What Should a 7th Grader Know? Checklist by Subject

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.

• Linear Function Graphs

  Recognise that a linear function produces a straight-line graph, understand the relationship between an equation of the form y = mx + c and its graphical representation, and interpret gradient and y-intercept in context

  • Explain that changing m in y = mx + c alters the steepness and direction of the line
  • Identify the y-intercept of a line from its equation and from its graph
  • Determine whether a given equation will produce a straight line or a curve

• Plotting Linear Graphs

  Plot linear graphs by generating a table of values, reduce a two-variable linear equation to the form y = mx + c, and calculate gradients from two points on a line

  • Generate a table of (x, y) values for a linear equation and plot the points accurately
  • Rearrange an equation such as 2x + 3y = 12 into the form y = mx + c
  • Calculate the gradient between two coordinate points using rise over run

• Numbers on a number line

  Understand inequalities as statements comparing expressions, represent solutions on a number line, and solve simple linear inequalities using the same inverse-operation methods as equations

  • Write an inequality from a worded constraint (e.g., 'must be at least 12' → x ≥ 12)
  • Represent the solution set of an inequality on a number line with open or closed circles
  • Solve a one-step or two-step inequality such as 3x + 1 < 10

• Coordinates (age 11+)

  Plot and read coordinates in all four quadrants of the Cartesian plane, using positive and negative x- and y-values to describe positions precisely

  • Plot points with negative coordinates accurately in all four quadrants
  • Identify the quadrant a point belongs to from its coordinate signs
  • Read coordinates from a graph including fractional and negative values

• Algebraic Notation

  Use and interpret algebraic notation including: ab for a × b, 3y for y + y + y, a² for a × a, a/b for a ÷ b, coefficients as fractions, and brackets for grouping; read and write algebraic expressions fluently

  • Read and interpret expressions using standard algebraic conventions for multiplication, division, and powers
  • Write algebraic expressions from word descriptions using correct notation
  • Understand that juxtaposition means multiplication and that a/b means a divided by b

• Solving Linear Equations

  Use algebraic methods to solve linear equations in one variable, including equations that require rearrangement, expanding brackets, and collecting terms on both sides; solve equations with rational number coefficients

  • Solve one-step and two-step linear equations in one variable
  • Solve equations requiring expansion of brackets and collection of like terms
  • Solve equations with the unknown on both sides and with fractional or negative coefficients

• Collecting Like Terms

  Simplify algebraic expressions by collecting like terms — combine terms with the same variable and power (e.g., 3a + 2b + 5a = 8a + 2b) while maintaining equivalence

  • Identify like terms in an algebraic expression
  • Combine like terms involving positive and negative coefficients
  • Simplify expressions involving multiple variables and constant terms

• Expanding Single Brackets

  Expand (multiply out) a single term over a bracket using the distributive property, e.g., 3(2x + 5) = 6x + 15; expand expressions involving negative multipliers

  • Multiply a single positive term over a bracket to expand the expression
  • Multiply a negative term over a bracket, correctly handling signs
  • Combine expanding brackets with collecting like terms to simplify fully

• Expressions & Equations Vocabulary

  Understand and use the concepts and vocabulary of expressions, equations, inequalities, terms, and factors; distinguish between an expression (no equals sign), an equation (equals sign), and an inequality (inequality sign)

  • Define and distinguish between expression, equation, and inequality
  • Identify terms, coefficients, and factors in algebraic expressions
  • Use the vocabulary of algebra precisely in mathematical discussions

• Algebraic Transformations

  Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs; move between word problems, algebraic representations, tables, and graphical representations

  • Translate a word problem or real-world situation into an algebraic expression or formula
  • Construct a table of values from an algebraic rule
  • Plot the corresponding graph and interpret it in the context of the problem

• Substituting into Formulae

  Substitute numerical values into formulae and expressions including scientific formulae; evaluate expressions by replacing variables with given values and computing the result using correct order of operations

  • Substitute positive and negative values into algebraic expressions and evaluate
  • Substitute values into formulae involving multiple operations and powers
  • Use correct order of operations when evaluating expressions after substitution

• Simple formulae

  Understand and use standard mathematical formulae; rearrange formulae to change the subject, performing inverse operations to isolate a different variable

  • Identify the subject of a given formula
  • Use inverse operations to rearrange a formula to make a different variable the subject
  • Rearrange formulae involving multiple steps including fractions and powers

• Nth-Term Rules

  Find the nth-term expression for an arithmetic sequence by identifying the common difference and the zero-term, and use it to determine any term in the sequence or test whether a given number belongs to the sequence

  • Derive the nth-term rule for an arithmetic sequence such as 3, 7, 11, 15, … as 4n − 1
  • Use an nth-term formula to find the 50th or 100th term without listing all preceding terms
  • Determine whether a given number (e.g., 99) is a term in a specified arithmetic sequence

• Generating Sequences

  Generate terms of a sequence from a term-to-term rule (e.g., 'add 3 each time') or a position-to-term rule (e.g., '2n + 1'), and identify whether a sequence is arithmetic, geometric, or neither

  • Continue a sequence given a term-to-term rule involving addition, subtraction, or multiplication
  • Generate the first five terms from a position-to-term formula such as 3n − 2
  • Classify sequences as arithmetic (constant difference), geometric (constant ratio), or other

• Factorising Expressions

  Factorise algebraic expressions by taking out common factors — identify the highest common factor of all terms and write the expression as a product, e.g., 6x + 9 = 3(2x + 3)

  • Identify the highest common factor of all terms in an expression
  • Write the factorised form as a product of the HCF and a bracket
  • Check factorisation by expanding the brackets back out

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.

• Coordinates (age 12+)

  Understand similarity as a relationship where one shape is an enlargement of another; construct similar shapes by enlargement with a given scale factor and centre, with and without coordinate grids

  • Enlarge a shape by a given scale factor from a specified centre of enlargement
  • Determine the scale factor between two similar shapes by comparing corresponding sides
  • Explain why corresponding angles in similar shapes are equal while sides are in proportion

• Circles: Circumference & Area

  Calculate the circumference and area of circles using the formulae C = πd (or 2πr) and A = πr², and solve problems involving perimeters and areas of composite shapes that include circular parts

  • Calculate the circumference and area of a circle given its radius or diameter
  • Find the perimeter or area of a composite shape made from rectangles and semicircles
  • Explain the relationship between π, diameter, and circumference informally

• Angles in triangles (age 11+)

  Derive and apply formulae for the area of triangles, parallelograms, and trapezia, and for the volume of cuboids and other prisms (including cylinders), connecting each formula to its geometric reasoning

  • Calculate the area of a trapezium using A = ½(a + b) × h and explain why the formula works
  • Find the volume of a triangular prism by calculating cross-sectional area × length
  • Derive the formula for the volume of a cylinder as π × r² × h by reasoning from the prism formula

• Angle sums in triangles and polygons

  Derive and use the angle sum in a triangle (180°), use it to deduce the angle sum in any polygon ((n−2) × 180°), and calculate interior and exterior angles of regular polygons

  • Calculate a missing angle in a triangle by subtracting the known angles from 180°
  • Find the sum of interior angles in a hexagon by dividing it into triangles
  • Calculate each interior and exterior angle of a regular polygon given the number of sides

• 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

• Coordinate Transformations

  Identify properties of translations, rotations, and reflections; describe and perform these transformations on given figures, and understand that the image is congruent to the original

  • Reflect a shape in a given mirror line (including diagonal lines) and state the coordinates of the image
  • Rotate a shape about a given centre by 90° or 180° and describe the result
  • Translate a shape by a given vector and verify that lengths and angles are preserved

• Angles in triangles (age 12+)

  Know and use the criteria for triangle congruence (SSS, SAS, ASA, RHS), use standard labelling conventions for sides and angles of triangle ABC, and determine whether two triangles are congruent

  • State which congruence criterion (SSS, SAS, ASA, or RHS) applies to a given pair of triangles
  • Use the notation △ABC ≅ △DEF and match corresponding sides and angles
  • Determine whether given measurements produce a unique triangle, more than one, or none

• Types of angles (age 11+)

  Use conventional geometric terms and notation to describe, sketch, and draw points, lines, parallel and perpendicular lines, right angles, regular polygons, and reflectively/rotationally symmetric polygons

