (age 9+)

    Add and subtract numbers mentally with increasingly large numbers, using place-value knowledge and derived facts

    • Mentally calculate 45,000 + 8,000
    • Mentally subtract 3,200 from 10,000 by counting up
    • Use near-doubles: 2,500 + 2,600 = 5,100

  • Fluent adding and subtracting within 1000

    Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction

    • Add two three-digit numbers fluently using an efficient method
    • Subtract three-digit numbers fluently, including with regrouping
    • Choose the most efficient strategy based on the numbers involved

Math · Data & Statistics

Your child is learning to work with data — reading timetables and graphs, and solving problems by interpreting the information presented in charts and line graphs.

  • 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

  • Representing numbers with objects (age 8+)

    Draw a scaled picture graph and a scaled bar graph to represent a data set; solve one- and two-step comparison, sum, and difference problems using bar charts, pictograms, and tables

    • Draw a bar graph where each square represents 5 pets
    • From a scaled pictogram, answer: how many more children chose football than tennis?
    • Solve a two-step problem: how many votes in total for the top two choices?

  • Reading tables

    Complete, read, and interpret information in tables, including timetables

    • Read a bus timetable to find the departure time for a particular stop
    • Complete a two-way table from given data about favourite sports by gender
    • Calculate how long a train journey takes using a timetable

  • Bar graphs

    Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs

    • Read a time graph showing temperature changes over a day
    • Present data about plant growth over weeks as a time graph
    • Explain the difference between a bar chart (discrete) and a time graph (continuous)

  • Reading and Comparing Bar Graphs

    Solve comparison, sum, and difference problems using information presented in a bar graph

    • Read a line graph of temperature over a week and identify the warmest day
    • Find the difference in rainfall between two months from a line graph
    • Explain what a rising/falling line means on a time-series graph

  • Statistical Analysis Vocabulary

    Read, write, and use the vocabulary of statistical analysis — mean, median, mode, range, frequency, data, sample, average, chart, table, graph, pie chart, scatter graph, correlation — with understanding of what each term describes

    • Correctly define and calculate the mean, median, mode, and range of a small data set
    • Use 'outlier' correctly to identify a value that doesn't fit the pattern, and explain its effect on the mean
    • Use 'correlation' correctly when describing the relationship shown in a scatter graph

Math · Probability

  • Probability as a Fraction

    Describe the probability of simple equally-likely outcomes using unit fractions: the probability of rolling a 6 on a fair die is 1/6, flipping heads is 1/2, picking one specific colour from three equally represented colours is 1/3; place these fractional probabilities on a 0-to-1 probability scale

    • State that the probability of rolling a 6 on a fair die is 1/6 and explain why
    • Express the probability of picking a red card from a standard deck as 26/52 or 1/2
    • Write the probability of a simple event as a fraction: favourable outcomes over total outcomes

  • Simple Chance Experiments

    Conduct simple probability experiments — flipping a coin, rolling a die, pulling coloured counters from a bag — record results, and compare experimental outcomes with expected theoretical outcomes

    • Flip a coin 20 times, record heads and tails in a tally chart, and describe what they notice about the results
    • Roll a die 30 times and compare how often each number came up with what they expected
    • Pull counters from a bag, record results, and explain whether the outcomes matched their prediction

  • Likelihood Language

    Use probability language to describe and compare the likelihood of everyday events using words such as certain, likely, even chance, unlikely, impossible

    • Place five everyday events (e.g. 'the sun will rise tomorrow', 'it will snow in July', 'I'll flip heads') on a scale from impossible to certain
    • Use 'likely', 'unlikely', 'certain', 'impossible', and 'even chance' correctly to describe different events
    • Explain why pulling a red ball from a bag of mostly red balls is 'likely' but not 'certain'

  • Equally Likely Outcomes

    Understand that 'equally likely' means every outcome has exactly the same chance of occurring; identify whether a given situation has equally likely outcomes (a fair coin, a fair die, a spinner with equal sections) or unequally likely outcomes (a bag with more of one colour, a spinner with unequal sections)

    • Explain that a fair coin has equally likely outcomes because heads and tails each have the same chance
    • Identify whether a spinner with unequal sections has equally likely outcomes or not, and explain why
    • Give an example of a situation with equally likely outcomes and one without, explaining the difference

  • Ordering Likelihoods

    Compare the likelihood of different events and order them from least to most likely — including situations with unequal outcomes such as a bag with more of one colour than another, or a spinner with sections of different sizes — and explain reasoning using informal language

    • Order four or more events from least likely to most likely and justify each placement
    • Compare likelihoods when outcomes are not equally likely — e.g. 'Drawing red from a bag with 7 red and 3 blue is more likely than drawing blue'
    • Explain why some events are closer to 'even chance' and others are closer to 'certain' or 'impossible'

Math · Ratio & Proportion

  • Bar Models for Ratios

    Represent ratio and proportion problems using bar models (rectangular strips divided into equal parts labelled with quantities) and tape diagrams (segmented strips showing part-to-part and part-to-whole relationships); use these visual models to set up and solve unequal sharing, scaling, and percentage problems — drawing the diagram first, then reading off the answer

    • Draw a bar model to represent a ratio problem — e.g. sharing £20 in the ratio 3:2 by drawing 5 equal blocks
    • Use a bar model to solve a proportion problem and explain each step
    • Compare bar models with other representations (tables, double number lines) and explain when each is most useful

  • Percentages (age 9+)

    Know and use the vocabulary of ratio and proportion — ratio, proportion, percentage, scale, equivalent, unequal, relative size, part-to-part, part-to-whole, and out of — and understand the difference between ratio (comparing parts to parts) and proportion (comparing a part to the whole)

    • Explain the difference between a 'ratio' and a 'proportion' using a concrete example like mixing paint
    • Use 'per cent' correctly and convert between fractions, decimals, and percentages in context
    • Define 'scale factor' and use it to describe how a shape has been enlarged or reduced

Math · Counting & Cardinality

Your child is practicing skip-counting in larger number patterns, building fluency with multiples of 6, 7, 9, 25, and 1000.

  • Counting in 6s

    Count in multiples of 6, 7, 9, 25, and 1000

    • Recite the multiples of 6 from 0 to at least 72
    • Recite the multiples of 7 from 0 to at least 84
    • Count in steps of 25 from 0 to 1000 and in steps of 1000 up to 10,000

English · Reading Comprehension

Your child is developing sophisticated reading skills — analysing how authors structure texts, comparing different perspectives, understanding themes and literary devices, and integrating information from multiple sources.

  • 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

  • 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

  • Character Traits and Motivation

    Analyse character traits, motivations, and feelings using text evidence, and distinguish one's own point of view from that of the narrator or characters

    • Identify two character traits from a story and cite the specific actions or dialogue that reveal each trait
    • Explain why a character made a particular decision by linking their motivation to events in the text
    • Describe where one's own opinion about a character differs from the narrator's portrayal and explain why

  • In-Depth Character and Setting Analysis

    Describe in depth a character, setting, or event in a story or drama, drawing on specific details from the text such as a character's thoughts, words, actions, and interactions

    • Write a detailed character description drawing on evidence from multiple points in the text, including what the character says, does, thinks, and how others respond to them
    • Describe a setting in depth by citing specific sensory details, figurative language, and mood clues the author provides
    • Explain how a key event affects the characters and plot development, citing specific textual details about actions, reactions, and consequences

  • Narrator's Point of View

    Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding

    • Identify whether a story is told in first person (I/we) or third person (he/she/they) and explain how this affects what the reader knows about characters' thoughts and feelings
    • Compare two versions of a story or event told from different points of view and explain how each narrator's perspective changes what is emphasised, omitted, or revealed
    • Explain why an author might choose first-person narration (immediacy, personal voice) versus third-person narration (broader view, objectivity) for a particular story

  • Recommending Books

    Recommend books to peers, giving reasons for choices based on knowledge of a wide range of genres, authors, and themes, and making comparisons within and across books

    • Recommend a book to a peer by explaining its genre, theme, and what makes it engaging, comparing it to other books the peer has enjoyed
    • Justify a book recommendation by referring to specific features such as the author's style, the plot structure, or how a theme is developed
    • Maintain a reading log or book review collection that captures key responses to books read and serves as a reference for future recommendations

  • 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

  • Poems, Drama & Prose

    Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose

    • Compare a poem, a play script, and a prose passage on a similar theme, identifying the structural features unique to each form (e.g. stanzas vs scenes vs chapters)
    • Identify and explain the function of structural elements in drama: cast list, stage directions (in italics or brackets), dialogue format, and scene divisions
    • Describe how structural elements of poetry such as verse, rhythm, meter, and line breaks affect how a poem is read aloud and how meaning is conveyed

  • 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

  • Finding Theme and Summarising

    Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions

    • Identify the theme of a story (e.g. courage, friendship, overcoming adversity) by examining what characters learn, how they change, and what the author emphasises across the whole text
    • Distinguish theme from topic: explain that a topic might be 'war' while the theme is 'the cost of conflict on families'
    • Summarise a story, chapter, or poem objectively, including only key events and details without inserting personal opinions or minor details

  • 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)

  • 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

  • Structure of information texts

    Describe the overall structure of an informational text (chronology, comparison, cause/effect, problem/solution) and explain how the author's chosen structure helps convey information and ideas

    • Identify which organisational structure an informational text uses (chronological order, compare/contrast, cause/effect, or problem/solution) and cite textual features that signal it
    • Explain how signal words (first, then, finally for chronology; however, similarly for comparison; because, as a result for cause/effect; the solution was for problem/solution) reveal text structure
    • Compare two informational texts on the same topic that use different structures and explain how each structure affects the way information is presented to the reader

  • 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')

  • Morals in Fables, Folktales and Myths

    Explain how the central message, lesson, or moral of a story is conveyed through key details across diverse text types including fables, folktales, and myths

    • Retell a fable and identify the moral, citing three key details that convey it
    • Compare how two myths from different cultures convey a similar central message through different events
    • Explain the difference between the topic of a story and its central message or lesson

  • Themes Across Cultures and Traditions

    Compare and contrast the treatment of similar themes, topics, and story patterns (e.g., good vs evil, quest narratives, trickster tales) in stories, myths, and traditional literature from different cultures

    • Compare how two myths or folk tales from different cultures treat a similar theme (e.g., creation, heroism, the importance of honesty) and explain both similarities and differences
    • Identify recurring story patterns across cultures such as the trickster figure, the quest, or the transformation, providing specific examples from texts read
    • Explain how cultural context shapes the way a universal theme is expressed differently in stories from various traditions

  • Connecting Ideas in Texts

    Describe connections between events, ideas, or concepts in informational text using time, sequence, cause-and-effect, and comparison language, and identify logical connections between sentences and paragraphs

    • Read a science text and identify three cause-and-effect relationships using signal words like 'because', 'as a result'
    • Explain the sequence of steps in a technical procedure using time-order language ('first', 'next', 'finally')
    • Describe how two paragraphs in a text are connected (e.g. comparison, cause/effect, or sequence)

  • Why the author wrote it

    Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose

    • Read an opinion article and state the author's point of view, then state one's own and explain how they differ
    • Identify whether an author's purpose is to inform, persuade, or entertain, citing evidence from the text
    • Explain how word choices in an informational text reveal the author's attitude toward the topic

  • 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)

  • Structural terminology

    Use structural terminology (chapter, scene, stanza) to refer to parts of literary texts and describe how each successive part builds on earlier sections

    • Identify chapters, scenes, or stanzas in a given text and use the correct term for each
    • Explain how the second stanza of a poem builds on the mood established in the first
    • Describe how a specific chapter advances the plot by referring to events in earlier chapters

  • Combining information from texts

    Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes

    • Read two informational texts on the same topic and identify information that appears in both, information unique to each, and any contradictions between them
    • Combine key details from two sources into a coherent summary or short report that draws on both texts
    • Explain how reading a second text on the same topic added to, confirmed, or challenged understanding gained from the first text

  • Explaining Events & Ideas

    Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process

    • Explain a historical event described in an informational text by identifying both what happened and the causes leading to it, using specific details from the text
    • Describe the steps in a procedure or process presented in an informational text, explaining why each step is necessary based on information in the text
    • Identify cause-and-effect relationships between ideas or events in an informational passage and explain them using evidence from the text

  • Interpreting visual information in texts

    Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text

    • Read and interpret data from a chart, graph, or table included in an informational text and explain how it supports or extends the written information
    • Explain how a diagram, map, or timeline in an informational text helps the reader understand the topic in ways that words alone might not
    • Synthesise information from both the written text and a visual element (graph, illustration, infographic) to draw a conclusion that neither source provides independently

  • 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

  • Cultural Allusions and Word Meaning

    Determine the meaning of words and phrases as used in literary texts, including understanding references to mythology and cultural allusions (e.g., Herculean, Achilles' heel)

    • Explain the meaning of an allusion drawn from mythology when encountered in a text, e.g. identify that 'Herculean task' means an extremely difficult task, referencing Hercules' legendary labours
    • Use context and knowledge of word parts to determine the meaning of unfamiliar words in a poem or story, explaining how the word contributes to tone or meaning
    • Identify when an author is using a word figuratively rather than literally and explain the intended meaning in context

  • 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

  • Firsthand and Secondhand Accounts

    Compare and contrast a firsthand account (autobiography, diary, letter) with a secondhand account (biography, textbook, news report) of the same event or topic, identifying differences in focus and information provided

    • Explain the difference between a firsthand account (written by someone who experienced the event) and a secondhand account (written by someone who researched it), using specific examples
    • Compare a diary entry and a textbook passage about the same historical event, identifying what each account includes, omits, and emphasises
    • Analyse how the perspective of the writer (participant vs observer/researcher) affects the information provided, the language used, and the overall tone

  • How authors support their points

    Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient

    • Identify the key points an author makes in an informational text and list the specific reasons and evidence provided to support each point
    • Evaluate whether the evidence an author uses (facts, statistics, examples, expert opinions) is relevant to the point being made and sufficient to be convincing
    • Distinguish between well-supported claims backed by evidence and unsupported opinions or assertions in an informational text

  • Text & Media Connections

    Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text

    • Compare a passage from a book with a film or audio adaptation, identifying specific moments where the visual or oral version matches or departs from the written text
    • Explain how a film, illustration, or dramatic performance interprets a scene from a story, citing specific textual descriptions the adaptation reflects
    • Identify details in the written text (descriptions of setting, character appearance, dialogue) that a visual or oral presentation brings to life, and note any differences

English · Grammar & Punctuation

Your child is mastering advanced grammar and punctuation — using complex sentence structures with relative clauses, understanding how to change word meanings with prefixes and suffixes, and creating cohesive, well-connected writing.

  • 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

  • Simple Past, Present and Future

    Form and use the simple past, present, and future verb tenses consistently in writing

    • Rewrite 'I walk to school' in past tense ('I walked') and future tense ('I will walk')
    • Identify and correct inconsistent tense in 'Yesterday she walks to the shop and bought milk'
    • Write a three-sentence paragraph maintaining consistent future tense throughout

  • Modal Verbs and Possibility

    Understand and use modal verbs (can, may, must, might, shall, will, could, should, would) and modal adverbs (perhaps, surely, certainly) to indicate degrees of possibility, necessity, and permission

    • Select a modal verb to express certainty, probability, or possibility in a sentence, e.g. 'It will rain' vs 'It might rain' vs 'It could rain'
    • Replace a modal verb with a modal adverb to achieve a similar effect, e.g. 'He might come' → 'Perhaps he will come'
    • Distinguish between modals expressing permission (may, can), obligation (must, should), and possibility (might, could) in context

  • Progressive and Continuous Tenses

    Form and use the progressive (continuous) verb tenses — past progressive (was walking), present progressive (am walking), and future progressive (will be walking) — to convey ongoing actions at different times

    • Write sentences using past progressive to describe an action that was ongoing at a particular time, e.g. 'She was reading when the phone rang'
    • Distinguish present progressive from simple present, e.g. 'I am eating lunch' (right now) vs 'I eat lunch at noon' (habitual)
    • Form the future progressive using 'will be' + present participle to describe an action that will be ongoing, e.g. 'Tomorrow at 3pm I will be travelling'

  • Standard English Verbs

    Use Standard English verb inflections in place of non-standard local forms

    • Correct 'we was playing' to 'we were playing' and explain why the standard form is needed in writing
    • Choose the standard form in pairs such as 'I did / I done', 'she has / she have', 'they were / they was'
    • Rewrite a short passage replacing three non-standard verb forms with their Standard English equivalents

  • Linking paragraphs with adverbials

    Link ideas across paragraphs using adverbials of time (later, meanwhile, after a while), place (nearby, far away, beyond the wall), and number (secondly, finally, in addition) to guide the reader through a multi-paragraph text

    • Begin a new paragraph with an adverbial of time to signal a shift in time or sequence, e.g. 'Meanwhile, back at the castle...' or 'Several hours later, the storm finally passed'
    • Use adverbials of place to move the reader to a new location between paragraphs, e.g. 'Beyond the forest, the land was flat and dry'
    • Use numbering or addition adverbials to structure non-fiction across paragraphs, e.g. 'The first reason... The second reason... In addition...'

