What Should a 5th Grader Know? Checklist by Subject

Math · Fractions

Your child is mastering advanced fraction operations — adding, subtracting, and multiplying fractions with different denominators, dividing with fractions, and solving real-world problems using visual models and mathematical reasoning.

• 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

• Decimals and fractions (age 10+)

  Associate a fraction with division and calculate decimal fraction equivalents for simple fractions (e.g. 3/8 = 0.375); recall and use equivalences between simple fractions, decimals, and percentages in different contexts

  • Convert 3/8 to 0.375 by dividing 3 ÷ 8
  • State that 1/5 = 0.2 = 20% from memory
  • Use fraction–decimal–percentage equivalences to compare 30%, 1/3, and 0.35 and put them in order

• 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

• Fractions of a whole (age 10+)

  Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b); solve word problems involving division of whole numbers leading to fractional or mixed-number answers

  • Explain that 3/4 means 3 ÷ 4 and verify by showing 3/4 × 4 = 3
  • Solve: '9 people share a 50-pound sack equally — how many pounds each?' and express the answer as 5 5/9
  • Use a visual model to show that sharing 3 wholes among 4 people gives each person 3/4

• 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

• Simplifying Fractions

  Use common factors to simplify fractions to their simplest form; use common multiples to express fractions with a common denominator

  • Simplify 18/24 to 3/4 by identifying the HCF of 18 and 24
  • Express 2/3 and 5/8 with a common denominator of 24
  • Explain why dividing numerator and denominator by a common factor produces an equivalent fraction

• Dividing fractions (unit fractions)

  Interpret and compute division of a unit fraction by a non-zero whole number (e.g. 1/3 ÷ 4 = 1/12); use visual models and the relationship between multiplication and division to explain the result

  • Compute (1/3) ÷ 4 = 1/12 and explain using a visual model of splitting 1/3 into 4 equal parts
  • Create a story context for (1/6) ÷ 3 and solve it
  • Verify (1/3) ÷ 4 = 1/12 by showing (1/12) × 4 = 1/3

• 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

• Area with Fractions

  Find the area of a rectangle with fractional side lengths by tiling with unit-fraction squares; show that the area equals the product of the side lengths

  • Tile a 2/3 × 3/4 rectangle with 1/12 squares and count to find area = 6/12 = 1/2
  • Explain why the number of unit-fraction tiles equals the product of the two fractions
  • Calculate the area of a rectangle with sides 1 1/2 and 2/3 using fraction multiplication

• Dividing unit fractions and whole numbers

  Solve real-world problems involving division of unit fractions by whole numbers and whole numbers by unit fractions, using visual models and equations

  • Solve: '3 people share 1/2 lb of chocolate equally — how much each?' (1/6 lb)
  • Solve: 'How many 1/3-cup servings in 2 cups of raisins?' (6 servings)
  • Create a story context for a given unit-fraction division expression

• Multiplication as scaling

  Interpret multiplication as scaling (resizing): compare the size of a product to a factor based on the size of the other factor without computing; explain the effect of multiplying by fractions greater than, equal to, or less than 1

  • Predict without calculating whether 3/4 × 7 is greater or less than 7
  • Explain why multiplying by 5/3 makes a number larger and multiplying by 2/5 makes it smaller
  • Relate multiplying a/b by n/n = 1 to the principle of fraction equivalence

• Dividing by Fractions

  Interpret and compute division of a whole number by a unit fraction (e.g. 4 ÷ 1/5 = 20); use visual models and the relationship between multiplication and division to explain why the quotient is larger than the dividend

  • Compute 4 ÷ (1/5) = 20 and explain: 'How many fifths fit in 4 wholes?'
  • Create a story context for 6 ÷ (1/4) and solve it
  • Verify 4 ÷ (1/5) = 20 by showing 20 × (1/5) = 4

• Real-world fraction multiplication

  Solve real-world problems involving multiplication of fractions and mixed numbers, using visual fraction models or equations

  • Solve: 'A recipe needs 2 1/3 cups of flour; you want to make 1 1/2 batches. How much flour?'
  • Draw a fraction model to represent and solve a multiplication word problem
  • Check the reasonableness of a fraction product in context using estimation

• Multiplying fractions (age 10+)

  Multiply a fraction or whole number by a fraction, including proper fractions by proper fractions; interpret (a/b) × q as a parts of q partitioned into b equal parts; write answers in simplest form

  • Compute (2/3) × (4/5) = 8/15 and show with an area model
  • Use a visual model to demonstrate (2/3) × 4 = 8/3 = 2 2/3
  • Simplify the product 3/4 × 2/3 = 6/12 = 1/2

• 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

• Adding Fractions (Unlike Denominators)

  Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions to produce a common denominator

  • Compute 2/3 + 5/4 by converting to twelfths: 8/12 + 15/12 = 23/12
  • Subtract 1 3/5 from 3 1/4 using a common denominator
  • Explain the strategy of finding a common denominator and verify using a visual model

• 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

• Fraction Word Problems

  Solve word problems involving addition and subtraction of fractions with unlike denominators, using visual models and benchmark fractions to estimate and assess reasonableness

  • Solve: 'Tara ate 2/5 of a pizza and Sam ate 1/3. How much did they eat together?'
  • Recognise that 2/5 + 1/2 ≠ 3/7 because 3/7 < 1/2 but the sum should exceed 1/2
  • Estimate a fraction sum using benchmarks (0, 1/2, 1) before computing exactly

• 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 10+)

  Compare and order fractions including fractions greater than 1, by converting to common denominators or using benchmarks

  • Order 3/4, 7/8, 5/6, and 11/12 from smallest to largest
  • Compare 7/5 and 4/3 using common denominators
  • Place improper fractions and mixed numbers on a number line in correct order

• 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

• 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

• 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?

Math · Geometry

Your child is developing advanced spatial skills — working with 3D shapes and nets, using coordinate grids with negative numbers, calculating angles, and understanding geometric transformations like reflection and translation.

• 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

• Coordinates (age 10+)

  Describe positions on the full coordinate grid (all four quadrants); use coordinates with negative values

  • Plot points with negative coordinates such as (−3, 4) and (2, −5) on a four-quadrant grid
  • Identify the quadrant in which a given point lies
  • Describe the position of a shape using coordinates in all four quadrants

• 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

• Translating and reflecting shapes

  Draw and translate simple shapes on the coordinate plane; reflect shapes in the axes

  • Translate a triangle 3 units right and 2 units down on a coordinate grid and state the new coordinates
  • Reflect a shape in the x-axis and list the coordinates of the reflected vertices
  • Explain how translation changes coordinates (add/subtract) while reflection changes the sign of one coordinate

• 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

• 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 properties

  Compare and classify geometric shapes based on their properties and sizes; understand that attributes belonging to a category also belong to all subcategories; classify two-dimensional figures in a hierarchy based on properties

  • Explain why all squares are rectangles but not all rectangles are squares
  • Place quadrilaterals in a hierarchy diagram showing subset relationships
  • Identify properties shared by all parallelograms and explain why rhombuses and rectangles are special cases

• Numbers on a number line

  Understand a coordinate system defined by two perpendicular number lines (axes) with an origin at (0,0); know that an ordered pair (x, y) specifies a unique point where the first number gives horizontal distance and the second gives vertical distance from the origin

  • Identify the x-axis, y-axis, and origin on a coordinate grid
  • Explain that (3, 5) means go 3 along the x-axis and 5 up the y-axis
  • Distinguish (2, 4) from (4, 2) by explaining each coordinate's meaning