  • Use correct notation for line segments (AB), angles (∠ABC), and parallel lines (AB ∥ CD)
  • Sketch a regular hexagon and describe its rotational and reflective symmetry
  • Identify and label perpendicular and parallel lines in a given figure using standard symbols

• Properties of triangles and quadrilaterals

  Derive and illustrate properties of triangles, quadrilaterals, and circles using appropriate language, including interior angles, diagonals, symmetry, and relationships between side lengths

  • List and verify properties of a parallelogram (opposite sides parallel/equal, opposite angles equal, diagonals bisect each other)
  • Explain why a square is a special case of both a rectangle and a rhombus
  • Derive the relationship between the radius, diameter, and circumference of a circle

• Measuring angles (age 11+)

  Draw and measure line segments and angles accurately using ruler and protractor, and interpret scale drawings to extract real measurements

  • Draw a triangle accurately given two sides and the included angle (SAS)
  • Measure angles in a geometric figure to the nearest degree using a protractor
  • Read a scale drawing to determine actual lengths, explaining the scale used

• Understanding angles (age 11+)

  Apply the properties of angles at a point (360°), on a straight line (180°), and vertically opposite angles to find unknown angles in multi-step problems

  • Find a missing angle using the fact that angles on a straight line sum to 180°
  • Use vertically opposite angles are equal to set up and solve an equation for an unknown
  • Combine multiple angle facts in a single diagram to find several missing angles step by step

• Understanding angles (age 12+)

  Use ruler and compasses to perform standard constructions: perpendicular bisector of a line segment, perpendicular to a line from or at a given point, and bisecting an angle

  • Construct the perpendicular bisector of a line segment using compasses and a straight edge
  • Construct an angle bisector and verify by measuring both halves
  • Construct a perpendicular from a point to a line using compasses only

• Angles with parallel lines

  Understand and use the relationship between parallel lines cut by a transversal: corresponding angles, alternate interior angles, and co-interior (same-side interior) angles; use these to find unknown angles

  • Identify alternate, corresponding, and co-interior angle pairs in a diagram with parallel lines
  • Explain why alternate angles are equal using the concept of translation along the transversal
  • Find missing angles in a parallel-line diagram using a combination of angle relationships

• 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

• 3-D shapes (age 11+)

  Use the properties of faces, surfaces, edges, and vertices of 3-D shapes (cubes, cuboids, prisms, cylinders, pyramids, cones, and spheres) to solve problems, including visualising cross-sections

  • Count and describe the faces, edges, and vertices of a triangular prism and a square-based pyramid
  • Describe the 2-D cross-section produced by slicing a cylinder horizontally or a cone vertically
  • Use properties of 3-D shapes to determine whether a given net will fold into a specified solid

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.

• Compound Units

  Use compound units such as speed (distance ÷ time), unit pricing (cost ÷ quantity), and density (mass ÷ volume); solve problems involving compound units

  • Calculate average speed given distance and time, converting between km/h and m/s if needed
  • Compare unit prices of two products sold in different quantities to find the better deal
  • Use the density formula to find mass, volume, or density given the other two values

• Proportion

  Recognise and solve problems involving direct proportion (as one quantity increases, the other increases at a constant rate) and inverse proportion (as one increases, the other decreases), including graphical and algebraic representations

  • Identify whether a real-world relationship is direct or inverse proportion and justify the choice
  • Set up and solve a direct-proportion equation (e.g. if 4 pens cost £6, find the cost of 10)
  • Sketch graphs showing direct proportion (straight line through origin) and inverse proportion (curve)

• Ratio Notation and Relationships

  Understand that a multiplicative relationship between two quantities can be expressed as a ratio; use ratio notation; simplify ratios

  • Explain why 'for every 2 red beads there are 5 blue beads' can be written as 2:5 or as 2/5 of the blue count
  • Identify the multiplicative relationship in a table of values (e.g. y is always 3 times x)
  • Connect the ratio a:b to the fraction a/b and to the linear function y = (a/b)x

• Scale and similar shapes (age 11+)

  Use scale factors to interpret and create scale diagrams and maps, calculating real-life distances from map measurements and vice versa

  • Calculate a real-life distance from a map measurement using a given scale (e.g. 1:25,000)
  • Draw a scale diagram of a room using a chosen scale factor
  • Convert between map distance and actual distance in problems involving different units

• One Quantity as a Fraction

  Express one quantity as a fraction of another where the result may be less than 1 or greater than 1, and interpret the meaning in context

  • Express 45 minutes as a fraction of 2 hours (= 3/8)
  • Express a larger quantity as a fraction of a smaller one and explain why the result exceeds 1
  • Simplify the resulting fraction and interpret its meaning in the original context

• Percentages (age 12+)

  Solve problems involving percentage increase, percentage decrease, finding the original value after a percentage change, and calculating simple interest

  • Calculate a 15% increase on £240 using a decimal multiplier (× 1.15)
  • Find the original price before a 20% discount resulted in a sale price of £64
  • Calculate simple interest on £500 at 3% per annum for 4 years

• Percentages as Fractions

  Define percentage as 'number of parts per hundred'; interpret percentages and percentage changes as a fraction or a decimal; express one quantity as a percentage of another; compare quantities using percentages; work with percentages greater than 100%

  • Convert fluently between percentages, fractions, and decimals
  • Express one quantity as a percentage of another
  • Calculate percentage increases and decreases and interpret percentages greater than 100%

• Unit Conversions

  Convert freely between related standard units of measurement (time, length, area, volume/capacity, mass) using decimal notation to up to three decimal places where appropriate

  • Convert between area units such as cm² and m² using the square of the linear scale factor
  • Perform multi-step conversions (e.g. convert 2.5 hours to seconds via minutes)
  • Convert volume units such as cm³ to litres and explain the relationship

• Ratio Notation

  Use ratio notation to describe the relationship between two or more quantities, simplify ratios to their simplest form, and convert between ratio and fraction representations

  • Write a ratio from a word problem and simplify it (e.g. 12:8 = 3:2)
  • Convert a ratio to equivalent fractions of a whole (e.g. 3:2 means 3/5 and 2/5)
  • Simplify ratios involving decimals or fractions by finding a common multiplier

• Dividing Quantities by Ratio

  Divide a given quantity into two parts in a given part:part or part:whole ratio, and express the division as a fraction of the whole

  • Share £60 between two people in the ratio 2:3 by finding the value of one part
  • Express the result of sharing 24 sweets as 10 and 14 in ratio form as 5:7
  • Solve problems involving three-part ratios (e.g. divide 180 in the ratio 1:2:3)

• 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

• Proportional Reasoning Vocabulary

  Know and use advanced vocabulary of multiplicative reasoning — direct proportion, inverse proportion, ratio, rate, unit rate, compound unit, scale factor — accurately in problem-solving contexts

  • Distinguish between 'direct proportion' and 'inverse proportion' with real-world examples
  • Use 'rate', 'speed', and 'density' correctly and explain what units they are measured in
  • Calculate using compound measures — e.g. work out the speed of a car that travels 120 miles in 2 hours

• Proportion Graphs

  Represent proportional relationships using double number lines (two parallel number lines aligned at 0) and ratio tables; recognise that equivalent ratios generate straight lines through the origin when graphed

  • Plot pairs of proportional values on a coordinate grid and draw the straight line through the origin
  • Explain why a directly proportional relationship always passes through (0,0)
  • Read a proportion graph to find an unknown value — e.g. 'If 3 kg costs £6, how much does 5 kg cost?'

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.