  • 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

  • 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'

  • Cohesion within paragraphs

    Use cohesive devices within a paragraph — including pronouns, adverbials (then, after that, firstly), and synonyms — to link sentences and build a coherent flow of ideas

    • Replace repeated nouns with pronouns or synonyms to maintain cohesion without ambiguity, e.g. 'The explorer found a cave. She examined it carefully'
    • Use adverbials of sequence (firstly, then, next, finally) and cause (therefore, as a result, consequently) to connect ideas within a paragraph
    • Identify where cohesion breaks down in a paragraph and insert appropriate linking devices to improve the flow

  • 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

  • Grammar Terms: Pronouns and Determiners

    Know and use Year 4 grammar terminology including determiner, pronoun, possessive pronoun, and adverbial

    • Label the determiner, pronoun, and adverbial in 'She quickly opened her present on the table'
    • Explain the difference between a possessive pronoun ('mine', 'theirs') and other pronouns ('I', 'they')
    • Use the terms 'determiner' and 'adverbial' accurately when discussing a classmate's writing

  • Grammar Terms: Modal Verbs and Clauses

    Know and use Year 5 grammar terminology accurately when discussing reading and writing: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

    • Label a relative clause in a sentence and identify the relative pronoun that introduces it, using correct terminology
    • Explain why a pair of brackets or dashes creates a parenthesis and describe its function using the term 'parenthesis'
    • Use the terms 'modal verb', 'cohesion', and 'ambiguity' when discussing how a writer has achieved particular effects in a text

  • 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?)

  • Fronted Adverbials and Commas

    Use fronted adverbials to vary sentence openings and punctuate them with commas

    • Write a sentence beginning with a time adverbial, e.g. 'Later that day, the children ran home'
    • Rewrite 'The fox crept through the garden at midnight' with the adverbial fronted and a comma placed correctly
    • Identify and correct a missing comma after a fronted adverbial in 'Before breakfast she packed her bag'

  • Plural vs Possessive in Nouns

    Distinguish between the plural -s suffix and the possessive -'s suffix in nouns

    • Sort words like 'dogs', 'dog's', and 'dogs'' into plural, singular possessive, and plural possessive categories
    • Explain why 'the cats bowl' is incorrect and supply the correct form ('the cat's bowl' or 'the cats' bowl') for a given meaning
    • Write two sentences using the same noun — one as a plural and one as a possessive

  • Expanded noun phrases (age 9+)

    Form and use prepositional phrases (preposition + noun phrase) to add detail about time, location, or direction within sentences, recognising how they function as adjective or adverb phrases

    • Identify the preposition and noun phrase within a prepositional phrase, e.g. in 'under the old bridge', 'under' is the preposition and 'the old bridge' is the noun phrase
    • Add prepositional phrases to expand sentences with detail about where, when, or how, e.g. 'The cat slept' → 'The cat slept on the warm windowsill throughout the afternoon'
    • Distinguish prepositional phrases functioning as adjectives (modifying nouns: 'the house on the hill') from those functioning as adverbs (modifying verbs: 'she ran across the field')

  • 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

  • Expanded noun phrases (age 8+)

    Expand noun phrases with modifying adjectives, nouns, and preposition phrases to add detail

    • Expand 'the teacher' to 'the strict maths teacher with curly hair' using adjective, noun, and preposition phrase
    • Write a sentence containing a noun phrase with at least three modifiers, e.g. 'the old stone bridge over the river'
    • Identify the head noun and its modifiers in 'the tiny grey kitten under the table'

  • Brackets and dashes for parenthesis

    Use brackets, dashes, and commas to indicate parenthesis — additional information inserted into a sentence that could be removed without changing the sentence's core meaning

    • Insert a parenthetical phrase using paired brackets, e.g. 'The oldest building (built in 1642) stands in the town square'
    • Use paired dashes to add an aside or extra detail within a sentence, e.g. 'My brother — who is older than me — lives in London'
    • Choose between brackets, dashes, and commas for parenthesis based on how much emphasis the aside should receive, recognising that dashes give most prominence and brackets give least

  • Relative Clauses

    Form and use relative clauses beginning with relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) to add detail, qualify nouns, and create complex sentences

    • Combine a main clause with a relative clause using 'who' or 'which' to add information about a noun, e.g. 'The dog, which had a red collar, barked loudly'
    • Choose the correct relative pronoun (who for people, which for things, where for places, when for times) and identify the noun it refers back to
    • Recognise that a relative clause beginning with 'that' can often replace 'who' or 'which' in defining clauses, e.g. 'The book that I read' vs 'The book which I read'

  • Adjective Order in Sentences

    Order adjectives within sentences according to conventional English patterns (opinion-size-age-shape-colour-origin-material-purpose) to produce natural-sounding descriptions

    • Arrange multiple adjectives before a noun in conventional order, e.g. 'a lovely little old rectangular green French silver whittling knife' simplified to classroom examples like 'a small red bag' not 'a red small bag'
    • Identify when adjective order sounds unnatural and rearrange to match English conventions, e.g. correct 'the wooden big table' to 'the big wooden table'
    • Apply the size-before-colour-before-material pattern in descriptive writing, e.g. 'a tall grey stone castle' rather than 'a stone grey tall castle'

  • Converting Words into Verbs

    Convert nouns and adjectives into verbs by adding suffixes -ate, -ise (-ize), and -ify, understanding how word class changes affect sentence construction

    • Add -ate, -ise, or -ify to nouns or adjectives to form verbs, e.g. pollen → pollinate, advert → advertise, simple → simplify
    • Choose the correct verb-forming suffix for a given root and use the resulting verb in a sentence, e.g. 'They needed to classify the animals' from 'class'
    • Identify the word-class change when a suffix converts a noun or adjective into a verb and explain how this affects the sentence structure

  • Verb Prefixes and Meaning

    Use verb prefixes (dis-, de-, mis-, over-, re-) to change verb meaning, understanding how each prefix modifies the action expressed by the root verb

    • Add verb prefixes to change meaning, e.g. dis- (disagree, disappear), de- (decompose, defrost), mis- (misunderstand, misbehave), over- (overlook, overreact), re- (redo, reconsider)
    • Select the appropriate verb prefix to express a specific meaning shift such as negation (dis-/mis-), reversal (de-/un-), repetition (re-), or excess (over-)
    • Distinguish verb prefixes from noun/adjective prefixes and explain how adding a prefix to a verb changes the action described

  • Comparatives & Superlatives

    Form and use comparative and superlative adjectives and adverbs, choosing correctly between them

    • Form comparatives and superlatives for 'big' (bigger/biggest), 'beautiful' (more/most beautiful), and 'good' (better/best)
    • Choose the correct form in 'She runs _____ (faster/more fast) than her brother' and explain the rule
    • Write sentences using both a comparative adverb ('more carefully') and a superlative adjective ('tallest') correctly

  • Commas to avoid ambiguity

    Use commas to clarify meaning and avoid ambiguity in sentences where the absence of a comma could cause misreading

    • Insert a comma to prevent ambiguity, e.g. 'Let's eat, Grandma' vs 'Let's eat Grandma' or 'Most of the time, travellers worry about their bags'
    • Identify sentences where a missing comma changes the meaning and explain the two possible readings
    • Use commas after introductory elements (adverbial phrases, subordinate clauses) to prevent misreading of the main clause

  • Commas Before Joining Words

    Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence

    • Place a comma before the coordinating conjunction in a compound sentence, e.g. 'I wanted to go outside, but it was raining'
    • Distinguish compound sentences (two independent clauses) from simple sentences with compound predicates, e.g. 'She sang and danced' needs no comma but 'She sang a song, and he played the piano' does
    • Edit writing to insert missing commas before coordinating conjunctions in compound sentences

  • Agreement in sentences

    Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences

    • Correct 'The group of children were laughing' to 'The group of children was laughing' and explain the singular subject
    • Choose the correct pronoun in 'Each student must bring ____ (his or her / their) book' and explain the antecedent link
    • Identify and fix three agreement errors in a short paragraph, explaining each correction

  • Fixing Fragments & Run-Ons

    Recognise and correct sentence fragments (incomplete sentences lacking a subject or predicate) and run-on sentences (two or more independent clauses joined without proper punctuation or conjunctions)

    • Identify a sentence fragment by checking whether it has both a subject and a predicate, e.g. recognise 'Running through the park' as a fragment and correct to 'The dog was running through the park'
    • Identify a run-on sentence where two independent clauses are fused without punctuation or a conjunction, e.g. 'I like cats I also like dogs' and correct using a full stop, comma + conjunction, or semicolon
    • Edit a paragraph to fix fragments and run-ons, choosing the most effective correction strategy for each error

  • 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')

  • Abstract nouns

    Understand and use abstract nouns to name ideas, qualities, and states that cannot be perceived by the senses

    • Sort words like 'freedom', 'table', 'courage', 'pencil', 'childhood' into abstract and concrete noun categories
    • Complete sentences using appropriate abstract nouns: 'Her _____ (brave → bravery) inspired the whole team'
    • Write three sentences each containing a different abstract noun (e.g. 'honesty', 'friendship', 'happiness')

English · Writing Composition

Your child is developing sophisticated writing skills — crafting clear, well-organised pieces for different audiences and purposes, and supporting their ideas with evidence from texts they've read.

  • 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

  • Revising and editing (age 8+)

    Read back your own writing critically and independently — notice where meaning is unclear, where a word could be stronger, or where the reader might be confused; make revisions without needing teacher prompts, using your own judgment about what is and isn't working

    • Reread a paragraph silently and independently identify at least one place where meaning could be clearer or a word choice improved
    • Make a revision that goes beyond spelling/punctuation — changing a sentence for clarity or effect
    • Explain in their own words why they changed something ('I thought the reader wouldn't understand what I meant')

  • Short Research Projects

    Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

    • Generate three research questions about an assigned topic and identify two sources for each
    • Take brief notes from a print source, sorting key facts into provided categories
    • Write a short summary paragraph synthesising information gathered from two different sources

  • Choosing Form and Tone for Your Audience

    Identify the audience for and purpose of writing before beginning, selecting the appropriate form, tone, and register to match the intended reader and communicative goal

    • Determine the audience (e.g., peers, teacher, younger children, a public audience) and purpose (to persuade, inform, entertain, or explain) before drafting and explain how these choices affect language and structure
    • Select an appropriate form for the writing task (letter, report, story, instructions, review) based on audience and purpose
    • Adjust vocabulary, sentence length, and level of formality to suit the identified audience, e.g. using simpler language for younger readers and more formal language for an official letter

  • 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')

  • Evidence-Based Writing

    Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

    • Write a research-based paragraph or short report that cites specific facts, details, and evidence from informational texts to support key points
    • Synthesise information from two informational sources into a written summary that accurately represents both, noting areas of agreement and difference
    • Paraphrase information from informational texts accurately and cite sources appropriately, avoiding plagiarism

  • Literary Evidence in Writing

    Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

    • Write a response to a literary text that includes direct quotations and specific details from the text as evidence to support a claim or observation
    • Explain how a character's actions or dialogue reveal their traits or motivations, citing specific passages from the story as evidence
    • Compare how two literary texts treat a similar theme, using textual evidence from both to support the comparison

  • 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

  • Writing for an audience

    Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout

    • Identify the task, purpose, and audience before writing and make deliberate choices about structure, tone, and vocabulary to suit them
    • Organise ideas logically so that the writing flows from introduction through development to conclusion, with each section serving a clear purpose
    • Review a draft to check that the organisation, style, and level of formality are consistent and appropriate for the intended reader

  • Writing Craft Vocabulary

    Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader

    • Explain the difference between 'formal register' and 'informal register' and give an example of when each is appropriate
    • Use terms like 'coherence', 'cohesion', and 'paragraph structure' accurately when discussing or improving their own writing
    • Identify the 'purpose', 'audience', and 'form' of a piece of writing and explain how these shape the language choices

  • 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

  • Vivid Word Choices

    Choose precise and vivid words and phrases to create specific effects in writing

    • Replace vague words in 'The nice man went to the big house' with more precise alternatives and explain the effect
    • Write two versions of the same scene — one with plain language and one with carefully chosen words for suspense or humour
    • Select from a word bank the most effective verb and adjective for a given sentence, justifying each choice

  • 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 · Spelling & Word Study

Your child is tackling challenging spelling patterns — distinguishing between confusing word pairs, understanding Latin and French word endings, and mastering silent letters and complex suffixes.

  • 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 (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

  • Spellings from Greek, French and Latin

    Spell words with etymological letter patterns from Greek (ch = /k/), French (ch = /ʃ/, -gue, -que), and Latin (sc = /s/) origins

    • Spell words with Greek ch such as 'scheme', 'chorus', 'chemist', 'echo' and explain the /k/ sound pattern
    • Spell words with French ch such as 'chef', 'chalet', 'machine' and -gue/-que endings like 'league', 'unique'
    • Spell words with Latin sc such as 'science', 'scene', 'discipline' and identify the silent letter pattern

  • Spelling Word Lists (age 9+)

    Spell words from the statutory word list for Years 5 and 6, including words with irregular or uncommon spelling patterns that must be learned individually

    • Spell high-frequency words from the Y5-6 list accurately in dictated sentences, e.g. accommodate, committee, correspond, exaggerate, immediately, necessary
    • Use look-cover-write-check and mnemonic strategies to learn words with tricky patterns such as 'separate' (a rat in separate), 'rhythm' (rhythm helps your two hips move)
    • Identify and self-correct misspellings of statutory list words when proof-reading extended writing

  • 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)

  • Homophones (age 9+)

    Distinguish and correctly spell homophones and commonly confused words at Y5-6 level (e.g., affect/effect, practice/practise, advice/advise, complement/compliment, aisle/isle, led/lead), including confused words such as to/too/two and there/their/they're

    • Select the correct spelling from a pair of homophones by analysing meaning in context, e.g. 'The doctor's advice (noun) was to practise (verb) daily'
    • Spell commonly confused words accurately by applying word-class clues: advise/advice, practise/practice, licence/license (verb ends in -ise, noun ends in -ice)
    • Identify and correct homophone errors in extended writing, including to/too/two, there/their/they're, whose/who's, and its/it's

  • 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')

  • Advanced Spelling Conventions

    Spell words using assorted Y5-6 conventions: doubling after -fer when the stress remains (referring but reference), using hyphens to join prefixes to root words (co-ordinate, re-enter), the /iː/ sound spelt ei after c (receive, ceiling), and the letter string ough representing different sounds (though, through, thought, thorough, plough)

    • Apply the -fer doubling rule: double the r when the syllable is stressed (referring, preferred, transferred) but not when stress shifts (reference, preference)
    • Use hyphens correctly when a prefix ends with the same letter the root begins with (re-enter, co-own) or to avoid ambiguity (re-cover vs recover)
    • Read and spell words containing ough by recognising its multiple pronunciations: /oʊ/ (though), /uː/ (through), /ɔː/ (thought), /ʌf/ (rough), /aʊ/ (plough)

  • Silent Letters in Words

    Spell words containing silent letters that are remnants of earlier pronunciation or etymology, recognising common silent-letter patterns and using word origins to remember them

    • Identify and spell words with silent initial consonants: knight, know, write, wrap, gnaw, psalm, applying knowledge that these letters were once pronounced
    • Spell words with silent internal letters: doubt (b), island (s), muscle (c), solemn (n), using etymological connections to aid memory (e.g. doubt from Latin dubitare)
    • Use word families and etymology to remember silent letters, e.g. sign is related to signal where the g is pronounced

  • Spelling -able & -ible

    Spell words ending in -able/-ible and the corresponding adverb forms -ably/-ibly, applying patterns to determine which suffix to use based on the root word

    • Apply the guideline that -able is typically used with complete root words (enjoyable, comfortable) while -ible is used with incomplete roots (visible, possible), noting key exceptions
    • Convert -able/-ible adjectives into adverbs by changing the ending to -ably/-ibly, e.g. comfortable → comfortably, possible → possibly, terrible → terribly
    • Determine whether to drop or retain the final -e of the root when adding -able, e.g. adorable (drop e) vs changeable (keep e before soft g)

  • Suffixes (age 9+)

    Spell words with Latin and French suffix patterns: endings sounding like /ʃəs/ spelt -cious or -tious (e.g., precious, cautious), /ʃəl/ spelt -cial or -tial (e.g., official, essential), and words ending in -ant/-ance/-ancy vs -ent/-ence/-ency (e.g., observant/observance, confident/confidence)

    • Apply the pattern that -cious follows a vowel (spacious, gracious) while -tious follows a consonant (cautious, ambitious), noting common exceptions like anxious
    • Choose between -cial (usually after a vowel: special, official) and -tial (usually after a consonant: essential, partial) when spelling words with the /ʃəl/ ending
    • Select -ant/-ance or -ent/-ence by checking whether the root ends in a hard c or g sound (-ant: significant) or a soft c or g sound (-ent: innocent), and by applying word-family strategies

  • 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 developing sophisticated language skills — understanding figurative language like metaphors and similes, learning word relationships through synonyms and antonyms, and using Greek and Latin word parts to figure out unfamiliar words.