• Plotting points in the first quadrant

  Plot and read ordered pairs in the first quadrant of the coordinate plane; represent real-world and mathematical problems by graphing points and interpreting coordinate values in context

  • Plot the point (4, 7) accurately on a first-quadrant grid
  • Graph a set of data pairs (e.g. time vs distance) as points on the coordinate plane
  • Read coordinates of a plotted point and explain what they represent in a given scenario

• 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

• Angles in triangles (age 10+)

  Find unknown angles in triangles, quadrilaterals, and regular polygons using angle sum properties

  • Find a missing angle in a triangle given two angles (using angle sum = 180°)
  • Calculate a missing angle in a quadrilateral (angle sum = 360°)
  • Calculate the interior angle of a regular hexagon from the angle sum formula

• 2-D shapes (age 10+)

  Draw 2-D shapes using given dimensions and angles, using a ruler and protractor accurately

  • Draw a triangle with sides 5 cm, 7 cm and an included angle of 60°
  • Construct a rectangle with given length and width using a ruler and set square
  • Draw a regular pentagon given the side length and interior angle

• Understanding angles (age 10+)

  Recognise angles where they meet at a point, are on a straight line, or are vertically opposite; find missing angles using these properties

  • Find a missing angle at a point given the other angles (total 360°)
  • Use the straight-line property (angles sum to 180°) to find an unknown angle
  • Identify vertically opposite angles and use the property that they are equal to find unknowns

• 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

• 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

• 3-D shapes (age 10+)

  Recognise, describe, and build simple 3-D shapes, including making nets

  • Identify which net will fold into a given 3-D shape
  • Construct the net of a triangular prism and fold it to verify
  • Describe a 3-D shape by naming its faces, edges, and vertices

• Parts of a circle

  Illustrate and name parts of circles, including radius, diameter, and circumference; know that the diameter is twice the radius

  • Label the radius, diameter, and circumference on a circle diagram
  • Calculate the diameter given a radius of 4.5 cm (diameter = 9 cm)
  • Explain the relationship between radius and diameter in their own words

Math · Multiplication & Division

Your child is advancing to sophisticated multiplication and division — using formal written methods for complex calculations, working with decimals, and applying the order of operations to solve multi-step problems.

• 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

• Long multiplication (age 10+)

  Fluently multiply multi-digit whole numbers (up to 4 digits by 2 digits) using the formal written method of long multiplication

  • Correctly compute 2,463 × 37 using long multiplication
  • Explain each partial product in a long multiplication and why they are added
  • Multiply a four-digit number by a two-digit number without procedural errors

• Division with remainders (age 10+)

  Divide numbers up to 4 digits by a two-digit divisor using formal written long division, interpreting remainders as whole numbers, fractions, or by rounding as appropriate

  • Compute 4,752 ÷ 13 using long division and express the remainder as a fraction
  • Decide whether to round up or down a division remainder in a real-life context (e.g. buses needed)
  • Explain each step of the long division algorithm for a 4-digit ÷ 2-digit calculation

• Rounding Answers

  Solve problems which require answers to be rounded to specified degrees of accuracy

  • Compute a division and round the result to one decimal place as specified
  • Determine the appropriate degree of accuracy for a measurement context (e.g. round to nearest penny)
  • Solve a problem where an unrounded decimal answer must be interpreted in context (e.g. whole containers needed)

• 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

• Brackets in Expressions

  Use parentheses, brackets, or braces in numerical expressions and evaluate expressions containing these grouping symbols

  • Evaluate 3 × (4 + 5) by computing inside the parentheses first
  • Evaluate {2 × [3 + (7 − 1)]} with nested grouping symbols
  • Insert parentheses into an expression to make it equal a target value

• Order of operations

  Understand and apply the conventional order of operations (PEMDAS/BODMAS) to carry out calculations involving the four operations

  • Explain why 8 + 2 × 5 = 18 (not 50) by referencing multiplication before addition
  • Evaluate a multi-step expression like 12 ÷ 3 + 4 × 2 correctly as 12
  • State the correct order: brackets, then orders/exponents, then multiplication/division (L→R), then addition/subtraction (L→R)

• 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

• Writing Number Sentences

  Write simple numerical expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (e.g. recognise that 3 × (18932 + 921) is three times as large as 18932 + 921)

  • Write an expression for 'add 8 and 7, then multiply by 2' using parentheses
  • Explain what 4 × (365 − 12) represents without computing it
  • Compare two expressions and determine which is larger without evaluating

• Decimal place value

  Multiply one-digit numbers with up to two decimal places by whole numbers (e.g. 3.47 × 6)

  • Correctly compute 4.56 × 7 using a written method
  • Use place-value reasoning to explain why 3.2 × 5 = 16.0
  • Model a decimal multiplication using an area diagram or expanded form

• Division with Decimals

  Use written division methods in cases where the answer has up to two decimal places; divide decimals to hundredths by whole numbers

  • Compute 14.76 ÷ 4 using a written method to get 3.69
  • Explain how to continue long division past the decimal point to obtain a decimal quotient
  • Solve a context problem that requires dividing a decimal amount equally (e.g. sharing £18.60 among 5 people)

• Multi-step problems: choosing operations

  Solve problems involving addition, subtraction, multiplication, and division, deciding which operations and methods to use and why; solve multi-step problems in contexts

  • Solve a three-step word problem involving a mix of all four operations
  • Explain why particular operations were chosen for each step of a multi-step problem
  • Identify and correct an error in a multi-step solution that used the wrong operation

• Multiplying and dividing (age 10+)

  Multiply and divide numbers by 10, 100, and 1000 giving answers up to three decimal places, understanding that digits shift position in the place-value chart

  • Compute 3.456 × 100 = 345.6 correctly
  • Compute 45.2 ÷ 1000 = 0.0452 correctly
  • Explain why multiplying by 10 shifts each digit one place to the left

• 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

• Estimation to check answers to calculations

  Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

  • Estimate 487 × 23 by rounding to 500 × 20 and use this to check a calculated answer
  • Determine whether an exact answer or an estimate is more appropriate in a given context
  • Spot an unreasonable answer by comparing with a quick mental estimate

• 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

• Ratio (age 10+)

  Perform mental calculations including with mixed operations and large numbers, using strategies such as partitioning, compensation, and derived facts

  • Mentally compute 45 × 8 by partitioning into 40 × 8 + 5 × 8
  • Use known facts to derive 6.5 × 4 mentally
  • Solve a multi-operation mental calculation such as 250 × 3 + 500 and explain the strategy used

• Dividing by two-digit numbers

  Divide numbers up to 4 digits by a two-digit number using formal written short division where appropriate, interpreting remainders according to context

  • Use short division to compute 3,648 ÷ 16 efficiently
  • Explain when short division is more appropriate than long division
  • Interpret a remainder as a decimal or fraction in a measurement context

• 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

• 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

• 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

• 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

Math · Measurement

Your child is mastering advanced measurement skills — calculating volume and area using formulas, converting between different units of measurement, and solving real-world problems involving length, mass, and capacity.