• Fractions on a number line (age 11+)

  Order positive and negative integers, decimals, and fractions on a number line; use the symbols =, ≠, <, >, ≤, ≥ to compare values including negative numbers and mixed representations

  • Order a mixed set of positive and negative integers, decimals, and fractions
  • Use the symbols =, ≠, <, >, ≤, ≥ correctly in mathematical statements
  • Compare numbers presented in different forms such as 0.75 and 3/4

• Fractions on a number line

  Understand and use place value for decimals, measures, and integers of any size; extend the number system to include all positive and negative integers, decimals, and fractions on a single number line

  • Identify the value of any digit in numbers of any size including decimals
  • Place positive and negative integers, decimals, and fractions on a number line
  • Use place value to compare and order numbers across the full number system

• Decimal place value (age 11+)

  Round numbers and measures to an appropriate degree of accuracy including to a specified number of decimal places or significant figures

  • Round numbers to a given number of decimal places
  • Round numbers to a given number of significant figures
  • Choose an appropriate degree of accuracy for a given context

• Estimating by rounding

  Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a < x ≤ b; understand upper and lower bounds of rounded values

  • Estimate the answer to a calculation by rounding all values appropriately
  • Calculate upper and lower bounds of a rounded measurement
  • Express error intervals using inequality notation

• Square and cube numbers

  Use integer powers and associated real roots (square, cube, and higher); recognise powers of 2, 3, 4, and 5; distinguish between exact representations of roots and their decimal approximations

  • Calculate squares, cubes, and higher integer powers of whole numbers
  • Find square roots and cube roots of perfect squares and perfect cubes
  • Recognise key powers (powers of 2 up to 2¹⁰, powers of 3 up to 3⁵, etc.) and distinguish exact roots from approximations

• Powers of Ten Notation

  Interpret and compare numbers in standard form A × 10ⁿ where 1 ≤ A < 10 and n is an integer; convert between ordinary numbers and standard form

  • Convert large and small numbers into standard form A × 10ⁿ
  • Convert numbers from standard form back to ordinary notation
  • Compare and order numbers given in standard form

• Numbers on a number line

  Understand the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as magnitude in real-world contexts; distinguish absolute value comparisons from ordering statements

  • Define absolute value as distance from zero on a number line
  • Calculate the absolute value of positive and negative rational numbers
  • Distinguish between comparing absolute values and comparing signed numbers in real-world contexts

Math · Probability

• Tree diagrams

  Generate theoretical sample spaces for single and combined events using listing, tables, and tree diagrams, and calculate theoretical probabilities as the number of favourable outcomes divided by the total number of equally likely outcomes

  • List all 36 outcomes when rolling two dice and find P(total = 7)
  • Draw a tree diagram for two successive events and multiply along branches for combined probabilities
  • Calculate the probability of a combined event using a sample space diagram and simplify the fraction

• Complementary events

  Understand and apply the rule that probabilities of all mutually exclusive outcomes sum to one; use this to find the probability of a complementary event (P(not A) = 1 − P(A))

  • Verify that probabilities of all outcomes listed for a spinner sum to 1
  • Calculate the probability of NOT rolling a 6 as 1 − 1/6 = 5/6
  • Identify an error in a probability distribution where the values do not sum to 1

• The Probability Scale

  Understand probability as a measure on a scale from 0 (impossible) to 1 (certain); use the language of probability including likely, unlikely, certain, and impossible

  • Place everyday events on a 0-to-1 probability scale with justification
  • Explain why a fair six-sided die gives each number a probability of 1/6
  • Distinguish between equally likely outcomes (fair coin) and unequally likely outcomes (biased spinner)

• Sets & Venn Diagrams

  Enumerate sets and their unions and intersections systematically using tables, grids, and Venn diagrams to organise and count outcomes

  • List the elements in the union and intersection of two sets using a Venn diagram
  • Use a two-way table to enumerate all possible outcomes of two combined events
  • Shade regions of a Venn diagram to represent A ∪ B, A ∩ B, and A′ (complement)

• Venn Diagrams and Counting Outcomes

  Construct and interpret Venn diagrams with two or three sets to organise and count outcomes; use systematic listing and the product rule for counting to enumerate all possible outcomes of combined events

  • Draw a two-circle Venn diagram to sort 30 students by whether they like football, like cricket, or like both
  • Shade the intersection A ∩ B and the union A ∪ B on a Venn diagram and explain what each region represents
  • Use a completed Venn diagram to calculate P(A), P(B), P(A ∩ B), and P(A ∪ B)

• Experimental probability

  Record, describe, and analyse the frequency of outcomes from probability experiments to develop an understanding of relative frequency as an estimate of probability

  • Conduct a coin-toss experiment, record results in a frequency table, and calculate relative frequencies
  • Compare experimental results with theoretical probability and explain discrepancies
  • Predict that relative frequency approaches theoretical probability as the number of trials increases

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.

• Multiplying fractions (age 11+)

  Interpret fractions and percentages as operators — find a fraction or percentage of an amount by multiplying, understanding that 'of' means multiply (e.g., 3/4 of 200 = 3/4 × 200 = 150)

  • Calculate a fraction of a given amount by multiplying
  • Calculate a percentage of a given amount by converting to a decimal and multiplying
  • Use the operator interpretation to solve multi-step problems involving discounts, taxes, and portions

• Mixed & Improper Fractions

  Use the four operations with formal written methods applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative

  • Add, subtract, multiply, and divide with positive and negative integers
  • Apply formal written methods to calculations with decimals of any size
  • Perform all four operations with proper fractions, improper fractions, and mixed numbers

• Decimals and fractions (age 11+)

  Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8); convert fluently between the two forms

  • Convert any terminating decimal to a fraction in simplest form
  • Convert any fraction with a denominator whose prime factors are only 2 and 5 to a terminating decimal
  • Explain why some fractions produce terminating decimals and others do not

• Dividing fractions

  Divide a fraction by a fraction using the 'keep-change-flip' method and visual models; interpret and solve word problems involving division of fractions by fractions

  • Divide a fraction by a fraction using the reciprocal method
  • Use visual fraction models to represent and explain fraction division
  • Create story contexts for fraction division problems and solve them

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.

• Using inverse operations

  Recognise and use relationships between operations including inverse operations; use these relationships to check answers and simplify calculations

  • Use addition and subtraction as inverse operations to check and solve problems
  • Use multiplication and division as inverse operations to check and solve problems
  • Recognise that squaring and square-rooting are inverse operations

• Ratio (age 11+)

  Use conventional notation for the priority of operations including brackets, powers, roots, and reciprocals; apply BIDMAS/BODMAS consistently to evaluate complex numerical expressions

  • Evaluate expressions involving brackets, indices, and all four operations in the correct order
  • Explain why the order of operations is necessary to avoid ambiguity
  • Use the reciprocal of a number and understand that a number multiplied by its reciprocal gives 1

• Factors, multiples, and primes (age 11+)

  Use the concepts and vocabulary of prime numbers, factors, multiples, common factors, common multiples, highest common factor (HCF), lowest common multiple (LCM), and prime factorisation including product notation and the unique factorisation property

  • Express any integer as a product of its prime factors using index notation
  • Find the HCF and LCM of two numbers using prime factorisation
  • Apply the unique factorisation theorem to explain why every number has exactly one set of prime factors

• Sign Rules for Multiplication

  Multiply and divide with positive and negative integers and rational numbers, understanding the rules for the sign of the product or quotient

  • Apply the sign rules when multiplying two integers (positive × negative, negative × negative)
  • Apply the sign rules when dividing two integers
  • Solve multi-step real-world problems involving all four operations with positive and negative rational numbers

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.

• Comparing measurements

  Describe, interpret, and compare distributions of a single variable using appropriate measures of central tendency (mean, median, mode) and spread (range), including the effect of outliers

  • Calculate mean, median, and mode for a data set and explain when each is most appropriate
  • Find the range of a data set and explain how an outlier affects the mean versus the median
  • Compare two data sets using their averages and ranges to draw conclusions

• Pictograms and tally charts (age 11+)

  Construct and interpret frequency tables, bar charts, pie charts, pictograms, and vertical line charts for both categorical and grouped numerical data, choosing appropriate representations for the data type

  • Construct a grouped frequency table from raw continuous data, choosing appropriate class intervals
  • Draw a pie chart by calculating the angle for each category
  • Interpret a bar chart comparing two data sets and draw a conclusion about the difference

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.

• Positive and Negative Numbers

  Understand positive and negative numbers as describing quantities with opposite directions or values; use them in context such as temperature, floors in a building, and bank balances

  • Represent positive and negative numbers on a number line and explain what zero means in context
  • Add a positive or negative number to any integer using number line reasoning
  • Subtract a positive or negative number from any integer, understanding that subtracting a negative is equivalent to adding

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.