  • 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')

  • 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

  • Domain Vocabulary Across Subject Areas

    Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas

    • Identify and define academic vocabulary (e.g., compare, contrast, summarise, evidence, interpret) used across multiple subject areas and use these words accurately in discussion and writing
    • Determine the meaning of domain-specific words encountered in science, social studies, or maths texts (e.g., ecosystem, democracy, numerator) using context, glossaries, and prior knowledge
    • Use newly acquired academic and domain-specific vocabulary in sentences that demonstrate understanding of precise meaning and appropriate context

  • 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

  • Literal vs Figurative Language

    Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases

    • Identify whether 'It's raining cats and dogs' is literal or nonliteral and explain what it means
    • Read a passage and circle three phrases used nonliterally, restating each in literal terms
    • Explain the difference between 'She was on fire' (figurative — performing well) and 'The log was on fire' (literal)

  • Greek and Latin Roots for Word Meaning

    Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings

    • Identify common Greek and Latin roots in unfamiliar words and use root meaning to infer word meaning, e.g. 'aqua' (water) in aquarium/aquatic, 'dict' (say) in predict/dictionary
    • Break a multi-morpheme word into prefix + root + suffix to determine meaning, e.g. un- (not) + believe + -able = not able to be believed
    • Use knowledge of Greek-origin prefixes (auto-, tele-, micro-) and Latin-origin prefixes (inter-, trans-, sub-) to decode and define unfamiliar vocabulary in context

  • Similes & Metaphors

    Understand and identify similes (comparisons using like or as) and metaphors (direct comparisons stating something is something else) in texts, explaining how each creates imagery and conveys meaning

    • Identify similes in a text by locating comparisons using 'like' or 'as' and explain what two things are being compared and what quality is highlighted, e.g. 'The snow was like a white blanket'
    • Identify metaphors in a text and explain the implied comparison, e.g. in 'Time is a thief', explain that time is compared to a thief because it takes things away
    • Explain how a simile or metaphor in a poem or story creates a particular image or feeling for the reader that a literal description would not achieve

  • 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')

  • Antonyms & Synonyms

    Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing

    • Generate synonyms and antonyms for given words and explain subtle differences between synonyms, e.g. happy/joyful/ecstatic differ in intensity
    • Use a thesaurus to find synonyms and select the most precise word for a given context, e.g. choosing 'sprinted' rather than 'ran' to convey speed
    • Replace overused words in writing with more precise synonyms and explain how the substitution changes the tone or emphasis

  • Idioms & Proverbs

    Recognise and interpret common idioms (break the ice, hit the nail on the head), adages (actions speak louder than words), and proverbs (a stitch in time saves nine), understanding their figurative meanings and when to use them

    • Explain the figurative meaning of common idioms encountered in texts, e.g. 'let the cat out of the bag' means to reveal a secret, not literally releasing a cat
    • Interpret the meaning and intended lesson of adages and proverbs, e.g. explain that 'the early bird catches the worm' advises that acting promptly gives an advantage
    • Use context clues to determine the meaning of an unfamiliar idiom or proverb encountered during reading and verify using a reference source

English · Speaking & Listening

Your child is developing critical listening skills, learning to identify key ideas from what they hear and evaluate whether speakers provide good reasons and evidence for their points.

  • 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

  • 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?')

  • Identifying Reasons Behind a Speaker's Points

    Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant

    • Listen to a speaker's argument or presentation and list the specific reasons and evidence provided to support each main point
    • Evaluate whether the reasons a speaker gives are logical and whether the evidence cited is relevant to the claim being made
    • Ask follow-up questions that probe the strength of a speaker's reasoning, e.g. 'What evidence supports that claim?' or 'Are there other explanations?'

  • Paraphrasing What You Hear

    Paraphrase portions of a text read aloud or information presented in diverse media and formats, capturing the key ideas accurately in one's own words

    • Listen to a passage read aloud and restate the main idea and key details in own words without looking at the original text
    • Paraphrase information from a short video, podcast, or presentation, identifying the central message and supporting details
    • Distinguish between paraphrasing (restating in own words) and copying, demonstrating the ability to capture meaning without repeating exact wording

  • 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

  • Preparing for and Explaining in Discussions

    Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

    • Read assigned material and prepare three discussion points or questions before a group conversation
    • During discussion, refer explicitly to the text or preparation notes to support a point
    • After a group exchange, explain how one's own thinking changed or was confirmed by others' contributions

  • Reporting & Recounting

    Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace

    • Deliver a one-minute oral report on a chosen topic, including at least three organised facts
    • Recount a personal experience using descriptive details and a clear beginning, middle, and end
    • Self-assess a recorded presentation for pace, clarity, and inclusion of relevant details

English · English Thinking

  • Reviewing Own Writing

    Evaluate whether your own writing achieves the effect you intended on a reader — go beyond checking for correctness to asking whether it actually works

    • writing self-evaluation research grades 3-5
    • metacognitive awareness of writing (Frontiers 2025)

  • 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

  • Knowing What You Don't Know

    Monitor your own vocabulary gaps — notice words you half-know, distinguish confident from uncertain knowledge, and develop strategies to resolve the uncertainty

    • Noticing Unfamiliar Words Assessment research (grade 2+)
    • word consciousness and vocabulary metacognition research
    • Building Word Knowledge e-Book (PMC 2019)

  • 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 · 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.

  • 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

  • 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')

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 · Dinosaurs & Paleontology

Your child is exploring how scientists study dinosaurs through fossils — learning about dinosaur classification, evolution into birds, extinction events, and how paleontologists uncover and interpret evidence from millions of years ago.

  • Changing Scientific Knowledge

    Evaluate competing scientific explanations about dinosaurs by weighing fossil evidence — understanding that scientific knowledge changes as new fossils are discovered and new methods of analysis are developed

    • Give an example of a scientific idea about dinosaurs that changed when new evidence was found
    • Explain that different scientists may interpret the same fossil evidence differently
    • State that the best scientific explanation is the one supported by the most evidence from multiple sources

  • Reading Cladograms

    Read and create simple cladograms (branching diagrams) that show how groups of dinosaurs are related based on shared features, understanding that species sharing more features are more closely related

    • Explain that a cladogram shows evolutionary relationships based on shared features
    • Read a simple cladogram to identify which two dinosaurs share the most recent common ancestor
    • Add a new species to a partially completed cladogram based on its listed features

  • Birds Evolved from Dinosaurs

    Understand that modern birds evolved from a group of small feathered theropod dinosaurs, using evidence such as the fossil Archaeopteryx, feathered dinosaur fossils from China, and shared skeletal features

    • State that birds evolved from small theropod dinosaurs
    • Name Archaeopteryx or Chinese feathered dinosaurs as key fossil evidence
    • List at least two features birds share with theropods (e.g. hollow bones, wishbone, three-toed feet)

  • Palaeoart & Speculation

    Understand that palaeoart — scientific illustrations and models of dinosaurs — is based on fossil evidence but involves informed speculation about skin colour, feathers, and soft tissues that don't usually fossilise

    • Explain that bones and teeth are known from fossils but skin colour and soft tissues usually are not
    • State that recent discoveries of preserved skin impressions and feather fossils have improved reconstructions
    • Give an example of how our picture of a dinosaur has changed over time (e.g. feathered vs scaly Velociraptor)

  • Fossils as Evidence

    Analyse and interpret data from fossils to provide evidence of organisms and environments that existed long ago

    • Explain that fossils are preserved remains or traces of organisms that lived long ago
    • Use fossil evidence to make inferences about past organisms and their environments
    • Describe how comparing fossils with living organisms helps us understand how life has changed

  • 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

  • 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

  • Rock Layers & Relative Dating

    Understand that rock layers (strata) form in sequence with the oldest at the bottom and the youngest at the top, and that fossils found in deeper layers are older — this is the principle of relative dating

    • Explain that sedimentary rock forms in layers with the oldest at the bottom
    • Use a diagram of rock strata to determine which fossil is older based on its position
    • Define relative dating as working out the age of something by comparing its position in rock layers

  • How Palaeontologists Work

    Describe how palaeontologists work in the field and lab: prospecting for exposed fossils, careful excavation with hand tools, plaster jacketing for transport, preparation in the lab, and scientific description and publication

    • List the main stages: prospecting, excavation, jacketing, transport, preparation, study, display
    • Explain why careful excavation with small tools is necessary to avoid damaging the fossil
    • Describe plaster jacketing as wrapping fossils in plaster for safe transport to a lab

  • 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)

  • Dinosaur Hip Groups

    Classify dinosaurs into the two major groups based on hip structure: Saurischia (lizard-hipped, including theropods and sauropods) and Ornithischia (bird-hipped, including Triceratops and Stegosaurus)

    • Name the two major dinosaur groups: Saurischia and Ornithischia
    • Explain the difference is based on hip bone structure (lizard-hipped vs bird-hipped)
    • Correctly classify at least two dinosaurs into each group (e.g. T. rex = Saurischia, Triceratops = Ornithischia)

  • 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

  • The K-Pg Extinction Event

    Describe the Cretaceous–Palaeogene (K-Pg) extinction event approximately 66 million years ago, including the asteroid impact theory and its evidence (iridium layer, Chicxulub crater), and understand that this ended the reign of non-avian dinosaurs

    • State that the K-Pg extinction happened about 66 million years ago and wiped out non-avian dinosaurs
    • Describe the asteroid impact hypothesis and name the Chicxulub crater in Mexico
    • Explain one piece of evidence: the iridium-rich layer found worldwide in rocks from that time

  • 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 · Polar Regions

  • Polar Conservation & Future

    Understand the conservation challenges facing polar regions — marine protected areas in the Southern Ocean aim to preserve Antarctic ecosystems, Arctic nations dispute sovereignty over northern sea routes and resources as ice retreats, indigenous peoples fight for land rights and voice in environmental decisions, and international cooperation (Paris Agreement, Antarctic Treaty) is essential but difficult to maintain as economic pressures grow

    • Describe at least two conservation measures: marine protected areas in the Southern Ocean and the Antarctic Treaty
    • Explain why Arctic sovereignty is contested as ice retreats and shipping routes open
    • Describe the role of indigenous peoples in Arctic environmental decisions and why their knowledge matters

  • Climate Change at the Poles

    Understand how climate change is affecting polar regions — Arctic sea ice is shrinking dramatically (losing about 13% per decade since 1979), the Greenland and Antarctic ice sheets are losing mass and contributing to sea level rise, permafrost is thawing and releasing methane (a powerful greenhouse gas), and these changes create positive feedback loops where melting leads to more warming which leads to more melting

    • State that Arctic sea ice has been declining at roughly 13% per decade since 1979
    • Explain the positive feedback loop: warming → ice melts → dark ocean absorbs more heat → more warming → more melting
    • Describe at least two consequences of polar ice loss: sea level rise and permafrost thawing releasing methane

  • Earth's Frozen Water

    Understand the cryosphere and its role in Earth's water system — the cryosphere is all frozen water on Earth (ice sheets, glaciers, sea ice, permafrost, snow cover); polar ice sheets hold about 69% of Earth's fresh water; if all polar ice melted, sea levels would rise over 65 metres; and the water cycle connects polar ice to the global system through evaporation, precipitation, and meltwater flowing into oceans

    • Define the cryosphere as all frozen water on Earth and name its components: ice sheets, glaciers, sea ice, permafrost, snow
    • State that polar ice sheets hold approximately 69% of Earth's fresh water
    • Explain how polar ice connects to the global water cycle and what would happen if it all melted (65m+ sea level rise)

  • Polar Oceans and World Climate

    Understand how polar oceans connect to the global climate system — cold, dense polar water sinks and drives thermohaline circulation (a global conveyor belt of ocean currents), sea ice reflects sunlight back to space (the albedo effect) helping regulate Earth's temperature, and the Southern Ocean around Antarctica is one of the most productive marine ecosystems on Earth due to upwelling nutrients

    • Explain that cold, dense polar water sinks and drives global ocean circulation (thermohaline circulation)
    • Describe the albedo effect: white ice reflects sunlight back to space, while dark ocean absorbs heat
    • State that the Southern Ocean is extremely productive because upwelling brings nutrients to the surface

  • Polar Climate Zone

    Understand that polar regions belong to the polar climate zone — one of Earth's five main climate zones (tropical, arid, temperate, continental, polar) — characterised by temperatures rarely above 10°C even in summer, low precipitation (polar deserts receive less rain than the Sahara), and strong winds; know that latitude is the key factor determining climate zones, with polar regions above 60°N/S

    • Name the five main climate zones and place polar regions correctly within them
    • State that polar regions are above approximately 60° latitude and explain that distance from the Equator is the main reason they are cold
    • Describe polar climate characteristics: rarely above 10°C in summer, very low precipitation, strong winds

  • 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

  • Antarctic Treaty & Research

    Know that Antarctica is governed by the Antarctic Treaty (signed 1959, in force since 1961) — which sets Antarctica aside for peaceful purposes and scientific research, bans military activity and mining, and is signed by over 50 countries; understand that international research stations study climate, astronomy, biology, and geology, and that Antarctica is the closest thing on Earth to a continent for science rather than politics

    • State that the Antarctic Treaty (1959) sets Antarctica aside for peace and science, banning military activity and mining
    • Know that over 50 countries have signed the treaty and that many operate research stations
    • Name at least two areas of scientific research conducted in Antarctica: climate, astronomy, biology, or geology

  • 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

  • Polar Ecosystems Compared

    Compare Arctic and Antarctic ecosystems — the Arctic has both terrestrial (tundra) and marine ecosystems supporting large land mammals and indigenous human communities, while the Antarctic is almost entirely marine-based with virtually no land plants or mammals; both regions have short, intense food chains anchored by phytoplankton and krill, and both are disproportionately affected by climate change and human activity

    • Compare Arctic (terrestrial + marine, land mammals, human communities) with Antarctic (almost entirely marine, no land mammals)
    • Explain that both polar food chains depend on phytoplankton and krill at the base
    • Describe why polar ecosystems are particularly vulnerable to climate change (short food chains, specialised organisms)

  • Polar Exploration Then & Now

    Compare historical polar exploration with modern polar science — the Heroic Age (1897–1922) relied on ships, dogs, and human endurance with many fatalities, while today's polar scientists use GPS, satellites, icebreaker ships, heated research stations, and aircraft; understand that modern challenges include studying climate change data, and that polar science now includes diverse international teams including women scientists like glaciologist Liz Thomas and marine biologist Sylvia Earle

    • Compare Heroic Age exploration (dog sleds, man-hauling, many deaths) with modern science (GPS, satellites, icebreakers, heated stations)
    • Name at least two technologies that make modern polar science possible
    • Name a modern polar scientist and explain that today's polar teams are diverse and international

  • 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

  • Glaciers & Ice Sheets

    Understand how glaciers and ice sheets form and behave — snow accumulates over centuries and compresses into dense ice, glaciers flow slowly downhill under their own weight carving U-shaped valleys and depositing moraines; the Greenland and Antarctic ice sheets together hold enough ice to raise sea levels by over 65 metres; and ice cores drilled from these sheets contain trapped air bubbles that reveal Earth's climate history going back 800,000 years

    • Describe how glaciers form: snow accumulates, compresses, and becomes dense ice that flows slowly under its own weight
    • Explain that the Greenland and Antarctic ice sheets hold enough water to raise sea levels dramatically if melted
    • Describe how ice cores reveal climate history through trapped air bubbles from hundreds of thousands of years ago

  • 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

Science · Scientific Inquiry

Your child is developing advanced scientific investigation skills — planning fair tests, taking precise measurements, recording complex data, and evaluating evidence to draw reliable conclusions.

  • Evidence Supporting Ideas

    Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence

    • Distinguish between a claim and the evidence supporting it
    • Evaluate whether evidence is strong (fair test, multiple trials) or weak (single observation, no controls)
    • Identify when evidence supports or refutes a scientific idea and explain why

  • Drawing conclusions from evidence (age 9+)

    Report and present findings including conclusions, causal relationships, explanations, and a degree of trust in results using oral and written forms

    • Present findings clearly in written and oral form with appropriate scientific vocabulary
    • Identify causal relationships (X caused Y because...) supported by evidence
    • Discuss the degree of trust in results, considering sample size, repeat readings, and possible errors

  • Controlling variables

    Plan different types of scientific enquiries to answer questions, recognising and controlling variables where necessary

    • Independently plan an investigation identifying the independent, dependent, and controlled variables
    • Choose the appropriate type of enquiry for the question (fair test, observation over time, pattern seeking, research)
    • Explain why controlling variables is essential for valid results

  • Fair testing (age 9+)

    Use test results to make predictions and set up further comparative and fair tests to investigate new questions

    • Use results from an investigation to make a specific, testable prediction
    • Design a follow-up test to verify the prediction
    • Explain the reasoning linking the original results to the new prediction

  • 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)

  • 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

  • Science Can Be Revised

    Scientific knowledge is provisional — it is the best current explanation based on available evidence, and it can and should be revised when better evidence arrives

    • Give an example of a scientific idea that changed when new evidence was found — e.g. people once thought the Sun orbited the Earth
    • Explain that scientists update their ideas when experiments give unexpected results, and that this is a strength not a weakness
    • Describe why it is important to keep testing ideas rather than just accepting them because an expert said so

  • Correlation vs Causation

    Two things happening together doesn't mean one caused the other — recognise the difference between correlation and causation before drawing conclusions

    • developmental changes in children's recognition of evidence relevance to causal explanations
    • causal learning research

  • 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

  • Classifying living things (age 9+)

    Record data and results of increasing complexity using scientific diagrams, classification keys, tables, scatter graphs, bar and line graphs

    • Choose and create an appropriate graph type for the data (bar chart, line graph, scatter graph)
    • Draw graphs with correctly labelled axes, appropriate scales, and accurate plotting
    • Use classification keys and scientific diagrams to present complex findings

  • 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

  • Comparing Possible Solutions

    Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints

    • Generate at least three possible solutions to a defined design problem
    • Compare solutions against the specified criteria and constraints
    • Select the most promising solution with reasoning for the choice

  • Fair testing (age 8+)

    Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved

    • Plan a fair test of a prototype with clearly identified variables to control
    • Carry out the test and identify failure points or weaknesses in the design
    • Propose specific improvements based on test results and retest

  • Simple Design Problems

    Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost

    • Define a design problem by describing the need or want it addresses
    • Specify at least two criteria for a successful solution (e.g. must hold X weight, must cost less than Y)
    • Identify constraints such as available materials, time limits, or cost

  • Accurate Measurement

    Take measurements with increasing accuracy and precision using a range of scientific equipment, taking repeat readings when appropriate

    • Use scientific equipment (scales, thermometers, measuring cylinders, stopwatches) with increasing precision
    • Explain why repeat readings improve reliability and take at least three readings
    • Identify and deal with anomalous results (measurements that don't fit the pattern)

Science · Volcanoes & Earthquakes

Your child is exploring how Earth's powerful forces work — understanding what causes volcanoes and earthquakes, how scientists monitor them, and how communities prepare for these natural events.