• Area of Triangles & Parallelograms

  Calculate the area of parallelograms and triangles using formulae (A = b × h for parallelograms, A = ½ × b × h for triangles)

  • Calculate the area of a parallelogram with base 8 cm and height 5 cm
  • Calculate the area of a triangle with base 12 cm and height 7 cm
  • Explain why the area of a triangle is half the area of a related parallelogram

• Miles & Kilometres

  Convert between miles and kilometres using the approximate relationship (5 miles ≈ 8 km)

  • Convert 40 miles to approximately 64 km
  • Explain why the conversion factor between miles and km is approximately 1.6
  • Use the miles↔km relationship to compare a 10 km race with a 6-mile run

• Volume as additive

  Recognise volume as additive; find volumes of composite solid figures made of two or more non-overlapping right rectangular prisms

  • Decompose an L-shaped solid into two cuboids and calculate total volume
  • Solve a real-world problem requiring the volume of a composite figure (e.g. a step-shaped structure)
  • Explain why splitting a composite solid into rectangular prisms allows calculation of total volume

• Decimal place value

  Convert among different-sized standard measurement units within a given system (e.g. 5 cm to 0.05 m) using decimal notation to up to three decimal places; convert between smaller and larger units of length, mass, volume, and time

  • Convert 3,250 g to 3.25 kg using decimal notation
  • Convert 0.45 km to 450 m
  • Explain the relationship between mm, cm, m, and km using powers of 10

• Measurement Conversions

  Solve problems involving the calculation and conversion of units of measure, using decimal notation and multi-step reasoning in real-world contexts

  • Solve: 'A recipe uses 0.75 kg of flour. How many grams are needed for 3 batches?'
  • Compare 2.5 litres and 2,450 ml by converting to the same unit
  • Solve a multi-step problem involving time, distance, and unit conversion

• 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?

• 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

• 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

• Estimating answers (age 10+)

  Find the volume of right rectangular prisms by packing with unit cubes and show it equals l × w × h (or base area × height); apply V = l × w × h and V = B × h to solve real-world problems; calculate, estimate, and compare volumes of cubes and cuboids in standard units (cm³, m³)

  • Use V = l × w × h to find the volume of a cuboid 4 cm × 3 cm × 5 cm = 60 cm³
  • Explain why packing a prism with unit cubes gives the same result as multiplying edge lengths
  • Compare volumes of two cuboids and identify which has greater capacity

• 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)

• 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

• Perimeter (age 10+)

  Recognise that shapes with the same area can have different perimeters and vice versa; explore this relationship systematically

  • Draw two rectangles with area 24 cm² but different perimeters
  • Find two shapes with perimeter 20 cm but different areas
  • Explain why a long thin rectangle and a square can have the same area but different perimeters

• 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

• Counting Unit Cubes

  Measure volumes by counting unit cubes using cubic cm, cubic in, cubic ft, and other units

  • Count unit cubes in a 3D diagram to determine volume in cm³
  • Measure the volume of a small container by filling it with centimetre cubes
  • Express a measured volume using the correct cubic unit notation

• Measuring length (age 10+)

  Recognise volume as an attribute of solid figures; understand that a unit cube (side length 1 unit) has 'one cubic unit' of volume and can be used to measure volume; a solid packed with n unit cubes has volume n cubic units

  • Explain what 'volume' means for a 3D shape and how it differs from area
  • Identify a unit cube and explain that it represents one cubic unit of volume
  • Determine the volume of a small solid by counting the unit cubes that fill it

Math · Mathematical Thinking

Your child is developing advanced mathematical reasoning skills — learning to construct logical arguments, make connections between different mathematical concepts, and solve complex real-world problems involving fractions, algebra, and ratio.

• Advanced Multi-Step Problems

  Make sense of complex multi-step problems involving ratio, proportion, algebra, negative numbers, and all four operations with fractions and decimals by analysing given and unknown quantities, planning solution strategies, and evaluating reasonableness using estimation and inverse operations

  • Break down a three-step ratio problem into sub-problems and plan a solution pathway
  • Identify which quantities are known/unknown in an algebraic word problem and set up equations
  • Use estimation to check whether a decimal division answer is reasonable before finalising

• Understanding fractions (age 10+)

  Move fluently between real-world situations, diagrams, coordinate grids, algebraic expressions, tables, and symbolic equations involving fractions, ratio, and algebra, explaining connections between representations

  • Translate a word problem into an algebraic equation and also represent it on a bar model
  • Plot data from a table onto a coordinate grid and interpret the relationship
  • Explain how a pie chart, a fraction, and a percentage all represent the same proportion

• Real-World Mathematical Modelling

  Model real-world problems involving ratio, scale, volume, unit conversion, and proportional reasoning with appropriate tools, diagrams, or equations

  • Choose a bar model or double number line to represent a ratio problem and solve it
  • Model a volume problem with a labelled diagram, apply the formula, and interpret the result in context
  • Determine whether a measurement answer should be rounded and to what degree of accuracy

• Advanced Maths Vocabulary

  Communicate with mathematical precision: use correct vocabulary for ratio, proportion, algebra, volume, coordinate geometry, and circle parts; specify units including cm³, m³, and miles/km; use notation for algebraic expressions and order of operations accurately

  • Use 'radius', 'diameter', and 'circumference' correctly when describing a circle
  • Distinguish between an expression, an equation, and a formula in mathematical writing
  • Specify units correctly when presenting volume calculations (e.g. 60 cm³ not just 60)

• Constructing mathematical arguments

  Construct and present logical mathematical arguments involving multiple steps and formal reasoning; critique others' reasoning about fractions, algebra, ratio, or geometry and clearly explain errors or alternative approaches

  • Prove that a given angle must be 60° by chaining angle facts in a logical sequence
  • Find and explain the error in a peer's fraction division calculation
  • Construct a counter-example to disprove a false conjecture (e.g. 'multiplying always makes bigger')

• 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

• Choosing Maths Tools

  Select and use tools and representations strategically: choose between mental methods, formal written methods, algebraic approaches, coordinate grids, and technology based on the demands of the problem

  • Explain why long division is more appropriate than mental methods for 4,752 ÷ 13
  • Choose a coordinate grid approach to verify a translation rather than computing from a description alone
  • Select a formula-based approach rather than counting cubes to find volume efficiently

• Order of operations (age 10+)

  Look for and use mathematical structure: exploit the hierarchy of 2-D shapes to deduce properties; use order of operations and algebraic structure to simplify expressions; connect fraction–decimal–percentage equivalences; use ratio structure to solve proportion problems efficiently

  • Use the property that all rectangles are parallelograms to deduce missing angle facts
  • Recognise that 3 × (n + 5) = 3n + 15 by applying distributive structure
  • Use the equivalence 1/8 = 0.125 = 12.5% flexibly to solve a comparison problem

• Generalising with repeated reasoning

  Recognise and use repeated reasoning to generalise: describe algebraic rules for nth terms, use properties of operations to simplify, and verify generalisations with specific cases

  • Explain that the interior angle sum of an n-sided polygon is (n−2) × 180° based on the pattern for triangles, quadrilaterals, pentagons
  • Predict the 20th term of a linear sequence by identifying and applying the general rule
  • Generalise that dividing by n always gives a denominator of n in the fraction, for any whole numbers

• 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

• 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

• 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

• 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

Math · Number Representation & Place Value

Your child is mastering large numbers and decimals — reading, writing, and comparing numbers up to 10 million, understanding how decimal places work, and using negative numbers in real-world contexts like temperature and money.