• Evaluating Arguments in Non-Fiction

  Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques

  • Identify the main claim in an argument text and evaluate whether the evidence presented is sufficient
  • Spot logical fallacies or irrelevant evidence introduced to distract from weak reasoning
  • Compare two opposing arguments on the same issue and evaluate which is more convincing, with reasons

• Figurative Language and Literary Devices

  Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony

  • Identify a metaphor or simile in a passage and explain its effect on the reader
  • Explain how an author's word choice creates a particular tone (e.g., menacing, humorous, melancholic)
  • Recognise an allusion to a myth, the Bible, or another text and explain what it adds to the meaning

• Using and Evaluating Textual Evidence

  Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point

  • Identify a relevant quotation to support an inference about a character's feelings
  • Explain why one piece of evidence is stronger than another for supporting a claim
  • Use embedded quotations in a written response to back up an analytical point

• Poetic forms and conventions

  Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect

  • Identify the form of a poem (e.g., sonnet, haiku, ballad) and explain its key structural features
  • Analyse how a poet uses rhythm or sound devices to reinforce meaning or mood
  • Explain how enjambment or a caesura affects the pace and emphasis of a line

• Narrative Perspective and Unreliable Narrators

  Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour

  • Identify the narrative perspective of a text and explain how it limits or expands the reader's knowledge
  • Explain how dramatic irony arises when the reader knows something a character does not
  • Compare how the same event might be told differently from two characters' perspectives

• Plot Structure and Character Development

  Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot

  • Trace how a character's attitude changes across a story and identify the turning points
  • Explain how a specific incident in a drama propels the action or provokes a decision
  • Analyse how the setting influences a character's behaviour or the mood of a scene

• Understanding drama and performance

  Understand how dramatists communicate meaning through performance — including staging, direction, set design, lighting, and actors' choices — and how different productions can interpret the same script differently

  • Explain how a director's staging choices (e.g., set, lighting, blocking) affect the audience's understanding
  • Compare two productions or adaptations of the same play and evaluate different interpretive choices
  • Analyse how a filmed or live production stays faithful to or departs from the original script

• Critical comparison across texts

  Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures

  • Compare how two novels treat a shared theme (e.g., growing up) using specific evidence from both
  • Analyse how a modern retelling draws on and transforms elements from a traditional story or myth
  • Compare conflicting accounts of the same event in two non-fiction texts and evaluate which is more convincing

• Wide Independent Reading Across Genres

  Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader

  • Choose books independently that offer appropriate challenge and genuine interest
  • Read at least two Shakespeare plays and a range of pre-1914 and contemporary literature during KS3
  • Maintain a personal reading record and articulate preferences with reasons

• Tracing Theme Across a Text

  Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion

  • Identify a theme in a novel and explain how specific events develop it across the plot
  • Distinguish between the topic of a text (what it is about) and the theme (what it is saying)
  • Write a concise, objective summary of a chapter or article without inserting personal opinion

• Purpose, audience, and context

  Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone

  • Identify the intended audience and purpose of a text and explain how the language choices reflect this
  • Compare a newspaper article and a scientific report on the same topic, noting differences in register and structure
  • Explain how knowing the historical or social context of a text deepens understanding

• Analysing Text Structure

  Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas

  • Explain how a non-chronological structure (e.g., flashback, frame narrative) creates suspense or surprise
  • Analyse the role of a specific paragraph in developing and refining a key concept in a non-fiction text
  • Compare how two texts use different structures (e.g., epistolary vs. linear narrative) and the effect of each

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.

• Persuasive Writing

  Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement

  • Write an argument essay with a clear claim supported by at least three pieces of evidence
  • Acknowledge and respond to a counterclaim rather than ignoring opposing views
  • Use linking words and phrases (however, furthermore, consequently) to connect claims, reasons, and evidence

• Writing Techniques for Effect

  Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact

  • Use a rhetorical question or tricolon deliberately in a persuasive piece and explain the intended effect
  • Employ varied sentence openings and structures to maintain reader interest across a whole piece
  • Draw on a literary device encountered in reading and apply it consciously in own writing

• Research & Source Evaluation

  Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail

  • Take notes from multiple sources on a topic and organise them under logical headings
  • Paraphrase information from a source accurately without copying word-for-word
  • Assess whether a source is credible and relevant before including it in research writing

• Planning, Revising and Editing Writing

  Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar

  • Revise a draft to improve paragraph structure, adding or removing material for coherence
  • Edit sentence-level issues including word choice, grammar, and punctuation before finalising
  • Reflect on whether the writing achieves its intended effect on the target audience and adjust accordingly

• Writing Across Genres

  Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each

  • Write a formal letter using appropriate layout, salutation, register, and sign-off conventions
  • Compose a script with stage directions, character names, and realistic dialogue
  • Adapt writing style (vocabulary, sentence structure, tone) to suit different audiences and purposes

• Writing Character & Dialogue

  Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion

  • Open a narrative by establishing setting, point of view, and a hook that engages the reader
  • Use dialogue, pacing, and descriptive detail to develop characters and advance the plot
  • Craft a conclusion that reflects on the narrated events rather than simply ending the action

• Developed Informational and Explanatory Writing

  Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary

  • Organise an explanatory essay with a clear introduction, logical body paragraphs, and a conclusion
  • Develop a topic using well-chosen facts, definitions, concrete details, and quotations from sources
  • Use domain-specific vocabulary and formatting (headings, graphics) to aid the reader's comprehension

• Cohesion and Transitions Across Writing

  Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting

  • Use a range of causal and logical connectives (consequently, nevertheless, as a result) appropriately across a discursive essay
  • Signal a shift in time or setting within a narrative using a transitional phrase or paragraph break
  • Link paragraphs using a cohesive device such as a topic sentence that refers back to the previous paragraph

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 for Effect

  Analyse the effectiveness and impact of grammatical features in texts read — understanding how authors make deliberate grammatical choices (sentence length, passive voice, fronted adverbials, listing) to create specific effects on the reader

  • Explain how an author's use of short, simple sentences creates tension or urgency in a passage
  • Analyse why an author uses a list of three (tricolon) in a persuasive text and evaluate its impact
  • Identify a grammatical choice in a text (e.g., present tense for immediacy) and explain the effect on the reader

• Literary and Language Terminology

  Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features

  • Use terms like 'subordinate clause', 'relative pronoun', 'metaphor', 'alliteration' accurately in discussion
  • Explain the difference between a simile and a metaphor using correct terminology
  • Use metalanguage (e.g., 'the author employs enjambment to...') confidently when writing about texts

• Verb Voice and Mood

  Understand and use active and passive voice deliberately, and recognise verb moods (indicative, imperative, subjunctive, conditional) and their effects — choosing the appropriate voice and mood for purpose and audience

  • Rewrite an active sentence in the passive voice and explain when the passive is more appropriate
  • Identify the subjunctive mood in a formal text (e.g., 'If I were...', 'It is essential that he be...')
  • Explain why a scientific report typically uses passive voice while a personal narrative uses active

• Phrases & Clauses

  Understand and analyse the function of phrases (noun, verb, adjectival, adverbial, prepositional) and clauses (main, subordinate, relative) in general and in specific sentences, including recognising and correcting misplaced and dangling modifiers

  • Identify a prepositional phrase acting as an adverbial and explain its role in the sentence
  • Distinguish between a main clause and a subordinate clause and explain their relationship
  • Spot a dangling modifier in a sentence and rewrite it to remove the ambiguity

• Advanced Punctuation for Clarity

  Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements

  • Use a semicolon to link two closely related independent clauses without a conjunction
  • Set off a nonrestrictive clause with commas and explain why the commas are needed
  • Use a colon to introduce an explanation or elaboration, and a dash for a dramatic aside

• Types of Sentences

  Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style

  • Combine short sentences into a complex sentence using a subordinating conjunction for effect
  • Rewrite a passage of monotonous simple sentences using a mix of sentence types for variety and flow
  • Identify the sentence type (simple, compound, complex, compound-complex) of given examples and explain the effect of each

• Standard English

  Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech

  • Explain three differences between how we speak informally and how we write formally (e.g., contractions, slang, sentence completeness)
  • Identify features of Standard English and explain why it is used in formal contexts
  • Rewrite an informal spoken passage (e.g., a text message) in formal written Standard English

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.