  • Earthquake-Resistant Design

    Know that buildings can be designed to resist earthquakes, tsunami warning systems alert coastal communities, and communities prepare through evacuation plans and drills

    • Describe at least one feature that makes buildings more earthquake-resistant
    • Explain how tsunami warning systems detect danger and alert communities
    • Describe how communities prepare for earthquakes and eruptions through drills and evacuation plans

  • Plate Boundaries

    Explain how plate boundaries cause earthquakes and volcanoes: plates pushing together, pulling apart, or sliding past each other create the forces that trigger these events, and mountains form where plates collide

    • Describe three types of plate boundary movement: convergent, divergent, and transform
    • Explain that earthquakes occur when plates grind or collide at boundaries
    • Explain that volcanoes form where plates pull apart or one slides under another, allowing magma to rise

  • Tectonic Plates

    Understand that Earth's crust is broken into large pieces called tectonic plates that float on hotter, softer rock beneath and move very slowly — a few centimetres per year

    • Describe Earth's crust as broken into large plates
    • Explain that the plates float on hotter, partially melted rock underneath
    • State that plates move very slowly, typically a few centimetres per year

  • Famous Eruptions & Pangaea

    Know about famous eruptions and their global effects: Mount St Helens (1980), Eyjafjallajökull (2010), and how large eruptions can affect weather and climate worldwide; understand that continents were once joined (Pangaea) and have slowly drifted apart

    • Describe at least one famous volcanic eruption and its key effects
    • Explain how volcanic ash and gases in the atmosphere can cool global temperatures
    • State that continents were once joined in a supercontinent and have slowly moved apart over millions of years

  • Eruption Types & Volcano Shape

    Understand that not all volcanic eruptions are the same: some flow gently (effusive) and some explode violently (explosive), depending on the properties of the magma, and that volcano shape is related to eruption type

    • Contrast effusive eruptions (gentle lava flows) with explosive eruptions (violent blasts of ash and rock)
    • Explain that eruption type depends on properties of the magma such as thickness and gas content
    • Connect volcano shape to eruption style: shield volcanoes from runny lava, steep cones from thick explosive magma

  • Natural Disaster Solutions

    Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans, such as earthquakes, floods, or volcanic eruptions

    • Identify at least two natural hazards and their impacts on human life and property
    • Generate multiple solutions for reducing impacts (e.g. earthquake-resistant buildings, flood barriers, early warning systems)
    • Compare solutions based on criteria like effectiveness, cost, and feasibility

  • Monitoring Volcanoes

    Understand how volcanologists monitor volcanoes by looking for warning signs — gas emissions, ground swelling, small earthquakes — and that prediction involves evidence and uncertainty, not certainty

    • Name at least two warning signs scientists look for before an eruption
    • Explain that volcanologists combine multiple types of evidence to assess risk
    • Discuss why volcanic prediction involves uncertainty and cannot guarantee exact timing

  • 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

  • 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

  • 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

  • Measuring Earthquake Strength

    Know that scientists measure earthquakes using seismometers, that earthquakes release energy that travels as waves through the ground, and that a magnitude scale describes their strength

    • Explain that a seismometer is an instrument that detects and records ground shaking
    • Describe earthquake energy as waves that travel outward from where rocks broke
    • Interpret a magnitude number as a measure of an earthquake's strength

  • The Rock Cycle

    Understand the rock cycle: rocks slowly change from one type to another over millions of years — igneous rock weathers into sediment, sediment becomes sedimentary rock, heat and pressure create metamorphic rock, and melting starts the cycle again

    • Describe the rock cycle as a continuous process with no beginning or end
    • Trace at least one complete path through the cycle from igneous to sedimentary to metamorphic and back
    • Explain that the rock cycle operates over millions of years through weathering, pressure, heat, and melting

  • 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

Science · Weather & Climate

Your child is exploring how the Sun drives weather patterns and creates different climate zones around Earth, learning about extreme weather events, climate change, and how people design solutions to protect communities from weather hazards.

  • Climate Change Basics

    Understand the basics of climate change: Earth’s atmosphere traps some of the Sun's heat (the greenhouse effect), burning fossil fuels adds extra greenhouse gases (especially CO₂), this is making Earth gradually warmer, and this warming changes weather patterns, melts ice, and raises sea levels

    • Describe the greenhouse effect: the atmosphere traps heat from the Sun
    • Explain that burning fossil fuels increases CO₂ in the atmosphere
    • Name at least two consequences of global warming: changing weather patterns, melting ice, rising seas

  • 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

  • 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

  • Natural resources

    Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment

    • Name natural resources used for energy and fuels (coal, oil, gas, wind, sun, water)
    • Describe how extracting and using these resources affects the environment (pollution, habitat loss, climate change)
    • Distinguish between renewable (wind, solar) and non-renewable (fossil fuels) energy sources

  • Sun-Driven Weather Systems

    Understand how the Sun drives weather: the Sun heats Earth's surface unevenly (land heats faster than water, equator gets more heat than poles), creating differences in air pressure that cause wind patterns, ocean currents, and large-scale weather systems

    • Explain that the Sun heats land and water at different rates
    • Describe how temperature differences create air pressure differences that drive wind
    • Connect uneven heating to large-scale weather patterns

  • Climate Zones

    Understand that Earth has distinct climate zones — tropical (hot and wet near the equator), temperate (moderate, with four seasons), polar (freezing cold), arid/desert (very dry), and mountain (cold at high altitude) — and that each zone supports different ecosystems and ways of life

    • Name and describe at least four climate zones
    • Explain what determines which zone a place belongs to (mainly latitude and geography)
    • Give an example of how a climate zone affects the plants, animals, or people living there

  • 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-Resistant Engineering

    Understand that engineers design buildings, flood defences, and warning systems to protect communities from extreme weather — hurricane-resistant roofs, flood barriers, tornado shelters, and early-warning alert systems — and evaluate the merits of these solutions

    • Describe at least two engineering solutions designed to protect against extreme weather
    • Explain how a specific design feature reduces damage from a weather hazard
    • Evaluate the advantages and limitations of a weather protection solution

  • Designing for Weather Hazards

    Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard such as flooding, wind damage, or extreme temperatures

    • Identify a specific weather-related hazard and its impacts on people
    • Describe at least two design solutions intended to reduce those impacts
    • Make a claim supported by evidence about which solution is most effective and why

  • Reading Weather Maps

    Read and interpret weather maps, data tables, and graphs — identifying symbols for sun, rain, wind, and temperature; spotting trends and patterns in weather data over weeks, months, or seasons; and using data to make simple predictions

    • Interpret common weather map symbols for temperature, precipitation, and wind
    • Read a data table or graph of weather data and identify patterns
    • Use weather data to make a simple prediction about upcoming conditions

  • The Atmosphere

    Know that Earth is surrounded by a layer of air called the atmosphere, that air has weight and exerts pressure, that the atmosphere protects us from harmful radiation and keeps the planet warm enough for life, and that weather happens in the lowest layer (troposphere)

    • Define the atmosphere as the layer of air surrounding Earth
    • State that air has weight and exerts pressure
    • Explain that weather occurs in the troposphere, the lowest layer of the atmosphere

  • Extreme Weather Events

    Know about extreme weather events — hurricanes (spinning storms over warm ocean), tornadoes (violent rotating columns of air), floods, droughts, and blizzards — how they form, where they typically occur, and their effects on people and the environment

    • Describe how at least two types of extreme weather form
    • Explain where hurricanes and tornadoes typically occur and why
    • Describe the effects of extreme weather on communities and landscapes

  • 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

Science · Rainforests

  • Rainforest Futures & Trade-Offs

    Understand that the future of rainforests depends on balancing competing needs — economic development for local communities, indigenous peoples' rights to their ancestral lands, global biodiversity conservation, and climate stability — and that there are no simple answers, requiring cooperation between governments, businesses, scientists, indigenous leaders, and consumers worldwide

    • Name at least three competing interests: economic development, indigenous rights, biodiversity, and climate stability
    • Explain why there is no single simple solution to rainforest protection
    • Suggest how different groups (governments, businesses, consumers, scientists) can each contribute to a better outcome

  • Rainforests & Global Climate

    Understand the connection between rainforests and global climate — rainforests absorb carbon dioxide and release oxygen through photosynthesis, store enormous amounts of carbon in their biomass, and generate rainfall through transpiration; when forests are burned or cleared, stored carbon is released as CO₂, accelerating climate change and disrupting regional rainfall patterns

    • Explain that rainforests absorb CO₂ and store carbon in their trees, acting as a carbon sink
    • Describe how deforestation releases stored carbon back into the atmosphere, accelerating climate change
    • Explain that transpiration from rainforest trees generates rainfall, and losing trees disrupts rain patterns

  • Deforestation Causes & Scale

    Understand the causes and scale of rainforest deforestation — cattle ranching (largest driver in the Amazon), soy and palm oil plantations, logging for timber, and mining — and know that approximately 10 million hectares of forest are lost globally each year, with devastating consequences for biodiversity, climate, and indigenous communities

    • Name at least three major causes of deforestation: cattle ranching, palm oil, soy, logging, and mining
    • State that approximately 10 million hectares of forest are lost globally each year
    • Explain the impact of deforestation on at least two of: biodiversity, climate, and indigenous peoples

  • Rainforest Conservation

    Know the main approaches to rainforest conservation — protected areas and national parks, reforestation and rewilding programmes, sustainable certification schemes (Rainforest Alliance, FSC), recognition of indigenous land rights as the most effective form of forest protection, and international agreements like REDD+ that pay countries to keep forests standing

    • Name at least three conservation approaches: protected areas, reforestation, sustainable certification, and indigenous land rights
    • Explain why protecting indigenous territories is one of the most effective ways to prevent deforestation
    • Describe what certification labels like Rainforest Alliance or FSC mean and how they help

  • Rainforest Products in Daily Life

    Understand how rainforest products connect to everyday life through global supply chains — palm oil is in snacks, soap, and cosmetics; soy feeds livestock worldwide; cocoa becomes chocolate; rubber is in tyres and gloves; timber becomes furniture; and many medicines originate from rainforest plants — and that consumer choices can drive either destruction or sustainable practices

    • Name at least four products linked to rainforests: palm oil, soy, cocoa, rubber, timber, and medicines
    • Explain how a product like palm oil travels from a rainforest region to a supermarket shelf
    • Describe how consumer choices (e.g. buying Rainforest Alliance certified products) can reduce deforestation pressure

  • Temperate Rainforests

    Know that not all rainforests are tropical — temperate rainforests exist in cooler, wet regions like the Pacific Northwest of North America, western Scotland and Wales, southern Chile, and New Zealand — with similar features (high rainfall, moss-draped trees, dense canopy) but different species, including ancient oaks, giant redwoods, and tree ferns

    • Name at least two locations of temperate rainforests, such as the Pacific Northwest, western Scotland, or southern Chile
    • Compare temperate and tropical rainforests: both have high rainfall and dense canopy, but differ in temperature and species
    • Name species found in temperate rainforests, such as ancient oaks, giant redwoods, or tree ferns

  • 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

  • Rainforest Biodiversity

    Understand that rainforests are biodiversity hotspots — covering just 6% of Earth's land surface but containing over 50% of all known plant and animal species — and that this extraordinary richness makes them irreplaceable for global biodiversity and a priority for conservation

    • State that rainforests cover about 6% of Earth's land but hold over 50% of all species
    • Explain why this concentration of species makes rainforests a conservation priority
    • Give specific examples of rainforest biodiversity, such as one hectare containing more tree species than all of northern Europe

  • 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

  • Nutrient Cycling in Thin Soil

    Understand the paradox of nutrient cycling in rainforests — despite lush growth, rainforest soil is typically thin and nutrient-poor because most nutrients are locked in living organisms, not the soil; decomposition is rapid in the warm, wet conditions, and nutrients released from dead material are immediately absorbed by plant roots and fungi, creating a fast, closed-loop recycling system

    • Explain that rainforest soil is thin and nutrient-poor despite the lush growth above
    • Describe the rapid decomposition cycle: dead material → decomposers → nutrients released → immediately absorbed by roots
    • Explain why clearing rainforest for farming fails after a few years — once the trees are gone, the nutrients are lost

  • 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

Science · Space Exploration

Your child is discovering the wonders of space — learning about stars, planets, and galaxies, understanding how our ideas about the solar system have changed over time, and exploring humanity's journey into space.

  • 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)

  • Why the Sun Looks Brightest

    Explain why the Sun appears much brighter than other stars: it is the nearest star to Earth, not the biggest or brightest star in the universe — understanding the difference between apparent brightness (how bright something looks) and actual brightness

    • State that the Sun is a medium-sized star that appears brightest because it is the closest star to Earth
    • Explain the difference between apparent brightness (how bright it looks) and actual brightness (how much light it gives off)
    • Give an example: a torch held close looks brighter than a distant floodlight, even though the floodlight is more powerful

  • 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

  • Gravity Pulls Things Down

    Understand gravity as a force that pulls objects towards the centre of the Earth, that 'down' means towards Earth’s centre regardless of where you stand on the sphere, and that gravity keeps the Moon orbiting Earth and planets orbiting the Sun

    • Define gravity as a pulling force that attracts objects towards the centre of the Earth
    • Explain that 'down' points towards Earth's centre, so people on opposite sides of the globe both feel pulled 'down'
    • State that gravity keeps the Moon orbiting Earth and planets orbiting the Sun

  • 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

  • Space Exploration Milestones

    Describe key milestones in human space exploration: the Space Race (Sputnik, Yuri Gagarin, Apollo 11 Moon landing), the Space Shuttle era, the International Space Station, and current missions (Artemis programme, Mars exploration plans, commercial spaceflight)

    • Name Sputnik as the first satellite (1957) and Yuri Gagarin as the first person in space (1961)
    • Describe the Apollo 11 Moon landing (1969) with Neil Armstrong and Buzz Aldrin
    • Name at least one current space programme (Artemis, SpaceX, ISS) and describe its goal

  • 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

  • Seasonal Constellations

    Recognise named constellations visible in different seasons and understand why we see different constellations at different times of year — because Earth’s orbit around the Sun changes which part of the sky we face at night

    • Name at least three constellations (e.g. Orion, Ursa Major/Big Dipper, Leo, Cassiopeia)
    • State that different constellations are visible in different seasons
    • Explain that this happens because Earth's orbit means we face different directions in space at different times of year

  • Changing Ideas About Space

    Understand that ideas about the solar system changed over time: ancient people believed Earth was at the centre (geocentric model, Ptolemy), until Copernicus proposed the Sun was at the centre (heliocentric model), later confirmed by Galileo’s telescope observations

    • Describe the geocentric model (Earth at the centre) and name Ptolemy as its main proponent
    • Describe the heliocentric model (Sun at the centre) and name Copernicus as the person who proposed it
    • Explain that Galileo used a telescope to find evidence supporting the heliocentric model (e.g. moons orbiting Jupiter)

  • The Vast Scale of Space

    Describe the scale of the universe in nested layers: Earth is one planet in our solar system, the Sun is one star among billions in the Milky Way galaxy, and the Milky Way is one galaxy among billions in the universe

    • State that the Milky Way is our galaxy and it contains billions of stars
    • Explain the hierarchy: planet → solar system → galaxy → universe
    • Use a comparison to convey cosmic scale (e.g. if the Sun were a football, Earth would be a peppercorn 26 metres away)

  • Life Cycle of Stars

    Understand the basics of a star’s life cycle: stars are born in clouds of gas and dust (nebulae), shine for millions or billions of years by fusing hydrogen, and eventually die — massive stars explode as supernovae while smaller stars fade into white dwarfs

    • Describe that stars form from clouds of gas and dust called nebulae
    • State that stars produce energy by fusing hydrogen into helium in their cores
    • Explain that massive stars end in a supernova explosion while smaller stars shrink to become white dwarfs

  • Scale of the Solar System

    Use scale models, diagrams, or calculations to represent the relative sizes and distances of objects in the solar system, understanding that the distances between planets are enormously larger than the planets themselves

    • Explain that if the Sun were the size of a beach ball, Earth would be a pea about 26 metres away
    • State that the distances between planets are much greater than the sizes of the planets themselves
    • Create or interpret a scale model showing both relative sizes and distances

  • 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

Science · Animals of the World

Your child is discovering how animals have evolved amazing adaptations to survive in their environments, exploring complex animal behaviors and intelligence, and learning about conservation efforts to protect endangered species and biodiversity.