• Place Value × 10 and ÷ 10

  Recognise that in a multi-digit number, a digit in one place represents 10 times as much as in the place to its right and 1/10 of what it represents in the place to its left

  • Explain that the 4 in 0.04 is 1/10 of the 4 in 0.4
  • State that a digit moving one place left is ×10 and one place right is ÷10
  • Compare the value of the 6 in 6,000 and in 0.006

• Reading and writing numbers (age 10+)

  Read, write, and compare decimals to thousandths using base-ten numerals, number names, and expanded form; compare using >, =, < based on place-value meaning

  • Write 347.392 in expanded form: 3×100 + 4×10 + 7×1 + 3×(1/10) + 9×(1/100) + 2×(1/1000)
  • Compare 0.372 and 0.38 using place-value reasoning
  • Write 'five and sixty-two thousandths' as 5.062

• 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

• Numbers to Ten Million

  Solve number and practical problems involving reading, writing, ordering, comparing, rounding, and negative numbers up to 10,000,000

  • A country's population is 8,274,500 — round to the nearest million for a headline
  • Order the depths of three ocean trenches given in metres including negative values
  • Estimate the total attendance at three events by rounding each to the nearest 100,000

• Reading and writing numbers to 10,000,000

  Read, write, order, and compare numbers up to 10,000,000 and determine the value of each digit

  • Write 4,302,561 in words
  • Order four seven-digit numbers from smallest to largest
  • State the value of the 7 in 7,045,200 as seven million

• Reading Decimal Places

  Identify the value of each digit in numbers given to three decimal places (e.g. in 4.378, the 7 represents 7 hundredths)

  • State the value of each digit in 2.635 (2 ones, 6 tenths, 3 hundredths, 5 thousandths)
  • Explain the relationship between adjacent decimal places (each place is ten times smaller)
  • Write a number given digit values (e.g. 4 ones, 0 tenths, 7 hundredths, 3 thousandths = 4.073)

• Decimal place value

  Round decimals to any place using place-value understanding; round any whole number to a required degree of accuracy

  • Round 3.4567 to 2 decimal places (3.46)
  • Round 7,654,321 to the nearest 100,000 (7,700,000)
  • Use rounding to estimate 4.83 × 2.17 ≈ 5 × 2 = 10

• 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

• 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

• Measuring temperature

  Use negative numbers in context (temperature, finance, sea level); calculate intervals across zero

  • The temperature falls from 3°C to −5°C — what is the drop? (8 degrees)
  • Calculate the difference between a bank balance of −£120 and £350
  • Order −7, −3, 0, 2, 5 on a number line and find the interval from −7 to 5

• Patterns with Powers of Ten

  Explain patterns in zeros when multiplying by powers of 10 and in decimal-point placement when multiplying/dividing by a power of 10; use whole-number exponents to denote powers of 10 (e.g. 10³ = 1000)

  • Write 10⁴ = 10,000 and explain the exponent means four factors of 10
  • Explain why 3.4 × 10² = 340 by describing the decimal shift
  • Predict 2.56 × 10³ without calculating and explain the pattern

• 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

• 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

• 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; ...

• 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 · Probability

• Calculating Simple Probability

  Calculate the probability of a simple event with equally likely outcomes using the formula: probability = number of favourable outcomes ÷ total number of possible outcomes; express the result as a fraction in its simplest form; apply to rolling dice, drawing from bags, and other simple chance situations

  • Calculate the probability of drawing a blue marble from a bag of 3 blue and 7 red as 3/10
  • Use the formula P(event) = favourable outcomes ÷ total outcomes to solve at least three different problems
  • Explain why increasing the number of favourable outcomes increases the probability

• The 0-to-1 Probability Scale

  Understand probability as a measure expressed as a number between 0 (impossible) and 1 (certain); place events on the probability scale; express probabilities as fractions, decimals, and percentages

  • Place events on a number line from 0 (impossible) to 1 (certain), expressing positions as fractions or decimals
  • Explain that a probability of 0.5 means 'even chance' and connect this to the informal word 'likely'
  • Convert between informal language ('very unlikely') and a numerical position on the 0-to-1 scale

• Probabilities Sum to One

  Understand that when all possible outcomes of a trial are listed, their probabilities must add up to 1; use this to find the probability of an event NOT happening: P(not A) = 1 − P(A); apply this shortcut to avoid counting all unfavourable outcomes directly

  • List all outcomes of spinning a 4-colour spinner and verify their probabilities add up to 1
  • Calculate P(not rolling a 3) as 1 − 1/6 = 5/6 using the complement rule
  • Spot an error in a probability table where the values don't sum to 1 and explain what's wrong

• Experimental vs Theoretical

  Run repeated probability experiments and compare experimental (relative frequency) results with theoretical predictions; understand and demonstrate that as the number of trials increases, the experimental probability tends towards the theoretical probability — and that short runs can give very different results

  • Roll a die 60 times and compare experimental frequencies with the expected 10 per number
  • Explain why experimental results don't exactly match theoretical predictions but get closer with more trials
  • Predict what would happen if the experiment were repeated 600 times instead of 60

• 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 · Addition & Subtraction

Your child is mastering complex addition and subtraction — solving multi-step problems with large numbers and decimals, and choosing the best strategies to work out challenging calculations.

• Adding and subtracting (age 10+)

  Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why, with numbers up to 10,000,000 and decimals

  • Solve a two-step word problem involving addition and subtraction of numbers beyond 1,000,000
  • Choose between mental, written, and calculator methods for a multi-step problem and justify the choice
  • Interpret a real-life context to identify which addition/subtraction operations are needed across multiple steps

• Addition and subtraction strategies (age 10+)

  Add and subtract decimals to hundredths using strategies based on place value, properties of operations, and the relationship between addition and subtraction; relate strategies to written methods and explain reasoning

  • Correctly compute 3.45 + 2.78 and explain regrouping across decimal places
  • Use a number line or base-ten blocks to model 5.03 − 2.67
  • Explain why the standard algorithm works for decimal addition by connecting to place-value understanding

• 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

• 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

Math · Algebra

Your child is beginning to work with algebra — using letters to represent unknown numbers, creating and following rules for number patterns, and translating word problems into mathematical equations.

• Using Simple Formulae

  Use simple formulae expressed in words or symbols to calculate values (e.g. perimeter = 2 × (length + width))

  • Substitute values into P = 2(l + w) to find the perimeter of a rectangle
  • Use the formula for area of a triangle (A = 1/2 × b × h) given base and height values
  • Interpret a formula expressed in words and use it to compute an output

• Writing Algebraic Equations

  Express missing number problems algebraically using letters for unknowns; translate word problems into equations

  • Write 'I think of a number, double it, and add 5 to get 17' as 2n + 5 = 17
  • Solve a one-step equation such as 3x = 24 and explain the reasoning
  • Express a word problem as an algebraic equation and find the unknown value

• Number Pattern Relationships

  Generate two numerical patterns using two given rules; identify relationships between corresponding terms; form ordered pairs and graph them on a coordinate plane

  • Generate sequences starting at 0 with rules 'add 3' and 'add 6'; observe terms in one are twice the other
  • Form ordered pairs from corresponding terms and plot them on a coordinate grid
  • Explain informally why the relationship between the two sequences holds

• Equations with Two Unknowns

  Find pairs of numbers that satisfy an equation with two unknowns (e.g. find pairs (a, b) where a + b = 10 or 2a + b = 15)

  • List all whole-number pairs (a, b) where a + b = 12 with a, b > 0
  • Find three pairs that satisfy 2x + y = 20
  • Explain systematically how to generate all integer solutions to a two-variable equation within a given range

• Systematic Listing

  Enumerate possibilities of combinations of two variables systematically (e.g. all ways to choose from a set of options)

  • List all possible meal combinations from 3 starters and 4 mains
  • Organise combinations into a systematic table to ensure none are missed
  • Explain why the total number of combinations equals the product of the options in each category

• Linear number sequences

  Generate and describe linear number sequences, including those with negative and decimal steps; identify the term-to-term rule

  • Continue the sequence 2.5, 4.0, 5.5, ... and state the rule as 'add 1.5'
  • Generate terms of a sequence that crosses zero (e.g. 3, 1, −1, −3, ...)
  • Describe the term-to-term rule for a given linear sequence and predict the 10th term

Math · Data & Statistics

Your child is learning to interpret and create different types of graphs and charts, and beginning to calculate averages to understand what data tells us about real-world situations.