• Formal Debates

  Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion

  • Present an argument in a debate with a clear claim supported by evidence
  • Respond to an opposing point by summarising it fairly before offering a counterargument
  • Build on a previous speaker’s idea by extending, questioning, or challenging it constructively

• Performing Scripts & Poetry

  Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance

  • Perform a scene from a play using appropriate intonation, volume, and pauses to convey character and mood
  • Use improvisation to explore how a character might respond in a new situation
  • Rehearse and perform a poem aloud, using pace and emphasis to bring out the meaning

• Speaking Formally and Giving Presentations

  Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience

  • Deliver a 2-3 minute presentation on a topic with a clear opening, organised points, and a conclusion
  • Adapt language between formal and informal registers depending on the context and audience
  • Maintain eye contact, appropriate pace, and clear articulation when speaking to a group

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.

• Advanced Figurative Language

  Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words

  • Explain the connotative difference between words with similar denotations (e.g., thrifty vs. stingy vs. economical)
  • Identify irony or an allusion in a text and explain what it adds to the meaning
  • Analyse an extended metaphor across a paragraph or poem and explain how it develops an idea

• Academic Vocabulary

  Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects

  • Use academic vocabulary (e.g., analyse, evaluate, justify, convey, imply) accurately and appropriately in essay writing
  • Incorporate domain-specific terms from a subject studied (e.g., 'photosynthesis', 'legislature') into explanatory writing
  • Draw a new word or phrase from a text read and use it consciously in own writing or speech

• Vocabulary Strategies

  Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning

  • Use context clues (the overall meaning of a sentence, a word’s position or function) to infer the meaning of an unfamiliar word
  • Break down a word using known Greek or Latin roots and affixes to deduce its meaning (e.g., 'malevolent' = mal- (bad) + volent (wishing))
  • Look up a word in a dictionary to verify or refine an inferred meaning

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.

• Applying Spelling Rules to Complex Words

  Spell correctly and consistently, applying the spelling patterns and rules from KS1-2 to increasingly complex vocabulary encountered in KS3 reading and subject-specific study

  • Spell subject-specific vocabulary correctly when encountered in new domains (e.g., 'parliament', 'photosynthesis', 'algorithm')
  • Apply known spelling rules and etymological patterns to unfamiliar words
  • Use proofreading strategies to identify and correct spelling errors in own extended writing

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.

• Cells Under the Microscope

  Understand that all living organisms are made of cells and use a light microscope to observe, interpret, and record cell structure

  • States that all living things are made of cells
  • Prepares or examines a slide of cells (e.g. onion skin, cheek cells) under a microscope
  • Draws and labels a diagram of cells observed

• Heart Structure & Double Circulation

  Describe the structure of the heart (four chambers, valves, coronary arteries) and explain how it pumps deoxygenated blood to the lungs and oxygenated blood to the body in a double circulatory system

  • Labels a diagram of the heart showing atria, ventricles, valves, aorta, vena cava, and pulmonary vessels
  • Traces the route of blood through the double circulatory system
  • Explains the role of valves in preventing backflow

• Parts of Plant and Animal Cells

  Describe the functions of the main components of plant and animal cells: cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria, ribosomes, and chloroplasts

  • Names the main organelles in plant and animal cells
  • Explains the function of each organelle in their own words
  • Links organelle function to the needs of the whole cell (e.g. mitochondria produce energy for cell activities)

• Photosynthesis

  Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots

  • Writes and explains the word equation for photosynthesis
  • Identifies the raw materials needed and the products made
  • Explains the role of chlorophyll in capturing light energy

• Plant Cells vs Animal Cells

  Compare plant and animal cells, identifying shared features and structures unique to plant cells (cell wall, vacuole, chloroplasts)

  • Lists features common to plant and animal cells
  • Identifies structures found only in plant cells and explains why
  • Draws and annotates labelled diagrams of both cell types showing similarities and differences

• Cells to Organ Systems

  Describe the hierarchical organisation of multicellular organisms: cells → tissues → organs → organ systems → organism

  • Places cells, tissues, organs, and organ systems in the correct order of organisation
  • Gives a specific example of each level (e.g. muscle cell → muscle tissue → heart → circulatory system → human)
  • Explains why specialised cells are needed in a multicellular organism

• Digestion & Enzymes

  Describe the organs of the human digestive system and how food is physically and chemically digested, including the role of enzymes as biological catalysts

  • Traces the journey of food from mouth to large intestine, naming each organ and its role
  • Explains what enzymes do and names where they are produced (salivary glands, stomach, small intestine)
  • Distinguishes physical digestion (chewing, churning) from chemical digestion

• Gut Bacteria & Digestion

  Explain the role of gut microbiome bacteria in digestion, including breaking down dietary fibre and contributing to a healthy gut environment

  • Explains that many gut bacteria are beneficial, not harmful
  • Describes what gut bacteria do that human digestive enzymes cannot (e.g. break down fibre)
  • Explains what might happen if the gut microbiome is disrupted

• Gas Exchange & Breathing

  Describe the structure of the human gas exchange system (trachea, bronchi, bronchioles, alveoli) and explain how the mechanism of breathing — using pressure changes from rib and diaphragm movement — moves air in and out of the lungs

  • Labels a diagram of the lungs showing trachea, bronchi, bronchioles, and alveoli
  • Explains that breathing in lowers air pressure in the chest and air rushes in
  • Describes how the structure of alveoli (large surface area, thin walls, good blood supply) aids gas exchange

• Aerobic Respiration

  Explain aerobic respiration as the process by which organisms release energy from glucose using oxygen, producing carbon dioxide and water; write and interpret the word equation: glucose + oxygen → carbon dioxide + water

  • Writes and explains the word equation for aerobic respiration
  • Explains where in the cell aerobic respiration takes place (mitochondria)
  • Links aerobic respiration to why breathing rate and heart rate increase during exercise

• How Diffusion Works

  Explain diffusion as the net movement of particles from a region of higher concentration to lower concentration, and describe its role in moving materials (oxygen, carbon dioxide, glucose) in and between cells

  • Defines diffusion using particle theory
  • Explains the direction of diffusion of oxygen and carbon dioxide at the alveoli
  • Explains how cells get glucose from the blood using diffusion

• Joints, Tendons & Ligaments

  Explain biomechanics — the interaction between skeleton and muscles at joints, including the roles of tendons (attach muscle to bone) and ligaments (attach bone to bone)

  • Distinguishes between tendons and ligaments and gives the function of each
  • Describes how a synovial joint works (e.g. the knee or elbow)
  • Explains how force is transmitted from muscle through tendon to bone to produce movement

• Muscles Work in Pairs

  Explain that muscles work in antagonistic pairs — one contracts while the other relaxes — to produce movement, using the bicep and tricep as a key example

  • Explains why muscles can only pull, not push
  • Describes what happens to the bicep and tricep when the arm is bent and straightened
  • Gives another example of an antagonistic muscle pair

• Nutrients in a Healthy Diet

  Identify the seven components of a healthy diet — carbohydrates, lipids, proteins, vitamins, minerals, dietary fibre, and water — and explain the role of each in the body

  • Names all seven dietary components and a food source for each
  • Explains what each nutrient does in the body (e.g. proteins for growth and repair)
  • Identifies which nutrients provide energy and which do not

• The Human Skeleton

  Describe the structure and four main functions of the human skeleton: support, protection, movement, and production of blood cells in bone marrow

  • Lists and explains the four functions of the skeleton with examples
  • Names key bones and identifies which organs they protect (e.g. ribcage protects heart and lungs)
  • Explains what bone marrow is and where blood cells are made

• Plant Reproduction

  Describe the structure of a flower and explain the processes of wind and insect pollination, fertilisation, seed and fruit formation, and seed dispersal in plants

  • Labels the main parts of a flower (sepals, petals, stamens, carpel, ovary, ovule)
  • Compares wind-pollinated and insect-pollinated flowers and explains adaptations of each
  • Traces the journey from pollination to seed dispersal

• Calculating Dietary Energy

  Calculate and evaluate energy intake and requirements in a healthy daily diet, interpreting food labels and nutritional data