  • Biodiversity

    Understand that biodiversity — the variety of different species in an ecosystem — is essential for healthy ecosystems, and that keystone species (like wolves in Yellowstone, sea otters in kelp forests, or bees as pollinators) have an outsized impact on their ecosystem, so that losing one key species can cause a cascade of changes affecting many others

    • Defines biodiversity as the variety of species in an ecosystem
    • Explains why biodiversity matters (stability, resilience, ecosystem services)
    • Defines keystone species and gives at least 2 examples

  • Protecting Endangered Animals

    Know how people work to protect endangered animals — through national parks and marine reserves, captive breeding programmes (like those that saved the California condor and Arabian oryx), anti-poaching patrols, wildlife corridors connecting habitats, and laws banning trade in endangered species — and understand that children can contribute through habitat-friendly choices

    • Describes at least 3 conservation strategies with specific examples
    • Names an animal saved from near-extinction by conservation efforts
    • Suggests at least one action children or families can take to help wildlife

  • Endangered & Extinct Species

    Understand why some animal species become endangered or go extinct — habitat destruction, hunting/poaching, pollution, climate change, and invasive species — and know examples like the giant panda, mountain gorilla, Amur leopard, and the now-extinct dodo and thylacine, using the IUCN Red List as the system scientists use to track threatened species

    • Defines endangered as a species at risk of extinction
    • Names at least 3 causes of species becoming endangered
    • Gives at least 3 examples of endangered or extinct animals

  • Invasive Species

    Understand that invasive species are animals (or plants) that have been introduced to a place where they don't naturally belong — like grey squirrels outcompeting red squirrels in the UK, cane toads poisoning native predators in Australia, or rabbits devastating ecosystems in Australia — and that they can cause serious harm to native wildlife by competing for food, spreading disease, or having no natural predators

    • Defines invasive species as non-native animals introduced to a new environment
    • Names at least 2 examples of invasive species and their impacts
    • Explains at least 2 reasons invasive species are harmful (no predators, outcompete natives, spread disease)

  • Structural Adaptations

    Understand that animals have structural adaptations (body features like the giraffe's long neck, eagle's talons, dolphin's streamlined shape), behavioural adaptations (migration, hibernation, tool use), and physiological adaptations (antifreeze in Arctic fish blood, echolocation in bats) — and that these developed over many generations through natural selection

    • Defines adaptation as a feature or behaviour that helps an animal survive in its environment
    • Gives examples of structural, behavioural, and physiological adaptations
    • Explains that adaptations develop over many generations, not during one animal's lifetime

  • Symbiosis

    Understand symbiosis — close relationships between different species — including mutualism (both benefit, like clownfish and anemones), commensalism (one benefits without harming the other, like remora fish riding sharks), and parasitism (one benefits at the other's expense, like ticks on deer) — and recognise these relationships in nature

    • Defines symbiosis as a close relationship between different species
    • Distinguishes mutualism, commensalism, and parasitism with an example of each
    • Identifies symbiotic relationships when presented with new scenarios

  • 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

  • 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)

  • 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 Intelligence

    Explore animal intelligence and complex behaviour — chimpanzees and crows use tools, dolphins recognise themselves in mirrors, octopuses solve puzzles and escape enclosures, elephants mourn their dead, meerkats teach their young to handle scorpions — understanding that many animals think, learn, and have social lives more complex than once believed

    • Gives at least 4 examples of animal intelligence or complex behaviour
    • Explains what 'tool use' means and names at least 2 tool-using animals
    • Discusses how scientists test animal intelligence (mirror test, puzzle boxes, observation)

  • 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

Science · Insects & Minibeasts

  • Insects in ecosystems

    Insects in ecosystems: the many roles insects play. Pollinators (bees, butterflies, hoverflies), decomposers (dung beetles, fly larvae), food source for birds, bats, fish, and frogs, and pest controllers (ladybirds eating aphids). The thought experiment: what would happen if all insects disappeared?

    • Name at least three different ecological roles that insects play such as pollinator, decomposer, and food source
    • Explain how the removal of one insect group like bees would affect plants, other animals, and humans
    • Describe a specific example of insects as pest controllers such as ladybirds controlling aphid populations

  • The most successful animals on Earth

    The most successful animals on Earth: there are roughly one million described insect species, and scientists estimate 5–10 million may exist. More insect species than all other animal groups combined. Why so many? Small body size means less food needed, fast reproduction with many offspring, flight allows reaching new habitats, and the exoskeleton is incredibly versatile.

    • State that insects are the most species-rich group of animals with about one million known species
    • Give at least two reasons why insects are so successful such as small size, fast reproduction, or flight
    • Compare insect diversity to another animal group, explaining that there are far more insect species than mammals or birds

  • Threats to insects and conservation

    Threats to insects and conservation: insect populations are declining worldwide. Causes include habitat loss, pesticide use, light pollution disrupting nocturnal insects, and climate change. Pollinator decline threatens food production. What children can do: plant pollinator-friendly gardens, reduce pesticide use, participate in citizen science like the Big Butterfly Count.

    • Name at least three threats to insect populations such as habitat loss, pesticides, and light pollution
    • Explain why declining bee populations are a problem for humans and the food we eat
    • Suggest at least two actions that children or families can take to help insects such as planting wildflowers or joining a butterfly count

  • 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

  • Insect Adaptations

    Adaptation and evolution in insects: peppered moths as a famous example of natural selection (dark moths survived better on soot-covered trees during the Industrial Revolution). Stick insects evolved to look like twigs. Ant-mimicking spiders evolved to fool predators. How small changes over many generations lead to remarkable disguises.

    • Retell the peppered moth story and explain how the environment changed which colour moth survived best
    • Describe how a stick insect's body shape is an adaptation that helps it avoid being eaten
    • Explain that adaptations develop over many generations through natural selection, not during one insect's lifetime

  • 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

  • Insect communication and behaviour

    Insect communication and behaviour: bees perform a waggle dance to tell hive-mates where flowers are. Ants lay pheromone trails for others to follow. Fireflies flash light patterns to find mates. Crickets chirp by rubbing their wings. Monarch butterflies migrate thousands of miles across continents. How insects 'talk' without words.

    • Describe at least three ways insects communicate such as the bee waggle dance, ant pheromone trails, and firefly light signals
    • Explain what information a bee conveys through its waggle dance, including direction and distance to flowers
    • Describe the monarch butterfly migration and explain why it is remarkable in terms of distance and navigation

  • Types of Metamorphosis

    Complete vs incomplete metamorphosis. Complete: egg → larva → pupa → adult (butterflies, beetles, flies). Incomplete: egg → nymph → adult — the nymph looks like a small version of the adult and moults as it grows (grasshoppers, dragonflies, crickets). Why do some insects transform completely while others grow gradually?

    • Compare complete and incomplete metamorphosis by describing the stages of each on a diagram
    • Classify at least three insects into the correct metamorphosis type such as butterfly (complete) and grasshopper (incomplete)
    • Explain that nymphs resemble adults while larvae look completely different from their adult form

  • 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

  • Insect anatomy in depth

    Insect anatomy in depth: compound eyes made of thousands of tiny lenses, spiracles (breathing holes along the body), diverse mouthparts (chewing mandibles in beetles, sucking proboscis in butterflies, sponging pad in flies), and moulting the exoskeleton to grow. Biomimicry — how engineers copy insect designs.

    • Describe at least two specialised insect structures such as compound eyes or spiracles and explain their function
    • Compare the mouthparts of a beetle (chewing) and a butterfly (sucking) and explain how each is suited to its food
    • Give one example of biomimicry where human technology is inspired by an insect structure or ability

Science · Ocean Life

Your child is diving into ocean science — learning about marine ecosystems, animal migrations, how human activities affect the ocean, and the vital role oceans play in Earth's climate.

  • Oceans & Climate

    Understand the connection between the ocean and climate: the ocean absorbs heat and carbon dioxide, drives weather patterns through evaporation, and ocean currents distribute warmth around the planet — making the ocean Earth's climate engine

    • Explain that the ocean absorbs a large amount of the Sun's heat and atmospheric carbon dioxide
    • Describe the ocean's role in the water cycle through evaporation
    • Explain how ocean currents distribute warmth and affect weather patterns in distant places

  • Ocean Ecosystems

    Understand ocean ecosystems as interconnected systems where living things (producers, consumers, decomposers) and non-living factors (temperature, salinity, light, currents) all interact, and that changes to one part affect the whole system

    • Describe an ocean ecosystem as a system of living and non-living parts that interact
    • Name key non-living factors that affect ocean life: temperature, salinity, light, currents
    • Explain how a change in one factor (like temperature) cascades through the whole ecosystem

  • 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

  • Protecting the Ocean

    Understand how people protect the ocean: marine protected areas limit fishing and pollution, sustainable fishing prevents overharvesting, beach clean-ups reduce plastic, and international agreements aim to reduce carbon emissions that cause ocean acidification

    • Explain what a marine protected area is and why it helps
    • Describe sustainable fishing as taking only what the ocean can replace
    • Name at least two actions people can take to protect oceans: reducing plastic, marine reserves, cutting emissions

  • 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 Pollution & Harm

    Identify ways humans harm the ocean — plastic pollution, overfishing, oil spills, and ocean acidification from carbon dioxide — and understand that most ocean pollution comes from land-based activities, not just ships

    • Name at least three ways humans harm the ocean
    • Explain that most ocean pollution originates on land, not from ships
    • Describe how plastic pollution or overfishing specifically harms marine animals

  • 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

  • Ocean Animal Migrations

    Know that many ocean animals undertake remarkable migrations — humpback whales travel thousands of miles between feeding and breeding grounds, sea turtles return to the same beach where they hatched to lay eggs — and understand these journeys are linked to seasonal food supplies and reproduction

    • Describe at least one example of marine animal migration in detail
    • Explain that migrations are driven by seasonal food availability and breeding needs
    • Estimate the scale of these journeys (thousands of miles)

  • Deep-Sea Creatures

    Explore life in the deep sea: animals that make their own light (bioluminescence), creatures adapted to crushing pressure and total darkness, and hydrothermal vents where life thrives without sunlight

    • Define bioluminescence as the ability of some deep-sea creatures to produce their own light
    • Describe at least two adaptations deep-sea animals have for life in darkness and pressure
    • Explain that hydrothermal vents support life without sunlight through chemical energy

  • 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

  • Exploring the Ocean

    Know that oceanographers and marine biologists study the ocean using submarines, remotely operated vehicles (ROVs), satellites, and diving, and that much of the ocean remains unexplored — we know more about the Moon's surface than the deep ocean floor

    • Name at least two tools scientists use to explore the ocean: submarines, ROVs, satellites
    • State that most of the deep ocean remains unexplored
    • Explain why ocean exploration is difficult: darkness, pressure, vastness

Science · Organisms & Life Processes

Your child is learning how plant and animal body parts help them survive and grow, while exploring the human life cycle and how our senses help us understand and respond to the world.

  • How animals adapt to environments

    Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time

    • Define adaptation as a feature that helps an organism survive in its environment
    • Give at least three examples of adaptations in different organisms and explain how each helps survival
    • Explain that over many generations, organisms with helpful adaptations survive and reproduce more, leading to evolution

  • 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

  • Variation & Survival Advantage

    Use evidence to explain how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing

    • Explain that variation within a species means some individuals have traits better suited to their environment
    • Give examples of advantageous variations (e.g. camouflage, speed, drought resistance in plants)
    • Connect variation to survival advantage: individuals with beneficial traits are more likely to survive and reproduce

  • 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

  • Inheritance Vocabulary

    Use vocabulary for variation and inheritance — inherited characteristic, acquired characteristic, variation, offspring, trait, species, breed, genetic, environment — and apply these when comparing organisms and explaining similarities and differences within and between species

    • Distinguish between inherited and acquired characteristics with a correct example of each
    • Use 'variation' correctly to describe differences within a species and explain what causes variation
    • Use 'offspring', 'species', and 'trait' correctly in written descriptions of living things

  • Inherited characteristics

    Analyse and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms

    • Define inherited traits as characteristics passed from parents to offspring
    • Collect or interpret data showing variation within a group (e.g. different heights, colours, sizes)
    • Explain that while traits are inherited, there is natural variation among individuals of the same species

  • Human Life Stages

    Describe the changes as humans develop to old age, including the stages of the human life cycle

    • Name the main stages of human development: baby, toddler, child, teenager, adult, elderly
    • Describe key changes at puberty (growth spurt, body changes)
    • Explain that old age brings changes like reduced strength, greying hair, and slower healing

  • The Digestive System

    Describe the simple functions of the basic parts of the human digestive system: mouth, oesophagus, stomach, small intestine, large intestine

    • Name the main organs in order: mouth, oesophagus, stomach, small intestine, large intestine
    • Describe the function of each (mouth chews, stomach breaks down, small intestine absorbs nutrients)
    • Draw or label a simple diagram of the digestive system

  • Senses, Brain & Responses

    Use a model to describe that animals receive information through their senses, process it in their brain, and respond in different ways

    • Describe the pathway: sense organ detects stimulus → brain processes information → body responds
    • Give examples of different animal senses (sight, smell, hearing, echolocation, vibration)
    • Explain how the same stimulus can produce different responses in different animals

  • Structures for Survival

    Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behaviour, and reproduction

    • Give examples of external structures and their survival functions (e.g. thorns for protection, claws for catching prey)
    • Give examples of internal structures and their functions (e.g. heart pumps blood, lungs take in air)
    • Construct a reasoned argument linking a specific structure to how it helps the organism survive or reproduce

  • Types of Teeth

    Identify the different types of human teeth (incisors, canines, molars) and describe their functions in eating

    • Name three types of teeth: incisors, canines, molars
    • Describe the function of each: incisors cut, canines tear, molars grind
    • Relate tooth type to diet (e.g. herbivores have flat molars, carnivores have sharp canines)

  • 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

  • Organ Systems Vocabulary

    Use technical vocabulary for the major organ systems — organ, organ system, circulatory system, digestive system, respiratory system, skeletal system, muscular system, nutrient, oxygen, carbon dioxide, blood vessel, artery, vein, capillary, enzyme — and describe the function of each system using these terms

    • Name the main organs in at least two body systems and state their functions using the correct vocabulary
    • Use 'circulatory', 'digestive', and 'respiratory' correctly in written descriptions of the body
    • Explain the difference between an artery and a vein using the correct anatomical terms

  • Traits: inherited and environmental

    Use evidence to support the explanation that traits can be influenced by the environment as well as inheritance

    • Explain that traits result from both inheritance and environmental factors
    • Give examples of environmental influence on traits (e.g. sunlight affects plant growth, diet affects animal size)
    • Distinguish between inherited traits (e.g. eye colour) and environmentally influenced traits (e.g. muscle strength from exercise)

Science · The Human Body

Your child is discovering how their body works — exploring the respiratory, circulatory, and nervous systems in detail, and understanding how lifestyle choices affect their health and development.

  • Growing Up & Puberty

    Describe the stages of human development from birth to old age: baby, toddler, child, adolescent (puberty), young adult, middle-aged adult, elderly — understanding the physical changes that happen at each stage, especially during puberty

    • Name and order at least six life stages from birth to old age
    • Describe key physical changes during puberty (growth spurts, body shape changes, development of adult features)
    • Explain that puberty is triggered by hormones — chemical messengers released by glands

  • Healthy Lifestyle Choices

    Understand how lifestyle choices affect the body’s health: a balanced diet, regular exercise, adequate sleep, and avoiding harmful substances (tobacco, alcohol, drugs) help body systems function well, while poor choices increase the risk of disease

    • Explain how regular exercise strengthens the heart, lungs, and muscles
    • Describe how a poor diet high in sugar and fat can lead to obesity, tooth decay, and heart problems
    • State at least two harmful effects of smoking (damages lungs, increases heart disease risk) or alcohol (damages liver, affects brain)

  • 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

  • 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

  • Heart & Blood Circulation

    Describe the circulatory system in detail: the heart has four chambers (two atria, two ventricles) that pump blood in a double loop — one to the lungs for oxygen and one to the rest of the body to deliver it — through arteries, veins, and tiny capillaries

    • Name the four heart chambers and describe the double-loop pathway (heart → lungs → heart → body)
    • Distinguish arteries (carry blood away from heart), veins (carry blood back to heart), and capillaries (tiny vessels where exchange happens)
    • Name the components of blood: red blood cells (carry oxygen), white blood cells (fight infection), platelets (help clotting), plasma (liquid)

  • Circulation & Breathing Together

    Understand how the circulatory and respiratory systems work together: the lungs oxygenate the blood, the heart pumps it around the body, cells use the oxygen and produce carbon dioxide waste, and the blood carries the waste back to the lungs to be breathed out

    • Describe the cycle: lungs add oxygen to blood → heart pumps oxygenated blood to body → cells use oxygen → blood returns CO₂ to lungs
    • Explain why heart rate and breathing rate increase during exercise (muscles need more oxygen)
    • Measure their own resting and post-exercise heart rate and explain the difference

  • The Nervous System

    Understand that the nervous system has two parts — the central nervous system (brain and spinal cord) and nerves that branch throughout the body — and that nerve signals travel at high speed to coordinate senses, thought, and movement

    • Name the two parts of the nervous system: central (brain + spinal cord) and peripheral (nerves throughout the body)
    • Describe the reflex arc: stimulus → sensory nerve → spinal cord/brain → motor nerve → muscle response
    • State that nerve signals travel extremely fast, which is why reflexes happen almost instantly

  • 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

  • How the Lungs Work

    Explain how the respiratory system works in detail: air travels through the nose/mouth, down the trachea, into bronchi and bronchioles, reaching tiny air sacs (alveoli) in the lungs where oxygen passes into the blood and carbon dioxide passes out

    • Trace the air pathway: nose/mouth → trachea → bronchi → bronchioles → alveoli
    • Explain gas exchange in the alveoli: oxygen passes into blood capillaries, carbon dioxide passes out
    • Describe the mechanical process: the diaphragm contracts to pull air in and relaxes to push air out

  • The Immune System

    Know that the body has an immune system that protects against illness: the skin acts as a barrier, white blood cells identify and destroy germs (bacteria and viruses), and vaccines train the immune system to recognise specific diseases before they cause illness

    • Describe the skin as the body's first line of defence against germs
    • Explain that white blood cells detect and fight bacteria and viruses inside the body
    • Describe how vaccines work: they contain weakened or inactive germs that train the immune system to recognise the real disease

  • 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 · Energy

Your child is exploring how energy works — understanding how it moves between objects, changes from one form to another, and can be transferred through sound, light, heat, and electricity.