• Line graphs (age 10+)

  Interpret and construct pie charts and line graphs; use these to solve problems

  • Read values from a line graph showing temperature over a day and identify trends
  • Construct a pie chart from given data by calculating sector angles
  • Use a pie chart to determine the actual quantity represented by each sector given the total

• Calculating the Mean

  Calculate and interpret the mean as an average of a data set

  • Calculate the mean of five test scores: 72, 85, 90, 68, 95
  • Explain what the mean represents and how it differs from individual data values
  • Find a missing data value given the mean and all other values

• Understanding fractions

  Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8); use operations on fractions to solve problems involving data in line plots (e.g. redistribute total equally)

  • Create a line plot showing lengths measured to the nearest 1/8 inch
  • Use the line plot to find the total of all measurements by adding fractions
  • Solve: 'If the total liquid were redistributed equally among all beakers, how much would each have?'

• 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

• 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 · Ratio & Proportion

Your child is learning to compare quantities and solve problems involving ratios, proportions, percentages, and scale — essential skills for understanding relationships between numbers in real-world contexts.

• Calculating Percentages

  Solve problems involving the calculation of percentages of amounts (e.g. 15% of 360) and the use of percentages for comparison

  • Calculate 15% of 360 by finding 10% and 5% and combining
  • Compare two discounts given as percentages of different original prices
  • Explain a strategy for finding any percentage of an amount using known percentage facts

• Scale and similar shapes

  Solve problems involving similar shapes where the scale factor is known or can be found

  • Find the missing side of a similar rectangle given a scale factor of 3
  • Determine the scale factor between two similar triangles from given side lengths
  • Use a scale factor to enlarge or reduce a shape and verify that all sides are in the same ratio

• Ratio Problems

  Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts

  • If the ratio of red to blue beads is 3:5 and there are 15 blue beads, find the number of red beads
  • Use multiplication facts to find the missing value: 'For every 2 apples there are 5 oranges; if there are 20 oranges, how many apples?'
  • Explain the multiplicative relationship between two quantities in a ratio context

• Understanding fractions

  Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

  • Share 40 sweets between two children in the ratio 3:5
  • Solve: 'Tom gets twice as many as Sam and Sam gets three times as many as Jo. If there are 30 altogether, how many does each get?'
  • Use fraction knowledge to explain why sharing in ratio 2:3 means one person gets 2/5 of the total

• 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

English · Reading Comprehension

Your child is developing sophisticated reading skills — comparing texts, analysing how authors use evidence and perspective, integrating information from multiple sources, and supporting their interpretations with quotes and reasoning.

• 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

• Justifying Views About Texts

  Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments

  • State an opinion about a character's motivations and support it with three pieces of textual evidence
  • Construct a reasoned argument about an author's message using quotes from the text
  • Respond to an alternative interpretation by providing counter-evidence from the text

• 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

• Using Multiple Sources

  Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently

  • Use search features, indexes, and headings to locate specific information across sources
  • Synthesise information from two or more sources to answer a research question
  • Evaluate which source provides the most relevant information for a given question

• 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

• Comparing Characters, Settings and Events

  Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect

  • Create a Venn diagram comparing two characters' traits using textual evidence
  • Explain how a change in setting affects the mood and characters' actions in a story
  • Analyse how two events in a narrative are connected through cause and effect

• Different viewpoints in texts

  Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling

  • Identify whether a story uses first-person or third-person narration and explain the effect
  • Explain how events would be described differently if told from another character's perspective
  • Analyse how the narrator's knowledge or bias affects what information the reader receives

• Comparing Books

  Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

  • Compare how two authors develop similar themes using different narrative techniques
  • Identify similarities and differences between characters across books by the same author
  • Analyse how settings function differently in two texts from the same genre

• 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

• Quoting Accurately from Texts

  Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly

  • Select and copy exact words from a text to support an inference about character motivation
  • Use quotation marks correctly when incorporating textual evidence into written responses
  • Introduce quotes with signal phrases such as 'The author states' or 'According to the text'

• 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)

• Summarising Non-Fiction Main Ideas

  Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions

  • Identify the main ideas in each section of an informational article
  • List key details that support each main idea in a multi-paragraph text
  • Write an objective summary capturing the main ideas without adding personal opinions

• 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

• Comparing Structure in Information Texts

  Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution

  • Identify the organisational structure of two texts on the same topic
  • Explain how one text uses cause/effect while another uses problem/solution to present information
  • Analyse why an author chose a particular structure for their informational text

• 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')

• 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

• How Authors Treat Similar Themes

  Compare and contrast stories in the same genre on their approaches to similar themes and topics, identifying how different authors treat common ideas

  • Compare how two mystery stories create suspense using different techniques
  • Identify common themes in adventure stories and explain how each author develops them differently
  • Analyse how two authors from the same genre approach the theme of friendship or courage

• 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)

• How Language Choices Affect the Reader

  Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

  • Explain how a specific metaphor or simile affects the reader's understanding or emotions
  • Evaluate an author's choice of descriptive language and its impact on atmosphere
  • Compare how different authors use figurative language to achieve similar effects

• 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

• Synthesising across multiple texts

  Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising

  • Combine information from three sources into a coherent paragraph using own words
  • Create a fact sheet that synthesises key information from multiple texts on one topic
  • Present information orally that draws on multiple sources while crediting the sources

• 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

• Explaining Relationships in Texts

  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information

  • Explain the cause-and-effect relationship between events in a historical text
  • Describe how a scientific process involves sequential steps that depend on each other
  • Identify how key individuals in a text influenced events or other people

• How Parts Build a Whole Text

  Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole

  • Map the structure of a novel showing how each chapter advances plot or character development
  • Explain how individual stanzas in a poem build toward a central theme or message
  • Analyse how scenes in a play work together to develop conflict and resolution

• 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

• Fact vs opinion

  Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints

  • Identify and label statements as fact or opinion in a newspaper article
  • Explain why a statement is a fact by citing verifiable evidence or why it is an opinion
  • Recognise persuasive techniques that present opinions as if they were facts

• 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

• 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

• Multiple Accounts of Events

  Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

  • Compare two news articles about the same event and identify differences in perspective
  • Explain how the author's background or purpose affects their account of an event
  • Identify which facts are consistent across accounts and which details differ based on viewpoint

• Supporting ideas with evidence

  Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points

  • Match each of an author's main points with the evidence used to support it
  • Evaluate whether the evidence provided adequately supports the author's argument
  • Identify points in a text that lack sufficient evidence or reasoning

• 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

• Multimedia elements in texts

  Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry

  • Explain how illustrations in a graphic novel convey emotion or advance the story
  • Analyse how visual elements such as colour and layout affect the tone of a multimedia text
  • Compare how the same scene is portrayed in text versus in visual or audio format

English · Grammar & Punctuation

Your child is learning advanced grammar and punctuation skills — mastering complex sentence structures, sophisticated punctuation like colons and semi-colons, and formal writing techniques that will prepare them for secondary school and beyond.