  • Reads and interprets a nutritional information label (kJ and kcal)
  • Estimates daily energy requirements for a person of a given age/activity level
  • Compares the energy content of different diets and identifies surpluses or deficits

• Diet Imbalance & Deficiency

  Explain the health consequences of an imbalanced diet including obesity (excess energy), starvation (severe energy deficit), and deficiency diseases (lack of specific nutrients, e.g. scurvy, rickets)

  • Defines obesity, starvation, and deficiency disease and links each to dietary imbalance
  • Identifies at least two specific deficiency diseases and the missing nutrient causing each
  • Explains why the impact of poor diet can be long-term

• Anaerobic Respiration

  Explain anaerobic respiration in animals as the incomplete breakdown of glucose to lactic acid when oxygen is in short supply, causing muscle fatigue; contrast this with aerobic respiration in terms of energy yield and products

  • Writes the word equation for anaerobic respiration in animals
  • Explains why lactic acid causes muscle pain and fatigue
  • Compares the energy released by aerobic and anaerobic respiration

• Body Temperature Regulation

  Explain how the human body detects and responds to environmental changes including temperature, including the role of the skin in temperature regulation (sweating, shivering, vasodilation, vasoconstriction)

  • Explains what homeostasis means in the context of body temperature
  • Describes at least two mechanisms the body uses to cool down and two to warm up
  • Explains why maintaining a constant core body temperature is important for enzyme activity

• Human Reproduction

  Describe the structure and function of the male and female human reproductive systems, and explain the processes of fertilisation, gestation, and birth including the role of the placenta

  • Labels diagrams of the male and female reproductive systems
  • Explains the roles of gametes (sperm and egg) in sexual reproduction
  • Describes what happens during fertilisation and where it occurs

• Pathogens & the Immune System

  Explain how pathogens (bacteria, viruses, and fungi) cause disease and describe how the immune system responds, including the roles of white blood cells (phagocytosis, antibody production) and the concept of immunity

  • Distinguishes between bacteria, viruses, and fungi as pathogens with examples of each
  • Explains two ways white blood cells destroy pathogens (engulfing and antibodies)
  • Explains how vaccination works and why it prevents disease

• Single-Celled Organisms

  Explain how unicellular organisms such as bacteria and Amoeba carry out all the functions of life within a single cell

  • Names examples of unicellular organisms
  • Lists the seven life processes (MRS NERG) and explains how a single cell performs each one
  • Contrasts how unicellular organisms meet their needs compared to multicellular organisms

• Using a Microscope

  Use a light microscope correctly to prepare, focus, and examine biological specimens, including making accurate labelled drawings at an appropriate magnification

  • Sets up a light microscope safely and correctly (course focus then fine focus)
  • Prepares a wet mount slide with a biological specimen (e.g. onion skin)
  • Calculates the magnification of an image (magnification = image size ÷ actual size)

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.

• Finite Resources & Recycling

  Explain that many raw materials (metals, fossil fuels, minerals) are finite resources, describe the environmental costs of extraction, and evaluate the benefits of recycling and the circular economy

  • Identifies examples of finite natural resources and explains why they are finite
  • Describes the environmental impact of mining and fossil fuel extraction
  • Explains why recycling metals saves energy compared to extraction from ores

• Earth's Atmosphere & CO2

  Describe the composition of Earth's atmosphere (mainly nitrogen and oxygen, with small amounts of CO₂ and other gases), explain how human activity increases CO₂, and describe the impact on global climate

  • States the approximate percentages of nitrogen, oxygen, CO₂, and argon in the atmosphere
  • Explains how burning fossil fuels and deforestation increase atmospheric CO₂
  • Describes the greenhouse effect and how it leads to climate change

• Acid Reactions & Salts

  Describe and write word equations for the reactions of acids with metals, alkalis (neutralisation), and metal oxides/hydroxides, identifying the salt produced in each case

  • Writes word equations for: acid + metal → salt + hydrogen; acid + alkali → salt + water; acid + metal oxide → salt + water
  • Names the salt formed from a given acid and base (e.g. hydrochloric acid + sodium hydroxide → sodium chloride)
  • Describes the test for hydrogen gas (squeaky pop)

• Reactions That Release or Absorb Heat

  Distinguish between exothermic reactions (release energy, temperature rises) and endothermic reactions (absorb energy, temperature falls), with everyday and industrial examples

  • Defines exothermic and endothermic in terms of energy transfer to and from the surroundings
  • Gives two examples of each type from everyday life (e.g. combustion, hand warmers; photosynthesis, cold packs)
  • Explains energy changes during changes of state (melting is endothermic, freezing is exothermic)

• Acids, Alkalis & pH

  Define acids and alkalis in terms of hydrogen ion concentration, describe the pH scale (0–14), and explain how indicators are used to identify and measure acidity or alkalinity

  • States that acids have pH below 7, alkalis have pH above 7, and neutral is pH 7
  • Explains what hydrogen ions (H⁺) have to do with acidity
  • Names common indicators (litmus, universal indicator) and describes colour changes

• The Rock Cycle

  Explain the rock cycle: how igneous rocks form from magma, sedimentary rocks from compressed sediment, and metamorphic rocks from heat and pressure, and how all rock types can transform into one another over geological time

  • Describes how each rock type (igneous, sedimentary, metamorphic) is formed
  • Gives an example of each rock type and its formation (e.g. granite, limestone, marble)
  • Traces a rock sample through possible transitions in the rock cycle

• Types of Chemical Reaction

  Identify and describe four types of chemical reaction: combustion (burning in oxygen), oxidation (gain of oxygen), thermal decomposition (breaking down by heat), and displacement (more reactive metal replaces less reactive one)

  • Writes a word equation for each type of reaction with an example
  • Identifies the type of reaction from a given word equation or description
  • Explains what makes a displacement reaction happen (relative reactivity)

• Physical vs Chemical Changes

  Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types

  • Classifies given changes as physical or chemical with justification
  • Explains what conservation of mass means and why mass is conserved in chemical reactions
  • Names observable signs that a chemical reaction has occurred (colour change, gas produced, temperature change, precipitate)

• The Reactivity Series

  Order common metals in the reactivity series and explain how a more reactive metal displaces a less reactive one; describe how carbon is used to extract metals from their oxides in industry

  • Recalls the order of common metals in the reactivity series (potassium to gold)
  • Predicts whether a displacement reaction will occur given two metals
  • Explains why carbon can be used to extract iron from iron oxide but not aluminium from aluminium oxide

• Separating Mixtures

  Select and carry out appropriate separation techniques for different types of mixtures: filtration (insoluble solids), distillation (liquids by boiling point), crystallisation (dissolved solids), and chromatography (coloured substances)

  • Selects the correct separation technique for a given mixture with justification
  • Describes the steps of simple distillation and explains why it works
  • Interprets a chromatography result (Rf values, number of components)

• Pure Substances & Mixtures

  Distinguish between pure substances and mixtures, identify formulations as useful mixtures with precise compositions, and use melting and boiling points to test for purity

  • Explains why a pure substance has a sharp, fixed melting point but a mixture melts over a range
  • Identifies common formulations (medicines, alloys, paints, fuels) as deliberate mixtures
  • Explains what impurities do to melting and boiling points

• The Particle Model

  Use the particle model to explain the properties of solids, liquids, and gases — including differences in arrangement, movement, and spacing — and apply the model to explain density, compressibility, and the anomalous expansion of water

  • Draws particle diagrams for solids, liquids, and gases showing correct arrangement and spacing
  • Explains why gases are compressible but liquids and solids are not
  • Explains why ice floats on water using the anomalous expansion of water

• Atoms, Elements & Compounds

  Explain the differences between atoms, elements, and compounds; describe the simple Bohr model of the atom (nucleus with protons and neutrons, electrons in shells); and write and interpret chemical symbols and simple formulae

  • Defines atom, element, and compound and distinguishes between them with examples
  • Draws a simple Bohr model of an atom labelling nucleus (protons/neutrons) and electron shells
  • Reads a chemical formula to identify the elements and number of each atom (e.g. H₂O, CO₂, NaCl)

• Metals vs Non-Metals

  Compare the physical and chemical properties of metals and non-metals, explaining metallic properties (malleability, lustre, conductivity) and how position in the periodic table predicts reactivity

  • Lists physical properties typical of metals (shiny, malleable, good conductor) and non-metals
  • Explains why metals are used in wires, cookware, and construction based on their properties
  • Uses the periodic table to predict whether an element is likely to be reactive or unreactive

• The Periodic Table

  Describe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity

  • Explains why the periodic table is arranged into periods (rows) and groups (columns)
  • States that elements in the same group have similar chemical properties
  • Locates metals, non-metals, and metalloids in the periodic table

• How Materials Change State

  Explain melting, freezing, boiling, condensing, and sublimation using the particle model, interpreting heating and cooling curves to identify melting and boiling points

  • Describes what happens to particles during each change of state
  • Reads a heating/cooling curve and identifies the melting point and boiling point from the flat regions
  • Explains why temperature stays constant during a change of state

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.