  • How energy travels around

    Observe and provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents

    • Give at least one example of energy transfer by each: sound, light, heat, electric current
    • Explain that energy moves from a source to a destination through these means
    • Describe how electric currents transfer energy from a battery to a bulb through wires

  • Building a simple circuit

    Construct a simple series electrical circuit, identifying and naming its basic parts: cells, wires, bulbs, switches, and buzzers

    • Build a complete series circuit that lights a bulb or sounds a buzzer
    • Name each component: cell (battery), wire, bulb, switch, buzzer
    • Explain the role of each component in making the circuit work

  • What uses electricity at home

    Identify common appliances that run on electricity and understand that electricity is a form of energy that powers devices in everyday life

    • Name at least ten common appliances that run on electricity
    • Distinguish between mains-powered and battery-powered appliances
    • Explain that electricity provides the energy that makes these devices work

  • 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

  • Reading and drawing circuit diagrams

    Draw and read simple circuit diagrams using standard symbols for cells, bulbs, switches, buzzers, and wires; identify whether a circuit is complete or broken from a diagram; match circuit diagrams to physical circuits

    • Draw a circuit diagram for a cell, switch, and bulb using standard symbols
    • Identify from a diagram whether a switch is open or closed and predict whether the bulb lights
    • Match a photograph of a physical circuit to the correct circuit diagram from a set of options

  • Speed and energy

    Use evidence to construct an explanation relating the speed of an object to the energy of that object

    • Explain that a moving object has energy, and the faster it moves the more energy it has
    • Provide evidence from observations (e.g. faster ball causes more damage/movement)
    • Use the term 'kinetic energy' or 'energy of motion' appropriately

  • How switches work

    Recognise that a switch opens and closes a circuit, controlling whether a lamp lights or a buzzer sounds

    • Explain that a closed switch completes the circuit (current flows) and an open switch breaks it (current stops)
    • Demonstrate adding a switch to a circuit and using it to control a bulb or buzzer
    • Relate the switch concept to everyday switches in the home

  • Will the bulb light up?

    Identify whether or not a lamp will light in a simple series circuit, based on whether the lamp is part of a complete loop with a battery

    • Predict whether a lamp will light by tracing the circuit for a complete loop
    • Explain that a gap anywhere in the circuit breaks the loop and the bulb won't light
    • Identify the fault in a non-working circuit (e.g. loose wire, missing connection)

  • Circuit vocabulary

    Use technical vocabulary for electrical circuits — circuit, component, cell, battery, current, voltage, resistance, conductor, insulator, switch, series circuit, parallel circuit — and apply these when describing, drawing, and designing working circuits

    • Use 'series' and 'parallel' correctly to describe two different circuit configurations and explain the key difference
    • Apply 'current', 'voltage', and 'resistance' correctly in a written description of how a circuit works
    • Name at least six standard circuit components and describe what each one does

  • Building an energy-converting device

    Apply scientific ideas to design, test, and refine a device that converts energy from one form to another

    • Design a device that converts one form of energy to another (e.g. electrical to light, kinetic to sound)
    • Build, test, and identify what works well and what needs improvement
    • Explain the energy conversion taking place in the device

  • What happens when things collide

    Ask questions and predict outcomes about the changes in energy that occur when objects collide

    • Predict the outcome of a collision based on the speeds and sizes of the objects
    • Explain that energy transfers from one object to another during a collision
    • Describe observable changes: one object speeds up, the other slows down, sound is produced

  • Conductors and insulators

    Recognise some common conductors and insulators, and associate metals with being good conductors of electricity

    • Define conductors (allow electricity to flow through) and insulators (block electricity)
    • Test at least six materials and correctly classify them as conductors or insulators
    • State that metals are generally good conductors and explain why wires are made of metal with plastic coating

Science · Matter & Materials

Your child is exploring how materials behave and change — investigating which substances dissolve in water, learning to separate mixtures, and distinguishing between changes that can be reversed and those that create entirely new materials.

  • 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

  • Dissolving & Solutions

    Understand that some materials dissolve in liquid to form a solution, and describe how to recover a substance from a solution by evaporation

    • Explain that dissolving means a solid mixes completely into a liquid to form a solution
    • Describe how to recover a dissolved substance by evaporating the liquid
    • Distinguish between a mixture (can see separate parts) and a solution (looks clear, fully dissolved)

  • Solids, Liquids & Gases

    Compare and group materials as solids, liquids, or gases based on their observable properties and behaviour

    • Define solids (fixed shape, hard to compress), liquids (flow, take shape of container), gases (spread out, fill space)
    • Sort at least eight everyday materials into solid, liquid, or gas categories
    • Explain tricky cases like sand (solid particles) or steam (gas, not visible water droplets)

  • Irreversible Changes

    Explain that some changes result in the formation of new materials and are not usually reversible, such as burning, rusting, and reactions with acid

    • Define an irreversible change as one that creates new materials that cannot be changed back
    • Give at least three examples: burning, rusting, mixing bicarbonate of soda with vinegar
    • Describe observable signs of irreversible change: gas produced, colour change, heat given off, new substance formed

  • Reversible Changes

    Demonstrate that dissolving, mixing, and changes of state are reversible changes where no new materials are formed

    • Define a reversible change as one where the original materials can be recovered
    • Give at least three examples of reversible changes: melting, freezing, dissolving, evaporating
    • Explain how to reverse each example (e.g. freeze melted chocolate, evaporate a solution)

  • Evaporation & the Water Cycle

    Identify the role of evaporation and condensation in the water cycle, and associate the rate of evaporation with temperature

    • Describe evaporation as liquid turning to gas and condensation as gas turning to liquid
    • Explain the water cycle: evaporation from seas/lakes → condensation into clouds → precipitation
    • Explain why evaporation happens faster at higher temperatures (e.g. puddles dry faster on hot days)

  • Separating Mixtures

    Use knowledge of solids, liquids, and gases to decide how mixtures might be separated through filtering, sieving, and evaporating

    • Choose the correct separation method for a given mixture (sieving for large particles, filtering for small, evaporating for dissolved)
    • Describe a multi-step separation plan for a complex mixture like sand, salt, and water
    • Explain why each method works based on the properties of the materials

  • Advanced Material Properties

    Compare and group everyday materials based on advanced properties: hardness, solubility, transparency, electrical and thermal conductivity, and response to magnets

    • Define and test for at least four properties: hardness, solubility, conductivity, magnetism
    • Group a set of materials based on test results for each property
    • Use results to explain why certain materials are chosen for specific uses (e.g. copper for wires because it conducts electricity)

  • 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

  • Material Properties Vocabulary

    Use technical vocabulary to describe and compare material properties — conductor, insulator, thermal, electrical, transparent, opaque, translucent, soluble, insoluble, magnetic, flexible, rigid, density — and apply these terms precisely when selecting and justifying materials for particular purposes

    • Classify a set of materials as electrical conductors or insulators and explain why using the correct terms
    • Use 'transparent', 'translucent', and 'opaque' correctly and distinctly in descriptions
    • Apply at least four property terms correctly when justifying a material choice for a given purpose

  • 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

Science · Ecosystems & Habitats

Your child is learning about how living things reproduce and grow — comparing different life cycles from mammals to insects, and understanding the various ways plants and animals create new generations.

  • Changing Environments

    Recognise that environments can change and that this can sometimes pose dangers and challenges to living things

    • Give at least two examples of environmental changes (natural and human-caused)
    • Describe how a specific change affects the organisms in that environment
    • Explain why some organisms may not survive if their environment changes too quickly

  • Food Chains & Energy Transfer

    Construct and interpret food chains identifying producers, predators, and prey, and understand energy transfer between trophic levels

    • Construct a food chain with at least four organisms, labelling producer, primary consumer, predator
    • Define producer, predator, and prey with examples
    • Interpret a given food chain to predict what happens if one organism is removed

  • Animal Life Cycles

    Describe differences in the life cycles of mammals, amphibians, insects, and birds, comparing metamorphosis with direct development

    • Describe the life cycle of a mammal, amphibian, insect, and bird with key stages for each
    • Compare metamorphosis (complete change of form) with direct development (gradual growth)
    • Identify which groups undergo metamorphosis and which do not

  • Plant & Animal Reproduction

    Describe the life process of reproduction in some plants and animals, including sexual and asexual reproduction in plants

    • Describe sexual reproduction in plants: pollination, fertilisation, seed production
    • Give examples of asexual reproduction in plants: runners (strawberries), bulbs, cuttings
    • Compare reproduction in egg-laying animals (birds, frogs) vs live-bearing mammals

  • Grouping Living Things

    Recognise that living things can be grouped in a variety of ways based on observable features

    • Group a set of organisms using at least two different criteria (e.g. by habitat, by body covering, by diet)
    • Explain the reasoning behind each grouping choice
    • Recognise that the same organism can belong to different groups depending on the criteria used

  • Classification Keys

    Explore and use classification keys to identify, group, and name living things in local and wider environments

    • Follow a branching classification key to identify an unknown organism
    • Create a simple yes/no classification key for a set of 6-8 organisms
    • Use a key to identify organisms in the local environment during a field activity

  • Human impact on environments

    Use vocabulary for human impact on the environment — pollution, habitat destruction, deforestation, biodiversity, conservation, renewable energy, non-renewable energy, fossil fuel, carbon footprint, sustainability, endangered, extinct — and apply these when discussing environmental issues and human choices

    • Distinguish between renewable and non-renewable energy sources using the correct terms and give examples of each
    • Use 'biodiversity' and 'conservation' correctly in discussing why protecting habitats matters
    • Apply 'carbon footprint' and 'sustainability' correctly in a discussion about everyday human choices

  • Animal Groups & Survival

    Construct an argument that some animals form groups that help members survive, such as herds, packs, or colonies

    • Give at least two examples of animals that live in groups (e.g. wolves, ants, fish schools)
    • Explain how group living provides survival advantages (protection, finding food, raising young)
    • Construct a simple argument with evidence for why a specific animal benefits from group behaviour

  • Ecology Vocabulary

    Use vocabulary for feeding relationships and ecological roles — producer, consumer, predator, prey, herbivore, carnivore, omnivore, decomposer, food chain, food web, nutrient cycle — and describe how energy and matter flow through ecosystems using these terms

    • Construct a food chain correctly using producer, consumer, predator, and prey in the right positions
    • Distinguish between herbivore, carnivore, and omnivore with correct examples from a given ecosystem
    • Explain what a decomposer does and why it matters, using the correct vocabulary

  • Reading Food Web Diagrams

    Read and interpret food web diagrams — identify producers, primary and secondary consumers, and decomposers; trace energy flow along food chains within the web; predict the effect of removing or adding a species

    • Identify the producer, herbivore, and carnivore in a food web from a diagram
    • Trace two food chains through the same food web and identify shared species
    • Predict what would happen to fox numbers if rabbits were removed from a food web diagram

Science · Waves, Light & Sound

Your child is learning how light allows us to see objects and how waves work, including exploring different ways to send information using patterns and codes.

  • 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)

  • How We See Objects

    Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen

    • Draw a diagram showing light source → light hits object → reflects into eye
    • Explain that we see objects because reflected light enters our eyes, not because our eyes send out light
    • Use this model to explain why we can't see in total darkness (no light to reflect)

  • Waves & How They Move

    Develop a model of waves to describe patterns in terms of amplitude and wavelength, and understand that waves can cause objects to move

    • Describe a wave using the terms amplitude (height) and wavelength (distance between peaks)
    • Demonstrate that larger amplitude means more energy (bigger waves move objects more)
    • Model wave patterns using a slinky, rope, or water and describe what they observe

  • Sound Travels Through Materials

    Recognise that vibrations from sounds travel through a medium (solid, liquid, or gas) to the ear

    • Explain that sound vibrations need a material (medium) to travel through — they can't travel in a vacuum
    • Give examples of sound travelling through different media: air, water, solid objects
    • Describe how a string telephone works: voice vibrates the cup, vibrations travel along the string to the other cup

  • Wave Behaviour Vocabulary

    Use technical vocabulary for wave behaviour — refraction, absorption, reflection, scattering, amplitude, frequency, wavelength, echo, spectrum, angle of incidence, angle of reflection — and apply these when explaining how light and sound travel and interact with different materials

    • Use 'refraction' correctly to explain why a straw appears bent in a glass of water
    • Distinguish 'reflection' from 'refraction' using the correct definitions
    • Explain what an echo is using the vocabulary of sound reflection correctly

  • Volume & Vibrations

    Find patterns between the volume of a sound and the strength of the vibrations that produced it

    • Describe the pattern: stronger vibrations (larger movements) produce louder sounds
    • Demonstrate volume changes by varying the force applied to a sound-making object
    • Explain volume as how loud or quiet a sound is, determined by the size of vibrations

  • Patterns & Codes for Information

    Generate and compare multiple solutions that use patterns to transfer information, such as codes and signals

    • Describe at least two systems that use patterns of light or sound to transfer information (e.g. Morse code, semaphore, drum signals)
    • Design a simple code using light or sound patterns to send a message
    • Compare the advantages and disadvantages of different information transfer methods

  • Sound Fading with Distance

    Recognise that sounds get fainter as the distance from the sound source increases

    • State that sound gets quieter as distance from the source increases
    • Describe an observation or investigation demonstrating this pattern
    • Explain that vibrations spread out and get weaker as they travel further from the source

  • Pitch of Sounds

    Find patterns between the pitch of a sound and features of the object that produced it

    • Describe the pattern: shorter/thinner/tighter objects produce higher-pitched sounds
    • Demonstrate pitch changes using at least one instrument or everyday object
    • Explain pitch as how high or low a sound is, determined by how fast the object vibrates

Science · Forces & Motion

Your child is learning about gravity and forces that resist motion like friction and air resistance, while discovering how simple machines like levers and pulleys can make tasks easier.

  • Predicting Motion Patterns

    Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion

    • Measure an object's motion (distance, speed, direction) under different conditions
    • Identify a pattern in the data (e.g. steeper ramp = further roll)
    • Use the pattern to make and test a prediction about future motion

  • 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

  • Balanced & Unbalanced Forces

    Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object

    • Define balanced forces (equal in size, opposite in direction — no change in motion) and unbalanced forces (cause motion to change)
    • Plan a fair test investigating how different force sizes affect an object's motion
    • Use results as evidence to explain when forces are balanced versus unbalanced

  • Gravity & Falling Objects

    Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

    • Define gravity as a force of attraction between the Earth and objects
    • Explain that unsupported objects fall because gravity pulls them towards the Earth
    • Give examples showing gravity in action (dropping objects, jumping, water flowing downhill)

  • Air Resistance & Friction

    Identify the effects of air resistance, water resistance, and friction, and understand that these forces act between moving surfaces to oppose motion

    • Define air resistance, water resistance, and friction as forces that oppose motion
    • Give everyday examples of each force and explain how they slow things down
    • Describe how these forces depend on factors like speed, surface area, or surface texture

  • Levers, Pulleys & Gears

    Recognise that some mechanisms including levers, pulleys, and gears allow a smaller force to have a greater effect

    • Describe how a lever works: effort at one end moves a load at the other, with a pivot in between
    • Explain how a pulley changes the direction of a force and can make lifting easier
    • Describe how gears transfer and change the size or direction of forces

  • 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

  • Force & Motion Vocabulary

    Use technical vocabulary for force and motion — balanced forces, unbalanced forces, resultant force, acceleration, deceleration, speed, moment, lever, fulcrum, mechanical advantage — and apply these when explaining and predicting how forces affect the motion and position of objects

    • Distinguish between balanced and unbalanced forces and describe the effect of each on an object's motion
    • Use 'resultant force' correctly when describing the net effect of two or more forces acting on an object
    • Apply 'moment', 'lever', and 'fulcrum' correctly when describing how simple machines work

Science · Earth's Systems

Your child is learning how Earth's surface changes over time — studying how wind, water, and ice shape our landscape through weathering and erosion, and interpreting maps to understand geological patterns.