• Grammar Terms: Voice and Punctuation

  Know and use Year 6 grammatical terminology accurately: subject, object, active voice, passive voice, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

  • Define and give examples of subject and object in sentences
  • Explain the difference between active and passive voice using correct terminology
  • Use terms such as ellipsis, colon, and semi-colon accurately when discussing punctuation choices

• Active and passive voice

  Use the passive voice to shift focus from the agent to the action or recipient, understanding how passive constructions affect the presentation of information in formal and objective writing

  • Convert active sentences to passive voice and explain the change in emphasis
  • Identify passive constructions in news reports and scientific writing
  • Choose between active and passive voice based on purpose and audience

• 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

• Choosing Tenses for Precise Meaning

  Use verb tense to convey various times, sequences, states, and conditions, selecting tenses deliberately to express the precise timing and nature of actions and events

  • Write a paragraph using multiple tenses to show the sequence of past, present, and future events
  • Choose between simple, progressive, and perfect tenses to express duration or completion
  • Explain why a specific tense is appropriate for expressing a condition or hypothetical situation

• Consistent verb tense

  Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning

  • Identify and correct unnecessary tense shifts in a given paragraph
  • Edit own writing to ensure consistent tense use throughout a narrative
  • Explain when a tense shift is appropriate such as when describing a flashback

• 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'

• 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...'

• Paragraph Cohesion

  Link ideas across paragraphs using a wider range of cohesive devices including word repetition, grammatical connections such as adverbials, and ellipsis to create coherent extended texts

  • Use adverbials such as 'on the other hand' and 'as a consequence' to connect paragraphs
  • Apply ellipsis to avoid repetition while maintaining clarity across sentences
  • Create cohesion by repeating key words or using synonyms to link ideas between paragraphs

• 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

• 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: 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

• 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

• Hyphens in Prefixed Words

  Use hyphens to avoid ambiguity in compound modifiers and prefixed words, distinguishing between meanings that change based on hyphen placement

  • Distinguish between 'man eating shark' and 'man-eating shark' by adding or removing hyphens
  • Use hyphens with prefixes to clarify meaning such as 'recover' versus 're-cover'
  • Apply hyphens correctly in compound adjectives before nouns such as 'well-known author'

• 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'

• Commas with yes, no, and names

  Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences

  • Write sentences using commas with yes and no at the beginning such as 'Yes, I understand'
  • Punctuate tag questions correctly such as 'It's cold today, isn't it?'
  • Use commas to set off names in direct address such as 'Sarah, please pass the salt'

• Punctuating Titles of Works

  Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles

  • Use italics or underlining for titles of books, films, and albums
  • Use quotation marks for titles of short works such as poems, songs, and articles
  • Apply title formatting conventions consistently in a piece of writing

• 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

• 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 After Introductory Elements

  Use a comma to separate an introductory element from the rest of the sentence, including introductory words, phrases, and clauses

  • Place commas after introductory adverbs such as 'However' or 'Therefore' at the start of sentences
  • Use commas after introductory prepositional phrases like 'In the morning' or 'After the game'
  • Punctuate introductory dependent clauses correctly such as 'When the bell rang, we left'

• Varying Sentence Structure

  Expand, combine, and reduce sentences for meaning, reader interest, and style, using techniques such as embedding clauses, using appositives, and varying sentence length

  • Combine two simple sentences into one complex sentence using subordination
  • Expand a simple sentence by adding descriptive phrases and clauses
  • Reduce wordy sentences by removing redundant words while preserving meaning

• 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

• Punctuating Clauses

  Use semi-colons, colons, and dashes to mark boundaries between independent clauses, choosing the appropriate punctuation based on the relationship between the clauses

  • Join two related independent clauses using a semi-colon in place of a conjunction
  • Use a colon to introduce an explanation or elaboration of the first clause
  • Replace commas with dashes to create stronger pauses between clauses for emphasis

• Conjunctions, Prepositions and Interjections

  Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

  • Identify conjunctions, prepositions, and interjections in sentences and explain their function
  • Explain how removing a preposition or conjunction changes the meaning of a sentence
  • Use interjections appropriately to convey emotion in dialogue or informal writing

• The subjunctive mood

  Use the subjunctive form in formal writing and speech to express wishes, demands, suggestions, or hypothetical situations (e.g., 'If I were you', 'I suggest that he go', 'Were they to arrive')

  • Write sentences using 'If I were' to express hypothetical conditions
  • Transform informal sentences into formal equivalents using subjunctive forms such as 'I recommend that she attend'
  • Identify subjunctive mood in formal texts such as legal documents or formal letters

• 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

• Correlative Conjunctions

  Use correlative conjunctions correctly in sentences, pairing words such as either/or, neither/nor, both/and, not only/but also, and whether/or

  • Write sentences using each pair of correlative conjunctions correctly
  • Ensure parallel structure when using correlative conjunctions in complex sentences
  • Identify and correct errors in correlative conjunction usage in given sentences

• Colons and Semicolons in Lists

  Use a colon to introduce a list and semi-colons to separate items within lists, particularly when list items contain internal commas or are complex phrases

  • Introduce a list with a colon after an independent clause such as 'You will need the following items:'
  • Use semi-colons to separate list items that contain commas such as locations with city and country
  • Punctuate complex lists in formal writing maintaining clarity and consistency

• Bullet Point Punctuation

  Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items

  • Create bullet point lists with consistent capitalisation and punctuation throughout
  • Use full stops for bullet points that are complete sentences and no punctuation for fragments
  • Maintain parallel grammatical structure across all items in a bulleted list

English · Writing Composition

Your child is developing advanced writing skills — planning stories with well-developed characters, organising information clearly with headings and layouts, and learning to research and summarise information from different sources.

• 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

• 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 Narratives

  Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed

  • Identify specific authorial techniques for character development from a mentor text
  • Plan a character using techniques such as showing through action borrowed from a studied author
  • Analyse how an author builds setting and apply similar techniques in planning own narrative

• 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

• Research & Note-Taking

  Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources

  • Take organised notes from multiple sources using own words rather than copying
  • Create a bibliography listing sources used in a research project
  • Paraphrase key information from a source without changing the meaning

• 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

• Layout and Formatting in Informational Writing

  Use layout devices including headings, sub-headings, columns, bullets, and tables to structure text and guide the reader through informational and explanatory writing

  • Organise an informational text using headings and sub-headings to separate sections
  • Present comparative information using a table with clear row and column headers
  • Use columns and bullet points to display information in a scannable format

• Writing a Précis

  Precis longer passages by summarising the main ideas and key information concisely while maintaining the essential meaning and removing non-essential detail

  • Reduce a three-paragraph text to a single paragraph capturing all main points
  • Identify and remove redundant information while preserving essential meaning
  • Write a precis that is no more than one-third the length of the original text

• 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

• 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 · Speaking & Listening

Your child is developing sophisticated communication skills — learning to adapt their speaking style for different audiences, participate thoughtfully in discussions, and create presentations that effectively combine spoken words with visual elements.

• 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?'