• Extinction & Rapid Change

  Explain how environmental change can outpace a species' ability to adapt through natural selection, leading to extinction, using historical and contemporary examples

  • Explains why extinction occurs when environmental change is faster than the rate of adaptation
  • Gives a historical example (e.g. woolly mammoth, dodo) and a contemporary example of threatened extinction
  • Distinguishes between background extinction rates and mass extinctions

• The Carbon Cycle

  Describe the carbon cycle, tracing carbon through photosynthesis, respiration, feeding, decomposition, and combustion, and explain the role of each process

  • Draws or labels a diagram of the carbon cycle showing the main processes
  • Explains how photosynthesis removes carbon dioxide from the atmosphere
  • Explains how respiration, combustion, and decomposition return carbon dioxide to the atmosphere

• How Natural Selection Works

  Explain natural selection as the mechanism of evolution: heritable variation + competition for resources + differential survival and reproduction = change in allele frequency over generations

  • Describes the four conditions required for natural selection to operate (variation, heritability, competition, selection)
  • Applies the concept to a specific example (e.g. antibiotic resistance in bacteria, peppered moth)
  • Explains why individuals with advantageous traits leave more offspring

• Evidence for Evolution

  Describe the main types of evidence for evolution: the fossil record (change over time), comparative anatomy (homologous structures), and the geographic distribution of related species

  • Explains how fossils form and what they can tell us about past life
  • Uses the fossil record as evidence that species have changed over time
  • Describes homologous structures (e.g. pentadactyl limb) as evidence for common ancestry

• Food Webs & Interdependence

  Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others

  • Draws a food web from given data with arrows showing energy flow direction
  • Predicts how the population of one species would change if another species increased or decreased
  • Distinguishes a food web from a food chain and explains why webs are more realistic

• Species Distribution & Change

  Explain how environmental change (climate change, habitat loss, pollution) affects the distribution of species, including range shifts, local extinction, and invasive species

  • Describes at least two ways environmental change can affect species distribution
  • Gives a real example of a species whose range has shifted due to climate change
  • Explains what an invasive species is and how environmental change can enable invasions

• Pollination & Pollinator Decline

  Explain the importance of insect pollination for plant reproduction and human food security, and discuss the consequences of pollinator decline

  • Explains why many food crops depend on insect pollination to produce fruit and seeds
  • Names examples of crops that require insect pollination (e.g. apples, almonds, oilseed rape)
  • Discusses the potential impact of bee population decline on food production

• Variation in Species

  Explain variation within and between species, distinguishing between continuous variation (e.g. height) and discontinuous variation (e.g. blood group), and between genetic and environmental causes

  • Gives examples of continuous and discontinuous variation in humans
  • Distinguishes between genetic causes of variation (inherited differences) and environmental causes (diet, sunlight, etc.)
  • Explains why sexual reproduction produces greater variation than asexual reproduction

• Biodiversity & Resilience

  Explain what biodiversity means, why high biodiversity makes ecosystems more resilient, and describe the ways human activity threatens biodiversity (habitat destruction, pollution, invasive species, climate change)

  • Defines biodiversity at the species, genetic, and ecosystem levels
  • Explains why high biodiversity makes an ecosystem more stable and resilient to disruption
  • Identifies at least three human activities that reduce biodiversity

• Energy Loss Between Levels

  Explain how energy is transferred between trophic levels in a food chain, why energy is lost at each stage, and use pyramids of biomass/numbers to represent this

  • Explains that only about 10% of energy passes from one trophic level to the next
  • Constructs a pyramid of biomass from data and explains its shape
  • Identifies where energy is lost at each trophic level (heat, movement, waste)

• Toxins Building Up in Food Chains

  Explain how organisms affect and are affected by their environment, including the bioaccumulation of toxic materials (e.g. pesticides, heavy metals) through food chains

  • Defines bioaccumulation and explains why toxins increase in concentration higher up the food chain
  • Gives a real example of bioaccumulation (e.g. DDT in peregrine falcons, mercury in tuna)
  • Explains how organisms can change their habitat (e.g. earthworms aerating soil, beavers creating wetlands)

• The Water Cycle

  Describe the water cycle, tracing water through evaporation, condensation, precipitation, surface runoff, and transpiration in plants, explaining how the sun drives the cycle

  • Labels a water cycle diagram correctly
  • Explains what drives each stage of the water cycle (e.g. solar energy drives evaporation)
  • Explains the role of transpiration (plants releasing water vapour) in the water cycle

• Chromosomes, Genes & DNA

  Describe the relationship between chromosomes, genes, and DNA in heredity, including the double helix structure of DNA and the historical roles of Watson, Crick, Franklin, and Wilkins

  • Explains the hierarchy: DNA → gene → chromosome → nucleus → cell
  • Describes what a gene is and what it codes for
  • States that human body cells contain 46 chromosomes in 23 pairs

• Genetic Mutation

  Explain genetic mutation as a random change in DNA sequence, describe causes of mutation (e.g. radiation, chemicals, copying errors), and explain that most mutations are neutral, some harmful, and a few beneficial

  • Defines mutation as a change to DNA sequence
  • Names at least two things that can cause mutations (mutagens)
  • Explains that mutations are the original source of all genetic variation

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

• Relative Motion

  Explain relative motion — how the apparent speed and direction of an object depends on the observer's own motion — using everyday examples such as trains and cars passing

  • Explains why a train moving at the same speed in the same direction as another appears stationary to passengers on that train
  • Calculates relative speed when two objects move towards or away from each other
  • Explains why the frame of reference matters when describing motion

• Speed & Distance-Time Graphs

  Calculate average speed using the equation speed = distance ÷ time, represent journeys on distance-time graphs, and interpret gradient as speed and flat sections as stationary periods

  • Uses speed = distance ÷ time to calculate average speed with correct units (m/s, km/h)
  • Draws a distance-time graph for a given journey with correct axes and labels
  • Reads a distance-time graph to determine speed, stopping points, and direction of travel

• 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

• Electromagnets

  Describe the magnetic effect of an electric current (a current-carrying wire produces a magnetic field), and investigate how the strength of an electromagnet depends on current, number of coil turns, and core material

  • Describes that a current-carrying wire produces a circular magnetic field
  • Lists three factors that affect electromagnet strength: current size, number of coil turns, and core material
  • Explains why an electromagnet can be switched on and off, unlike a permanent magnet

• Mass vs Weight

  Distinguish between mass (amount of matter, measured in kg) and weight (gravitational force, measured in N), use the equation weight = mass × gravitational field strength, and explain why g differs on other planets and stars

  • Explains the difference between mass and weight with correct units for each
  • Calculates weight using W = mg with g = 10 N/kg on Earth
  • Predicts what would happen to an object's weight on the Moon or Jupiter

• Investigating Forces

  Plan and carry out investigations into forces, including measuring force with a newton meter, investigating Hooke's Law, and collecting and interpreting motion data to test Newton's laws

  • Uses a newton meter correctly to measure forces in newtons
  • Sets up and conducts a Hooke's Law investigation, recording force and extension and plotting a graph
  • Identifies and controls variables in a force investigation

• Resultant Forces

  Describe forces as vector quantities with both magnitude and direction, distinguish between balanced forces (zero resultant, no change in motion) and unbalanced forces (non-zero resultant, causes acceleration or deceleration)

  • Explains what a vector quantity is and why force is a vector
  • Calculates the resultant force when two forces act in the same or opposite directions on an object
  • Explains what happens to an object's motion when forces are balanced vs unbalanced