  • Finding patterns in data

    Analyse and interpret data from maps to describe patterns of Earth's features, recognising that many features result from processes that occur over long periods

    • Use a map to identify patterns in the location of mountains, rivers, lakes, and other features
    • Describe patterns observed (e.g. mountains in chains, rivers flow from high to low ground)
    • Explain that Earth's features result from processes like erosion, volcanic activity, and plate movement over long periods

  • Weather vs climate

    Obtain and combine information to describe climates in different regions of the world, distinguishing between weather and climate

    • Define weather as day-to-day conditions and climate as the long-term pattern of weather in an area
    • Describe at least three different climate types (tropical, temperate, polar, desert) with examples
    • Explain that climate varies by region due to factors like distance from the equator

  • Seasonal changes (age 8+)

    Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season

    • Collect and organise weather data in a table (temperature, precipitation, cloud cover)
    • Create a graphical display (bar chart, pictogram) showing weather patterns for a season
    • Use the data to describe typical weather conditions for that season and compare with other seasons

  • Erosion and weathering

    Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation

    • Define weathering (breaking down of rock in place) and erosion (movement of broken rock/soil)
    • Describe the effects of at least three agents of weathering/erosion: water, ice, wind, vegetation
    • Provide evidence from observations showing how weathering or erosion has changed a landscape

  • Types of rocks

    Use vocabulary for Earth's geological processes and rock types — igneous, sedimentary, metamorphic, erosion, weathering, deposition, fossil, sediment, strata, permeable, impermeable — and apply these when explaining how rocks form and how landscapes change over time

    • Correctly classify igneous, sedimentary, and metamorphic rocks and explain in one sentence how each type forms
    • Use 'erosion', 'weathering', and 'deposition' correctly as three distinct stages in a sequence
    • Explain how fossils form using 'sediment' and 'sedimentary rock' correctly

  • 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

Science · Space Systems & Earth's History

Your child is exploring our solar system and Earth's place in it — understanding how the Earth's rotation creates day and night, how planets orbit the sun, and how we can read Earth's history through rocks and fossils.

  • The solar system

    Describe the sun, Earth, and moon as approximately spherical bodies, and describe the movement of the Earth and other planets orbiting the sun in the solar system

    • State that the sun, Earth, and moon are approximately spherical
    • Name the planets in order from the sun and explain they all orbit the sun
    • Describe the moon orbiting the Earth while both orbit the sun

  • How fossils form

    Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time

    • Explain that rock layers (strata) form over time, with the oldest at the bottom
    • Describe how fossils in different layers provide evidence of organisms that lived at different times
    • Use patterns in rock formations to explain how a landscape has changed over millions of years

  • Earth's rotation and day/night

    Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky

    • Explain that the Earth rotates (spins) on its axis once every 24 hours
    • Describe how this rotation causes day (facing the sun) and night (facing away)
    • Explain that the sun appears to move across the sky because we are rotating, not the sun

  • Earth & Space Vocabulary

    Use technical vocabulary for Earth's motion and the wider universe — rotation, revolution, axis, tilt, orbit, light year, gravitational force, atmosphere, lunar phases, waxing, waning, solstice, equinox, eclipse — and apply these when explaining day and night, the seasons, and the Moon's phases

    • Use 'rotation' and 'revolution' correctly to describe Earth's two distinct types of movement and explain what each causes
    • Use 'waxing' and 'waning' to describe the Moon's phases and explain what causes them
    • Apply 'solstice' and 'equinox' correctly when explaining why seasons exist and why day length varies

History · Ancient Greece & Rome

  • Greek and Roman Legacy Today

    Evaluate the lasting contributions of Greek and Roman civilisations to modern life — democracy, law, language (Latin roots), architecture (columns, arches, domes), sport (Olympics), philosophy, literature, and theatre — and understand that Greek ideas reached us through Rome, and then through later European civilisations, in a chain of cultural transmission

    • List at least five ways ancient Greece and Rome still influence modern life
    • Explain how Greek culture spread to Rome and then from Rome across Europe
    • Give a specific modern example of a Greek or Roman legacy such as democratic voting or architectural columns

  • Evidence for Greek and Roman Life

    Understand that historians and archaeologists piece together ancient Greek and Roman life from evidence — pottery paintings, coins, inscriptions, ruins like Pompeii, and written texts by authors such as Homer and Pliny — and that the same evidence can be interpreted in different ways by different historians

    • Name at least three types of evidence historians use to learn about ancient Greece and Rome
    • Explain why Pompeii is especially valuable as a source of evidence about Roman life
    • Give an example of how the same piece of evidence could be interpreted in more than one way

  • 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

  • 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

  • Roman Law, Latin, and Christianity

    Understand that Roman law became the basis for legal systems across Europe and beyond, that Latin is the root of French, Spanish, Italian, Portuguese, and Romanian and gave English hundreds of words (e.g. exit, video, annual, education), and that Christianity spread throughout the Roman Empire, eventually becoming its official religion under Emperor Constantine

    • Give examples of English words that come from Latin
    • Explain that Roman law influenced modern legal systems in Europe and beyond
    • Describe how Christianity spread through the Roman Empire and became its official religion

  • 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

  • Roman Republic and Empire

    Explain how Rome was first governed as a republic — with elected consuls, a powerful Senate, and a distinction between patricians and plebeians — before becoming an empire ruled by emperors like Augustus (who brought peace, the Pax Romana) and Nero, and compare republican government with Athenian direct democracy

    • Describe the Roman Republic's structure: consuls, Senate, patricians, and plebeians
    • Explain how Rome changed from a republic to an empire under Augustus
    • Compare Athenian direct democracy (citizens vote on decisions) with Roman republican government (citizens elect representatives)

  • 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 and Roman Architecture

    Identify Greek column styles — Doric (plain and sturdy), Ionic (scroll-shaped capitals), and Corinthian (ornate leafy capitals) — and Roman architectural innovations — the arch, the dome, and concrete — and spot their influence in modern public buildings such as courthouses, museums, government buildings, and monuments

    • Identify the three Greek column orders (Doric, Ionic, Corinthian) from pictures
    • Name Roman architectural innovations: the arch, the dome, and concrete
    • Point out Greek or Roman architectural features in a modern public building

  • 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

  • Alexander the Great's Empire

    Describe how Alexander the Great of Macedon conquered a vast empire stretching from Greece to Egypt to India, spreading Greek language, culture, and ideas across the ancient world — creating a period known as the Hellenistic Age where Greek and Eastern cultures blended

    • Describe the extent of Alexander's empire on a map (Greece to Egypt to India)
    • Explain that Alexander spread Greek culture and language across the lands he conquered
    • Say what the Hellenistic Age was — a blending of Greek and Eastern cultures

  • Fall of the Western Roman Empire

    Describe how the Western Roman Empire gradually declined due to a combination of factors — military pressure from invading peoples, political instability, economic problems, and an overstretched empire — and finally fell in AD 476, while the Eastern Roman (Byzantine) Empire continued for nearly a thousand more years

    • Name at least two reasons why the Western Roman Empire declined and fell
    • State the date AD 476 as when the last Western Roman emperor was removed
    • Explain that the Eastern (Byzantine) Empire survived for nearly 1,000 years after the West fell

  • Greek Philosophers and Medicine

    Know that Greek thinkers called philosophers developed ways of understanding the world that still influence us today — Socrates asked challenging questions to test ideas (the Socratic method), Plato imagined the ideal society, Aristotle observed and classified the natural world — and that Hippocrates is called the father of medicine for insisting on natural causes of illness rather than blaming the gods

    • Describe what Socrates, Plato, and Aristotle each contributed to thinking and learning
    • Explain the Socratic method as learning by asking questions rather than just being told answers
    • Say why Hippocrates is called the father of medicine

  • 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

  • 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

  • Medieval Legacy in Modern Life

    What the Middle Ages gave us: Parliament, universities, common law, Gothic architecture, the English language (Anglo-Saxon + Norman French), place names, surnames; why we are still fascinated by the medieval world

    • Name at least three things from the Middle Ages that still affect our lives today
    • Explain how the English language was shaped by Anglo-Saxon and Norman French
    • Give a reason why people today are still fascinated by the medieval period (castles, knights, fantasy literature, games)

  • Medieval Worlds Beyond Europe

    The medieval world beyond Europe: the Islamic Golden Age (maths, medicine, architecture), the Mali Empire and Mansa Musa, Song Dynasty China; how the medieval world was connected through trade routes like the Silk Road

    • Name at least two achievements of the Islamic Golden Age (algebra, hospitals, architecture)
    • Describe who Mansa Musa was and why he is remembered
    • Explain how the Silk Road connected distant parts of the medieval world through trade

  • Printing Press & Renaissance

    The invention of the printing press by Gutenberg and its arrival in England with William Caxton; how printed books changed everything; the transition from the Middle Ages to the Renaissance

    • Explain what the printing press was and why it was revolutionary
    • Describe William Caxton's role in bringing printing to England
    • Give at least one way printed books changed society (more people could read, ideas spread faster)

  • Art & Architecture

    Medieval cultural achievements: illuminated manuscripts, Gothic cathedrals (flying buttresses, stained glass), Gregorian chant, the Bayeux Tapestry; art and architecture as expressions of faith and power

    • Describe what an illuminated manuscript is and who made them
    • Name at least two features of Gothic cathedral architecture (pointed arches, flying buttresses, stained glass)
    • Explain how medieval art and buildings were connected to the Church and religious belief

  • 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

  • Magna Carta and Limiting Royal Power

    King John, the barons' revolt, and the sealing of the Magna Carta in 1215; what the Magna Carta said about limiting the king's power; its lasting importance for democracy and rights

    • Explain why the barons rebelled against King John
    • Describe what the Magna Carta said (the king must follow the law too, fair trial rights)
    • Explain why the Magna Carta still matters today (foundation of democracy and human rights)

  • 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

  • Towns & Trade

    The growth of medieval towns: markets, guilds, the merchant class; how towns won charters of self-governance; the shift from purely rural to partly urban life

    • Describe how medieval towns were different from villages (markets, walls, guilds, more people)
    • Explain what a guild was and why it mattered for tradespeople
    • Describe one way towns changed medieval society (new merchant class, more freedom for townspeople)

  • 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

  • Crime & Punishment

    How justice worked in medieval times: trial by ordeal, trial by combat, the role of the sheriff; punishments including stocks, pillory, and dungeons; how different it was from modern justice

    • Describe at least two medieval methods of deciding guilt (trial by ordeal, trial by combat)
    • Name at least two medieval punishments and explain what they involved
    • Compare one aspect of medieval justice to how justice works today

  • Women in the Middle Ages

    The lives of medieval women: noblewomen managing estates, peasant women's hard daily work, nuns and abbesses, notable figures like Eleanor of Aquitaine and Joan of Arc

    • Describe the different lives of noblewomen, peasant women, and nuns
    • Name at least one notable medieval woman and explain what she did
    • Explain one way women's lives in medieval times were more restricted than 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)

History · Ancient Egypt

Your child is learning about ancient Egyptian civilization in depth — exploring how pharaohs ruled as god-kings, how the economy and society functioned, and examining Egypt's remarkable achievements in art, architecture, and science that influenced the world for thousands of years.

  • Ancient Egypt's Lasting Legacy

    Evaluate ancient Egypt's lasting legacy: the Egyptians developed early forms of medicine, mathematics (used to build pyramids and survey land after floods), astronomy (calendar based on star observations), and engineering that influenced later civilisations including Greece and Rome — and compare ancient Egypt with other early civilisations (Mesopotamia, Indus Valley, Shang Dynasty) to identify shared features like writing, agriculture, cities, and organised religion

    • Name at least two Egyptian achievements that influenced later civilisations
    • Identify at least two features that ancient Egypt shared with other early civilisations
    • Explain why studying ancient Egypt helps us understand how human civilisation developed

  • Cleopatra and the End of Egypt

    Know that ancient Egypt eventually came to an end: the last pharaoh was Cleopatra VII, who allied with Rome but was defeated by Octavian (later Augustus) in 31 BCE, after which Egypt became a province of the Roman Empire — ending over 3,000 years of pharaonic rule and beginning a new chapter in Egypt's history

    • Name Cleopatra VII as the last pharaoh of ancient Egypt
    • Explain that Egypt was conquered by Rome and became part of the Roman Empire
    • Understand that the end of pharaonic rule did not mean the end of Egyptian culture

  • Egyptian Art and Architecture

    Analyse Egyptian art and architecture: understand that Egyptian paintings followed strict conventions (people shown from the side with eyes from the front, size indicating importance), that tomb and temple design evolved from mastabas to step pyramids to smooth pyramids to rock-cut temples like Abu Simbel, and that obelisks, colossal statues, and temples like Karnak demonstrated the pharaoh's power and devotion to the gods

    • Identify at least two conventions used in Egyptian painting and explain their purpose
    • Describe how monument design changed over the course of Egyptian history
    • Explain why pharaohs built such enormous structures (power, religion, afterlife)

  • 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

  • Egyptian Timelines and Maps

    Read and construct historical timelines — place Ancient Egyptian periods, pharaohs, and key events on a timeline relative to each other and to the present day; interpret maps showing the Nile delta, trade routes, and the location of key sites

    • Place the Old, Middle, and New Kingdoms on a timeline and calculate the number of years between them
    • Read a map of ancient Egypt and identify the Nile, Memphis, Thebes, and the Valley of the Kings
    • Compare the age of Ancient Egypt on a timeline against other civilisations studied (e.g. Ancient Greece, Roman Britain)

  • 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

  • Egyptian Trade and Economy

    Understand that ancient Egypt had a thriving economy based on farming surplus, trade, and specialised labour: the Nile's fertile soil produced enough food to support craftworkers, priests, and officials, and Egypt traded along the Nile and across the Mediterranean — exchanging gold, papyrus, and grain for cedarwood from Lebanon, lapis lazuli from Afghanistan, and incense from Punt

    • Explain how agricultural surplus along the Nile allowed people to specialise in non-farming jobs
    • Name at least two goods Egypt exported and two it imported, and where they came from
    • Describe how the barter system worked and why trade routes were important to Egypt's wealth

  • 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)

  • Judgement of the Dead

    Describe the Egyptian belief in the judgement of the dead: after death, the heart was weighed against the feather of Ma'at in the Hall of Judgement, with Anubis overseeing the scales and Thoth recording the result — a pure heart meant entry to the Field of Reeds (paradise), while a heavy heart was devoured by the monster Ammit, and know that the Book of the Dead contained spells to help the deceased pass this test

    • Describe the weighing of the heart ceremony and name the gods involved
    • Explain the role of the Book of the Dead as a guide through the underworld
    • Connect the concept of the ka (life force) and ba (personality) to why Egyptians preserved the body

  • The Pharaoh as Living God

    Understand that the pharaoh was not just a ruler but was believed to be a living god — the intermediary between the gods and the people — and that the concept of Ma'at (truth, justice, and cosmic order) guided Egyptian law and government, with viziers and officials administering the kingdom on the pharaoh's behalf

    • Explain the pharaoh's dual role as both political ruler and divine figure
    • Describe Ma'at as the principle of truth, justice, and order that governed Egyptian society
    • Identify the role of viziers and officials in running the government day to day

  • 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

  • Checking Sources Against Each Other

    Corroborate: check whether multiple sources agree on the same facts — and investigate why they might not

    • Wineburg corroboration heuristic
    • Historical Thinking in the Elementary Years (ERIC)

  • Questioning Historical Sources

    Before trusting a historical source, ask: who made this, when, and why? — the answers shape how much weight the source should carry

    • Wineburg sourcing heuristic
    • Teaching Historical Thinking Using Primary Sources (Library of Congress)

  • 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

  • Understanding People in Their Own Time

    Understand that people in the past saw the world very differently from us — judge their actions by the context they lived in, not only by today's values

    • Historical Empathy: A Cognitive-Affective Theory (ERIC)
    • Year 4-6 historical empathy research

Personal & Social Development · Friendship & Cooperation

Your child is developing advanced social skills — learning to communicate assertively, help resolve conflicts between friends, reflect on their own behaviour in relationships, and give and receive helpful feedback.

  • Self-Reflection in Relationships

    Reflect on their own role and behaviour in relationships — recognising patterns in how they interact with others, understanding what they contribute to friendships, and identifying areas where they could improve as a friend or team member

    • Identify a pattern in their own social behaviour, such as always wanting to lead or avoiding confrontation
    • Describe what they do well in relationships and one area they'd like to improve
    • Set a specific social goal, such as 'I will ask others for their ideas before sharing mine'

  • Giving and Receiving Feedback

    Give and receive constructive feedback — telling someone what they did well and what could be improved in a way that is helpful rather than hurtful, and receiving feedback about their own work without becoming defensive

    • Give feedback that includes both a specific positive point and a constructive suggestion
    • Receive feedback about their own work without getting upset or dismissive
    • Explain why constructive feedback helps people improve

  • Assertive Communication

    Use assertive communication — expressing needs, opinions, and boundaries clearly and respectfully without being aggressive (pushy/demanding) or passive (giving in/staying silent) — including saying no when something doesn't feel right

    • Explain the difference between assertive, aggressive, and passive responses
    • Role-play saying no in a peer pressure scenario
    • Express a personal boundary clearly and respectfully in a real situation

  • Helping Others Resolve Conflicts

    Mediate conflicts between others — helping two friends who are arguing by listening to both sides, helping them see each other's perspective, and guiding them toward a fair resolution

    • Listen to both sides of a conflict without taking sides initially
    • Help each person articulate their perspective to the other
    • Suggest a fair resolution or compromise that both parties can accept

  • 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

  • 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

Personal & Social Development · Responsible Decision-Making

Your child is learning to navigate peer pressure and understand their rights and responsibilities in communities, while developing skills to think through ethical dilemmas from multiple perspectives.