• Evaluating a Speaker's Argument

  Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support

  • Identify the main claim in a spoken presentation and the evidence used to support it
  • Evaluate whether a speaker's reasons logically support their main argument
  • Explain which pieces of evidence most effectively support a speaker's points

• 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

• Summarising Spoken and Media Presentations

  Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

  • Summarise the main points of a video or audio presentation in own words
  • Identify key information from a graph, chart, or infographic and explain it orally
  • Listen to a passage read aloud and provide an accurate summary of the content

• 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

• Drawing Conclusions from Discussion

  Review the key ideas expressed in discussions and draw conclusions in light of information and knowledge gained from the discussion

  • Summarise the main points made by different speakers in a group discussion
  • Draw a conclusion that synthesises multiple viewpoints expressed in the discussion
  • Explain how the discussion changed or confirmed initial understanding of a topic

• Adapting Speech to Context

  Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences

  • Present the same information formally to a panel and informally to peers
  • Adjust vocabulary and sentence structure when speaking to different audiences
  • Identify contexts that require formal English and those where informal speech is appropriate

• 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

• Multimedia Presentations

  Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

  • Select graphics, images, or sound that support and clarify main ideas in a presentation
  • Create slides or visual aids that enhance rather than distract from the spoken content
  • Integrate multimedia elements smoothly into an oral presentation

• Building on Others in Discussions

  Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

  • Ask follow-up questions that build on another speaker's comment
  • Respond to a classmate's idea by adding supporting evidence or a related example
  • Redirect a discussion by posing a question that connects to the main topic

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.

• 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 (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 expanding their vocabulary skills by learning to choose the right words for different situations, understanding how language changes depending on whether they're speaking formally or informally.

• 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')

• 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

• 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)

• 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

• Choosing Formal Vocabulary

  Distinguish between formal and informal vocabulary, selecting words appropriate for formal speech and writing such as 'discover' instead of 'find out' and 'request' instead of 'ask for'

  • Replace informal words with formal equivalents in a given text
  • Identify formal vocabulary choices in official letters and reports
  • Write the same message twice using formal vocabulary for a letter and informal vocabulary for a text message

• Using a Thesaurus to Choose Words

  Use a thesaurus to find synonyms and extend vocabulary choices, selecting the most appropriate word based on context, connotation, and register

  • Use a thesaurus to find three alternatives for overused words in own writing
  • Select the most appropriate synonym from thesaurus options based on context and tone
  • Explain why one synonym is more suitable than another for a specific sentence

• Dialects & Registers

  Compare and contrast the varieties of English used in stories, dramas, or poems, including dialects and registers, understanding how language varies by region, context, and purpose

  • Identify dialect features in character dialogue and explain their effect
  • Compare formal and informal registers in different types of texts
  • Explain how an author uses language variety to develop character or setting

• 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 · 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)

• Reflecting on Your Language Use

  Reflect on yourself as a language user — how your reading, writing, and speaking shift across audiences, purposes, and contexts, and where you want to develop further

  • metalinguistic awareness development
  • register and audience awareness research

• 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)

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

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

Science · Organisms & Life Processes

Your child is exploring how living things get and use energy — from understanding how plants make food from sunlight and air, to learning about the human circulatory system and how lifestyle choices affect our bodies.

• 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

• 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

• Evolution vocabulary

  Use technical vocabulary for evolution and natural selection — adaptation, evolution, natural selection, extinct, extinction, fossil record, species, common ancestor, mutation, variation — and explain the mechanism of natural selection using these terms in the correct sequence

  • Use 'adaptation' correctly to describe a feature that helps an organism survive in its environment
  • Explain natural selection using 'variation', 'selection pressure', and 'reproduction' correctly in sequence
  • Use 'extinct' and 'extinction' correctly and distinguish them from 'endangered'

• Diet, Exercise & Lifestyle

  Recognise the impact of diet, exercise, drugs, and lifestyle on the way human bodies function

  • Describe how a balanced diet provides energy and nutrients the body needs
  • Explain the positive effects of regular exercise on the heart, muscles, and mental health
  • Describe harmful effects of drugs, alcohol, or tobacco on the body

• The Circulatory System

  Identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels, and blood

  • Name the main components: heart, arteries, veins, capillaries, blood
  • Describe the heart as a pump that pushes blood around the body in a continuous loop
  • Explain that blood carries oxygen and nutrients to cells and removes waste products like carbon dioxide

• 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

• Nutrient Transport in Animals

  Describe how nutrients and water are transported within animals, including the role of the circulatory system in delivering nutrients from digestion

  • Describe how nutrients from digested food pass through the wall of the small intestine into the blood
  • Explain that blood transports dissolved nutrients and water to all parts of the body
  • Connect the digestive system and circulatory system as working together to deliver nourishment

• Energy from Food & the Sun

  Use models to describe that energy in animals' food was once energy from the sun, transferred through plants or other organisms

  • Explain that plants capture energy from sunlight to make food (photosynthesis)
  • Trace an energy pathway: sun → plant → animal → another animal
  • Explain that animals use food energy for body repair, growth, movement, and warmth

• Plants Grow from Air & Water

  Support an argument that plants get the materials they need for growth chiefly from air and water, not from the soil

  • Explain that plants take in carbon dioxide from air and water from soil to make food (photosynthesis)
  • Argue that most of a plant's mass comes from air (CO₂) and water, not soil minerals
  • Describe a simple investigation showing soil mass barely changes while a plant grows significantly

• 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

• 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

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

• 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

• 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

• 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 · 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)

• Life Changed Over Time

  Recognise that living things have changed over time and that fossils provide information about organisms that inhabited the Earth millions of years ago

  • State that living things have changed (evolved) over millions of years
  • Describe how fossils form and what information they provide about the past
  • Compare a fossil organism with a modern relative, noting similarities and differences

• 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

• 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

• 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 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

Science · Matter & Materials

Your child is exploring the fundamental nature of matter — learning that everything is made of tiny particles they can't see, and discovering that matter is conserved even when it changes form through heating, cooling, or mixing.

• 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)

• Conservation of Mass

  Measure and provide evidence that the total weight of matter is conserved regardless of the type of change (heating, cooling, or mixing)

  • State the principle that matter is neither created nor destroyed during physical or chemical changes
  • Describe an investigation weighing materials before and after a change to show mass is conserved
  • Explain why dissolved sugar still contributes to the total weight even though it can't be seen

• 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)

• Matter Is Made of Particles

  Develop a model to describe that matter is made of particles too small to be seen, and that this explains properties of solids, liquids, and gases

  • Describe matter as made of particles too small to see with the naked eye
  • Use a particle model to explain differences: particles tightly packed (solid), loosely arranged (liquid), spread far apart (gas)
  • Use the particle model to explain a state change (e.g. heating makes particles move faster and spread apart)

• 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)

• 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 · Energy

Your child is learning how electricity works in circuits — understanding how batteries power different components like bulbs and buzzers, and how to draw circuit diagrams using proper symbols.

• 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

• Drawing circuits with proper symbols

  Use recognised symbols when representing a simple circuit in a diagram, including cell, wire, bulb, switch, buzzer, and motor

  • Draw a circuit diagram using standard symbols for at least five components
  • Interpret a circuit diagram drawn by someone else and describe what the circuit does
  • Convert between a physical circuit and its diagram representation

• More batteries, brighter bulb

  Associate the brightness of a lamp or volume of a buzzer with the number and voltage of cells used in a series circuit

  • Describe the pattern: more cells (or higher voltage) = brighter bulb / louder buzzer
  • Explain that more cells provide more energy to the circuit
  • Predict the effect of changing the number of cells on a component's behaviour

• Why circuit components behave differently

  Compare and give reasons for variations in how circuit components function, including brightness of bulbs, loudness of buzzers, and switch positions

  • Explain why adding more components in series reduces brightness/loudness (energy shared)
  • Compare circuits with different configurations and predict component behaviour
  • Give reasoned explanations for observed variations in component function

• 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

• 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

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

• 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

• 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

• 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

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

• 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

Science · Ecosystems & Habitats

Your child is learning how scientists classify living things into groups based on their characteristics and understanding how matter moves through ecosystems as plants, animals, and decomposers interact with their environment.