  • Ethics in Real-World Issues

    Evaluate the ethical dimensions of real-world issues they encounter — such as environmental responsibility, fairness in sport, digital ethics, or social justice — considering multiple perspectives and forming a reasoned personal position

    • Identify an ethical issue and describe at least two different perspectives on it
    • Explain which perspective they agree with most and give reasons for their position
    • Acknowledge that the other perspective has some validity even if they disagree

  • Difficult Ethical Choices

    Understand that ethical decisions are not always black and white — that sometimes there is no perfect answer and reasonable people can disagree — and practise weighing up competing values when making difficult choices

    • Describe a moral dilemma where both sides have valid points
    • Explain the values in tension (e.g., loyalty vs safety, honesty vs kindness)
    • Describe how they would make a decision in such a situation and justify their reasoning

  • Peer Pressure and Resisting It

    Understand peer pressure — the influence friends and peers can have on your choices and behaviour — and develop strategies for resisting pressure to do something they know is wrong or that makes them uncomfortable

    • Define peer pressure in their own words and give a real-world example
    • Describe at least two strategies for resisting peer pressure, such as walking away or using humour
    • Explain why going along with something wrong to fit in usually makes things worse

  • 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: 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

  • 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

  • Community Rights and Responsibilities

    Understand their rights and responsibilities as a member of a community — that everyone has a right to be treated with respect and to feel safe, and that with rights come responsibilities to treat others the same way

    • Name at least three rights that every child has (e.g., safety, education, respect)
    • Describe the responsibilities that go along with those rights
    • Give an example of how exercising their own rights responsibly supports the community

Personal & Social Development · Self-Regulation & Resilience

Your child is developing important life skills — learning to manage their emotions and behavior, set and work toward goals, and build resilience to bounce back from challenges and setbacks.

  • Personal Coping Toolkit

    Reflect on which self-regulation and coping strategies work best for them personally, building a 'toolkit' of approaches they can draw on in different situations and sharing what works with others

    • Describe at least three personal coping strategies and when each is most effective
    • Recommend a strategy to a friend based on the friend's specific situation
    • Evaluate whether a strategy they tried worked well and explain their reasoning

  • Resilience and Bouncing Back

    Understand resilience as the ability to recover from setbacks, adapt to difficult circumstances, and keep going — recognising that resilience is a skill that develops through experience, not a trait you either have or don't

    • Define resilience in their own words and explain why it matters
    • Describe a time they bounced back from a setback and what helped them recover
    • Explain that resilience grows through experience and that struggling doesn't mean you're weak

  • Personal Goal-Setting

    Set realistic personal goals, create a simple plan to achieve them, monitor their own progress, and adjust their approach when things aren't working

    • Write or state a specific, achievable personal goal with a timeframe
    • Describe the steps they will take to reach the goal
    • Review their progress and adjust their plan when something isn't working

  • 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

  • Time and Attention Management

    Manage their own time and attention effectively — prioritising tasks, minimising distractions, and maintaining focus on important work even when it's not the most exciting option

    • Create a simple plan for completing multiple tasks in a sensible order
    • Identify their own common distractions and describe strategies to manage them
    • Complete a less enjoyable task before a more enjoyable one without constant reminders

  • 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

  • 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

Personal & Social Development · Emotional Literacy

Your child is developing deeper emotional understanding — recognising complex and mixed feelings, understanding how emotions influence decisions, and reflecting on their own emotional patterns and growth over time.

  • Emotional Patterns Over Time

    Reflect on their own emotional patterns over time — noticing recurring triggers, understanding their typical responses, and recognising how their emotional awareness has grown

    • Identify a recurring emotional trigger and their typical response to it
    • Describe how their emotional understanding has changed compared to when they were younger
    • Set a personal goal related to emotional awareness, such as noticing when stress is building

  • Emotions and Decision-Making

    Understand how emotions influence thinking and decision-making — that strong feelings can cloud judgement, that we often make different choices when calm versus when upset, and that recognising this gives us more control

    • Give an example of a time a strong emotion led them or someone else to a poor decision
    • Explain the idea of 'cooling off' before making an important choice
    • Describe how the same situation looks different when you're calm versus upset

  • 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

  • Culture and Experience Shape Emotions

    Understand that emotional responses are shaped by personal experiences, culture, and context — the same situation triggers different emotions in different people because of their backgrounds and past experiences

    • Explain why two people might have very different emotional reactions to the same event
    • Give an example of how a past experience shaped someone's emotional response
    • Describe how cultural background might influence what makes someone feel proud or embarrassed

  • Mixed and Conflicting Emotions

    Understand that people can experience mixed or conflicting emotions at the same time — feeling excited and nervous about starting a new school, or happy for a friend who won but disappointed for yourself

    • Describe a personal situation where they felt two emotions simultaneously
    • Explain why mixed feelings are normal and not something to worry about
    • Identify mixed emotions in a character from a book or film

Personal & Social Development · Empathy & Social Awareness

Your child is developing deeper understanding of fairness and diversity — learning to recognise stereotypes and bias, understanding how prejudice affects people, and appreciating the value of different cultures and perspectives.

  • Questioning Your Own Biases

    Reflect on their own assumptions and biases — recognising that everyone carries unconscious assumptions about others, and that actively questioning these assumptions is an ongoing practice that leads to greater fairness and empathy

    • Describe a time they made an assumption about someone that turned out to be wrong
    • Explain what unconscious bias means in simple terms
    • Describe a strategy for checking their own assumptions, such as asking questions before judging

  • 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: 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

  • Prejudice and Discrimination

    Understand the impact of prejudice and discrimination on individuals and communities — that treating people unfairly because of their identity causes real harm — and recognise their own responsibility to stand against it

    • Define prejudice and discrimination in their own words with examples
    • Describe the emotional and social impact of discrimination on the person experiencing it
    • Identify at least one action they can personally take to challenge unfair treatment

  • 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

  • Stereotypes and Individual Differences

    Recognise stereotypes — oversimplified beliefs about groups of people based on gender, race, age, or other characteristics — and understand that stereotypes are unfair because they ignore individual differences

    • Define what a stereotype is in their own words
    • Identify a common stereotype and explain why it is inaccurate
    • Challenge a stereotype they encounter by giving a counter-example

  • 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

  • The world contains many cultures, traditions

    Understand that the world contains many cultures, traditions, and belief systems, and that learning about others' perspectives enriches our own understanding — developing genuine curiosity about and respect for cultural diversity

    • Describe a cultural practice different from their own and explain what they find interesting about it
    • Ask respectful questions to learn about someone else's traditions or beliefs
    • Explain why understanding different cultures makes communities stronger

Personal & Social Development · Self-Awareness

  • Your Impact on Others

    Reflect on how your behaviour lands on others — consider not just what you intended but what the actual impact was on the other person

    • Describe how something they said or did affected someone else — e.g. 'When I didn't include them, they looked upset'
    • Predict what might happen before acting — e.g. 'If I take the last one without asking, they'll feel it's unfair'
    • After a conflict, explain what they could have done differently and what effect that would have had

  • Questioning First Impressions

    Notice when your first reading of a social situation might be wrong — your assumptions about why someone acted a certain way are not always facts

    • Pause before reacting to a classmate's behaviour and consider an alternative explanation — e.g. 'Maybe they bumped me by accident, not on purpose'
    • Describe a time they assumed the worst about someone's intention and later found out they were wrong
    • When told about an ambiguous social situation, suggest at least two possible reasons for the other person's behaviour instead of jumping to one conclusion

  • 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

  • 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 · Entrepreneurship

  • Ethics in Business

    Being honest, being fair, treating workers well, not harming the environment; what makes a 'good' business; whether businesses should care about more than profit

    • Name at least two things that make a business ethical (fair wages, honest advertising, environmentally responsible)
    • Explain why a business that only cares about profit might cause problems
    • Describe a situation where a business owner faces an ethical choice and suggest what they should do

  • Supply Chains

    Where products come from before they reach the customer; raw materials, making, transporting, and selling; the journey of a product from start to finish

    • Trace the journey of a familiar product (e.g. chocolate bar) from raw material to shop shelf
    • Identify at least three stages in a supply chain
    • Explain why a long supply chain can make a product more expensive

  • Scaling Up

    What happens when a small business grows; making more products, hiring people, reaching more customers; the challenges and opportunities of scaling

    • Describe what 'scaling up' means for a business
    • Identify at least two challenges of growing a business (need more money, more people, more materials)
    • Explain how a lemonade stand could grow into a bigger business step by step

  • 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

  • Pitching an Idea

    Presenting a business idea to others convincingly; explaining what makes it good and why people should support it; building confidence in public speaking about ideas

    • Deliver a 1-2 minute pitch for a business idea covering: what it is, who it helps, and why it's good
    • Answer at least two questions about their idea from an audience
    • Explain why being able to explain your idea clearly matters for getting support

  • Real Entrepreneurs

    Stories of real entrepreneurs who started young: Mikaila Ulmer (Me & the Bees), Moziah Bridges (Mo's Bows), Cory Nieves (Mr. Cory's Cookies); what makes someone an entrepreneur

    • Retell the story of at least one real entrepreneur who started as a child
    • Identify three qualities that helped that entrepreneur succeed (creativity, persistence, passion)
    • Explain what the word 'entrepreneur' means in their own words

  • 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

  • Social Enterprise

    Using business skills to help others or solve social and environmental problems; making money AND making a difference; examples of social enterprises

    • Explain what a social enterprise is in their own words (a business that helps people or the planet)
    • Give an example of a real social enterprise or charity shop
    • Suggest a social enterprise idea that could help their school or community

  • 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

Life Skills · Money & Finance

  • 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)

  • Scams & Online Safety

    Recognising financial scams and tricks; phishing emails and fake websites; protecting personal and financial information online; 'if it seems too good to be true, it probably is'

    • Identify at least two warning signs of a scam (asking for personal details, too-good-to-be-true offers, urgency)
    • Explain why you should never share passwords or bank details online
    • Describe what to do if they receive a suspicious message or email (don't click, tell an adult)

  • 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

  • Global Trade

    Why countries trade with each other; imports and exports; how goods travel around the world; that different countries use different currencies

    • Explain why countries buy goods from other countries (they can't make everything themselves)
    • Give examples of imported and exported products from their own country
    • Explain that different countries use different currencies and you need to exchange money when travelling

  • How the Economy Works

    What an economy is; producers and consumers; supply and demand; why prices change; the basics of how markets work

    • Explain what 'supply and demand' means using a simple example (ice cream on a hot day)
    • Describe the difference between a producer and a consumer
    • Give a reason why the price of something might go up or down

  • 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

  • Financial Planning

    Setting longer-term financial goals; planning and prioritising spending; how saving regularly adds up over time; the value of thinking ahead with money

    • Set a realistic savings goal and calculate how long it would take saving a fixed amount each week
    • Create a simple financial plan for a specific purpose (birthday party, school trip, gift)
    • Explain why planning ahead with money is better than spending everything as it comes in

  • 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

  • Borrowing & Debt

    What borrowing money means; that loans must be repaid with interest; what credit is; why too much debt can be risky; responsible borrowing

    • Explain what a loan is and that borrowed money must be paid back with extra (interest)
    • Give an example of when borrowing might be sensible (buying a house) versus risky (buying luxuries you can't afford)
    • Describe what happens if someone borrows too much money and can't repay it

  • Taxes & Public Services

    What taxes are and why people pay them; how taxes fund schools, hospitals, roads, and emergency services; that governments decide how to spend tax money

    • Explain what tax is and that most working adults pay it
    • Name at least three things that taxes pay for (schools, hospitals, roads, police, fire service)
    • Describe why taxes are needed (everyone chips in so everyone benefits)

  • 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

  • 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)

Computing · Artificial Intelligence

  • The Future of AI

    What AI might do in 10 years; what we want it to do and what we're worried about; children as future designers and decision-makers about AI; hopeful, empowered framing

    • Describe at least two ways AI might be used in the future that don't exist yet
    • Explain one thing they would want AI to do and one thing they would want it not to do
    • Describe why it matters that young people understand AI — because they will shape how it is used

  • AI and the Environment

    AI needs huge amounts of energy and water to train; data centres and their environmental cost; but AI can also help — predicting weather, monitoring deforestation, optimising energy; trade-offs

    • Explain that training AI models uses a lot of electricity and water
    • Give at least two examples of AI being used to help the environment
    • Describe the trade-off between AI's environmental cost and its environmental benefits

  • AI Data Collection and Privacy

    What data AI systems collect about you; who has it and why it matters; cookies, tracking, smart speakers always listening; your data is valuable

    • Name at least three types of personal data that AI systems collect
    • Explain why personal data is valuable to companies
    • Describe one step they can take to protect their privacy online

  • 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

  • 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

  • AI and Fairness in Decisions

    Whether AI should make important decisions about people: jobs, loans, justice; who is responsible when AI makes unfair decisions; introduction to algorithmic fairness

    • Give an example of an important decision that AI might help make (hiring, medical diagnosis, loan approval)
    • Explain why letting AI make decisions about people can be risky if the system is biased
    • Suggest who should be responsible if an AI system makes an unfair decision

  • AI and the Future of Work

    How AI is changing the world of work: some jobs disappear, new ones are created, many change; jobs AI can't do (yet); what skills matter in an AI world

    • Name at least two jobs that AI is changing or replacing and two new jobs AI has created
    • Explain why creativity, empathy, and problem-solving are skills that matter more in an AI world
    • Describe how AI might change a specific job they know about (teacher, doctor, farmer) without replacing it

  • Designing Fair AI Rules

    Design thinking applied to AI ethics: if you were designing an AI system, what rules would you give it? Who should it help? What should it not be allowed to do?

    • Propose at least three rules for a hypothetical AI system they are designing
    • Explain why AI designers need to think about who might be harmed, not just who benefits
    • Describe one real example of AI being used responsibly and one where it was not

  • 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?)

  • Bias in AI Systems

    If training data is biased, AI will be biased; examples: facial recognition working better for some skin tones, translation assuming gender; where bias comes from and whether we can fix it

    • Explain what bias in AI means using a real-world example
    • Describe how biased training data leads to biased AI results
    • Suggest one way to reduce bias in an AI system (use more diverse data, test with different groups)

  • Deepfakes and AI-Generated Content

    Deepfakes, AI-generated images and text; how to spot them and why they matter; the importance of checking sources; not everything online is real

    • Explain what a deepfake is and give an example of AI-generated content
    • Describe at least two clues that might reveal an image or text was AI-generated
    • Explain why it matters that AI can create realistic fake content

  • 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

  • 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

  • Understanding Why

    Go beyond knowing *that* something is true — ask *why* it is true and *how* it works

    • Ask 'why?' or 'how does that work?' about something they've been told, rather than just accepting it
    • Explain the reason behind a rule or method — e.g. 'We carry the ten because 13 ones is the same as 1 ten and 3 ones'
    • Show deeper understanding by connecting a new idea to something they already know — e.g. 'Oh, that's like when we...'

  • Choosing a Strategy

    Before starting a study task, choose a deliberate strategy; after finishing, evaluate honestly whether that strategy actually helped

    • Before starting a task, name the strategy they plan to use and explain why — e.g. 'I'll make a mind map first because there's a lot to organise'
    • After finishing, honestly evaluate whether their chosen strategy helped or whether a different one would have been better
    • Describe at least three different learning strategies and explain when each works best

  • Learning from Mistakes

    When you get something wrong, investigate why — what did you misunderstand or overlook? Analysing errors is one of the most powerful ways to learn

    • error analysis research
    • Hattie feedback effect size

  • Reflecting After Learning

    After completing a piece of learning, reflect on the process: what helped most, what was confusing, and what would you do differently next time?

    • Kolb reflective learning cycle
    • Hattie & Timperley feedback model

  • Describing Rules & Patterns

    When you notice a pattern repeating, describe it as a rule that works every time — then test whether the rule holds in new cases

    • Describe a pattern or rule they've noticed in their own words — e.g. 'Every time you add 0 to a number, it stays the same'
    • Test whether a rule they've described holds for new examples they haven't seen before
    • Explain the difference between noticing a pattern and proving it always works

  • Transferring Skills

    Recognise when a skill or strategy learned in one subject or situation can be applied in a completely different one

    • transfer of learning research
    • Perkins & Salomon transfer taxonomy

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Learning data: Marble Skill Taxonomy (v1) © Generative Spark, Inc. (Marble) · withmarble.com · licensed under ODbL 1.0 (database) and CC BY-SA 4.0 (content).