• Matter Cycling in Ecosystems

  Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem

  • Describe the role of decomposers (fungi, bacteria, worms) in breaking down dead matter
  • Trace the movement of matter: plant grows using soil nutrients → animal eats plant → animal dies → decomposers return nutrients to soil
  • Create or interpret a simple diagram showing matter cycling through an ecosystem

• 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

• Evidence-Based Classification

  Give reasons for classifying plants and animals based on specific characteristics, using evidence to justify classification decisions

  • Classify an unfamiliar organism using specific observable characteristics with reasoning
  • Compare two similar organisms and explain which characteristics distinguish their classification
  • Justify a classification decision using at least two pieces of evidence from observation

• Classifying Organisms

  Describe how living things are classified into broad groups (micro-organisms, plants, animals) according to common observable characteristics, similarities, and differences

  • Name the broad classification groups: micro-organisms, plants, animals (and fungi if known)
  • Describe observable characteristics used for classification (e.g. plants make own food, animals move and eat)
  • Give examples of organisms in each group, including micro-organisms like bacteria

• Communities Protecting Resources

  Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment

  • Describe at least three real-world examples of communities protecting resources or the environment
  • Explain the science ideas behind each example (e.g. solar panels convert sunlight to electricity, reducing fossil fuel use)
  • Discuss how individual actions and community efforts combine to make a difference

• 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

• 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

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 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

• 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

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.

• 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

• 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 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

• 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

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

• 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

• 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

• 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

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

• 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)

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

• 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

• 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

• 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

• 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 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 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

• 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 · 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)

• 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 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

Science · Earth's Systems

Your child is learning about Earth as a connected system, exploring how water is distributed across our planet and how the land, water, air, and living things all interact with each other.

• Earth's atmosphere

  Develop a model to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact as connected Earth systems

  • Name the four Earth systems: geosphere (rock/land), hydrosphere (water), atmosphere (air), biosphere (living things)
  • Describe at least two interactions between different Earth systems with examples
  • Create or interpret a model showing how a change in one system affects others

• Salt Water vs Fresh Water

  Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth

  • State that about 97% of Earth's water is salt water in the oceans
  • Describe where fresh water is found: glaciers/ice caps, groundwater, rivers, lakes
  • Create or interpret a graph showing the relative amounts of salt water vs fresh water

• 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

• 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

• Rock layers and Earth's history

  Interpret cross-section diagrams of the Earth's interior, geological strata, and rock cycle; read and label layers (crust, mantle, outer core, inner core); understand that deeper layers in sedimentary sequences are older

  • Label the four layers of the Earth on a cross-section diagram using the correct terms
  • Interpret a diagram of sedimentary rock layers and identify which layer was deposited first
  • Read a rock cycle diagram and trace the pathway of a rock from igneous to sedimentary to metamorphic

• 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

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.

• Reading Distance-Time Graphs

  Read and plot distance-time graphs for moving objects; interpret the gradient (steepness) of a line as speed; identify stationary periods (horizontal sections), constant speed (straight diagonal lines), and relative speeds by comparing gradients; calculate average speed from the gradient of a straight-line segment using speed = distance ÷ time

  • Read a distance-time graph and describe what is happening at each stage — moving, stopped, returning
  • Calculate speed from the gradient of a straight section of a distance-time graph
  • Sketch a distance-time graph from a written description of a journey with stops and speed changes

• 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

• 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

• 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 · Space Systems & Earth's History

Your child is exploring how Earth fits into the solar system — understanding why the sun appears brighter than distant stars and observing patterns in shadows, day and night cycles, and seasonal changes in the sky.

• Shadows

  Represent data in graphical displays to reveal patterns of daily changes in shadow length and direction, day and night cycles, and seasonal star patterns

  • Measure and record shadow length and direction at different times of day
  • Create a graph showing how shadow length changes throughout the day
  • Connect shadow patterns to the sun's apparent position and Earth's rotation

• 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

• Star Brightness & Distance

  Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth, understanding the sun is a relatively close star

  • Explain that the sun is a star, and it appears much brighter because it is much closer to Earth
  • Describe how a torch looks brighter close up and dimmer far away as an analogy
  • Argue that differences in apparent brightness of stars are mainly due to their different distances from Earth

• 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

Science · Waves, Light & Sound

Your child is learning how light travels in straight lines and using this understanding to explain everyday phenomena like how we see things and why shadows match the shape of objects that cast them.

• 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)

• Light Travels in Straight Lines

  Recognise that light appears to travel in straight lines and use this to explain how we see objects and why shadows have the same shape as the objects that cast them

  • State and demonstrate that light travels in straight lines (e.g. can't see around corners, laser pointer)
  • Use straight-line light to explain why shadows have the same outline shape as the object
  • Draw ray diagrams showing light travelling from source, being blocked by object, creating shadow on screen

• 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

• 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

• 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

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.

• Modern Archaeology and Egyptian Ethics

  Understand that modern Egyptologists use advanced technologies — CT scanning of mummies, satellite imagery to find buried structures, DNA analysis — alongside traditional excavation, and think critically about the ethics of archaeology: whether mummies should be displayed in museums, who owns ancient artefacts, and how colonial-era collecting affects how we study and present ancient Egypt today

  • Name at least two modern technologies used in Egyptology and explain what they reveal
  • Discuss at least one ethical question about how ancient Egyptian artefacts are treated today
  • Understand that how we study ancient Egypt reflects our own values and biases, not just facts about the past

• 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)

• 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)

• 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

• 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

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 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

• 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)

• 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

• 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

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

• 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)

• 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)

• 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

History · Historical Thinking

• Evidence Versus Interpretation

  Distinguish between historical evidence and historical interpretation — evidence is what survived, interpretation is the argument a historian builds from it, and the same evidence can support different arguments

  • Development of historical understanding among 9-14 year olds
  • Ways of Seeing: Evidence and Learning in the History Classroom (RRCHNM)

• 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 · 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

• 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

• 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

• 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 · 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

• 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

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

• 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

• 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

• 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

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

• 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 · Self-Awareness

• 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

• Personal Growth Over Time

  Reflect on your own growth over time — the things that challenge you now are not fixed, and noticing how you have already changed builds genuine self-knowledge

  • emotion vocabulary development continues to age 11 (PMC)
  • self-reflection importance in children 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

• 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

• 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

Life Skills · Money & Finance

• 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)

• 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

• 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

• 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)

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

• 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

• 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

Learning to Learn · Learning to Learn

• 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

• Finding Knowledge Gaps

  Survey your own understanding of a whole topic — identify where your knowledge is solid, where it is shaky, and what still needs work

  • metacognitive monitoring research
  • Flavell metacognition framework

• Setting Learning Goals

  Set a specific learning goal, work towards it with a deliberate plan, then honestly assess whether you achieved it and what you would change

  • Set a specific, achievable learning goal for themselves — e.g. 'By Friday I want to know all my 7-times tables' rather than just 'get better at maths'
  • Make a simple plan for how to reach their goal and follow through on it over several days
  • After the deadline, honestly assess whether they achieved the goal and describe what they would do differently next time

• 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