• Newton's First & Second Laws

  State and apply Newton's First Law (an object stays at rest or constant velocity unless acted on by a resultant force) and Second Law (force = mass × acceleration), including the relationship between mass, force, and acceleration

  • States Newton's First Law and gives a real example (e.g. why a moving spacecraft doesn't need engines in space)
  • Uses F = ma to calculate force, mass, or acceleration given the other two quantities
  • Explains why a heavier object requires more force to achieve the same acceleration

• Newton's Third Law

  State and apply Newton's Third Law: every force has an equal and opposite reaction force acting on a different object, distinguishing action-reaction pairs from balanced forces

  • States Newton's Third Law correctly, identifying both the action and reaction force and the objects they act on
  • Gives at least two real-world examples (e.g. rocket propulsion, swimmer pushing off a wall)
  • Distinguishes a Newton's Third Law pair from balanced forces on the same object

• Moments, Pressure & Hooke's Law

  Calculate the turning effect (moment = force × perpendicular distance), explain how pressure is transmitted equally in liquids (Pascal's principle) and the concept of atmospheric pressure, and describe Hooke's Law (extension ∝ force up to the elastic limit)

  • Calculates the moment of a force and uses the principle of moments to solve lever problems
  • Explains why hydraulic systems can multiply force (pressure transmitted equally)
  • States Hooke's Law and plots force-extension graphs identifying the elastic limit

• Magnetic Fields

  Describe magnetic poles (north and south), explain attraction and repulsion between poles, describe magnetic field lines plotted using a compass, and explain the Earth's magnetic field and its practical uses

  • States the rule for attraction and repulsion of magnetic poles
  • Draws the magnetic field pattern around a bar magnet from memory or compass readings
  • Explains why a compass needle points north

• Deformation & Fluid Pressure

  Explain forces associated with deforming objects (elastic and inelastic deformation), thermal expansion and contraction of materials, and how fluid pressure acts in all directions and increases with depth

  • Distinguishes elastic deformation (returns to shape) from inelastic/plastic deformation (permanently changed)
  • Explains why bridges and railway tracks have expansion gaps
  • Explains why pressure increases with depth in a liquid (e.g. why deep-sea divers need pressure suits)

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.

• Renewable vs non-renewable energy

  Distinguish between renewable energy resources (solar, wind, hydroelectric, tidal, geothermal, biomass) and non-renewable resources (coal, oil, gas, nuclear), comparing their advantages, disadvantages, and environmental impacts

  • Lists at least four renewable and three non-renewable energy resources
  • Explains what makes a resource renewable or non-renewable
  • Compares the environmental impact of at least two different energy sources (e.g. wind vs coal)

• Efficiency, Sankey diagrams, and work done

  Calculate energy efficiency as the ratio of useful output energy to total input energy, construct and interpret Sankey diagrams, and calculate work done using work = force × distance

  • Calculates efficiency as a percentage from given input and useful output energy values
  • Draws a Sankey diagram to represent energy transfers in a device, with arrow widths proportional to energy amounts
  • Uses W = Fd to calculate work done when a force moves through a distance

• Heating experiments and Q = mcΔT

  Plan and carry out experiments to measure energy transferred during heating, including using the equation Q = mcΔT, recording temperature changes over time, and evaluating sources of error

  • Uses a thermometer and stopwatch to record temperature change over time in a heating experiment
  • Applies Q = mcΔT to calculate the energy transferred to a substance being heated
  • Identifies sources of energy loss in a heating experiment (e.g. heat to surroundings) and suggests improvements

• Conduction, convection, and radiation

  Describe and compare the three mechanisms of heat transfer — conduction (particle vibration through solids), convection (fluid movement in liquids/gases), and radiation (infrared waves) — and explain that the rate of transfer depends on temperature difference

  • Explains the particle-level mechanism for conduction and why metals are good conductors
  • Describes a convection current using particle theory and gives a real-world example
  • Explains that all objects emit and absorb infrared radiation and how surface colour affects this

• Energy stores and transfers

  Identify the main energy stores (kinetic, gravitational potential, elastic potential, thermal, chemical, nuclear, electromagnetic) and the pathways by which energy is transferred between stores (mechanically, electrically, by heating, by radiation)

  • Names and describes at least five energy stores with a real-world example of each
  • Identifies the energy stores at the start and end of a given process (e.g. a falling ball, a burning match)
  • Describes the transfer pathway connecting two energy stores in a given scenario

• Energy can't be created or destroyed

  Explain the principle of conservation of energy (energy cannot be created or destroyed, only transferred between stores), and describe how energy is dissipated as thermal energy to the surroundings in all real processes

  • States the law of conservation of energy
  • Explains why the total energy in a closed system is always the same even though it changes form
  • Explains what dissipation means and why it happens in real machines (friction, air resistance)

• Power: watts and energy per second

  Define power as the rate of energy transfer (power = energy ÷ time, measured in watts), and compare energy transfer rates in different everyday contexts

  • States the definition of power and gives its unit (watt)
  • Uses P = E/t to calculate power, energy, or time given the other two quantities
  • Compares the power ratings of common appliances and explains what the rating means

• Current, voltage, and what they measure

  Understand that electric current is the rate of flow of charge (measured in amperes using an ammeter), and that potential difference (voltage) is the energy transferred per unit charge (measured in volts using a voltmeter)

  • States that current is measured in amperes (A) and is the rate at which charge flows around a circuit
  • States that potential difference (voltage) is measured in volts (V) and represents energy transferred per unit charge
  • Correctly connects an ammeter in series and a voltmeter in parallel when building or interpreting a circuit

• Static electricity and sparks

  Explain static electricity as the build-up of electric charge through friction, describe how charged objects attract or repel each other, and relate static discharge to everyday phenomena such as lightning

  • Explains that rubbing transfers electrons from one material to another, creating opposite charges
  • States that like charges repel and unlike charges attract
  • Links the concept of static discharge to the formation of lightning as a large-scale electric spark

• Ohm's Law: voltage, current, resistance

  Apply Ohm's Law (V = IR) to calculate current, voltage, or resistance in a simple circuit, and explain that resistance opposes the flow of current

  • States Ohm's Law as V = IR and identifies the units for each quantity
  • Rearranges V = IR to find the unknown value given the other two
  • Explains that resistance opposes current flow and identifies factors that affect resistance (material, length, thickness)

• Series vs parallel circuits

  Describe and apply the rules for current, voltage, and resistance in series and parallel circuits, and explain the practical uses of each circuit type

  • States the rules for current and voltage in series circuits (current same everywhere; voltages add up)
  • States the rules for current and voltage in parallel circuits (voltages same across each branch; currents add up)
  • Explains why household wiring uses parallel circuits and identifies the advantage of each type

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.

• The Electromagnetic Spectrum

  Describe the full electromagnetic spectrum from radio waves to gamma rays, in order of increasing frequency and energy; explain that all EM waves travel at the same speed in a vacuum; and describe the uses and hazards of different regions

  • Lists the seven regions of the EM spectrum in order of increasing frequency
  • States that all EM waves travel at 3 × 10⁸ m/s in a vacuum
  • Gives at least one use and one hazard for each region of the spectrum

• Waves & Different Materials

  Explain how waves can be absorbed, transmitted, or reflected by different materials, and apply these interactions to explain colour perception, sight, communication technologies, and the effects of different surfaces on wave behaviour

  • Explains the difference between absorption, transmission, and reflection of waves
  • Uses the three interactions to explain how we see coloured objects
  • Explains how radio waves, visible light, and infrared are used in different communication technologies

• Reflection & Refraction

  State the law of reflection (angle of incidence = angle of reflection) and explain refraction as the change in speed and direction when light crosses a boundary between two media; apply ray diagrams for plane mirrors and refracting surfaces

  • States the law of reflection and applies it to draw a reflected ray correctly
  • Draws a ray diagram for a plane mirror showing a virtual image
  • Explains why a pencil looks bent in a glass of water using refraction

• White Light & Colour

  Explain that white light is a mixture of all visible colours (ROYGBIV), describe dispersion through a prism, explain why objects appear coloured (selective reflection and absorption of wavelengths), and describe colour mixing with filters

  • Lists the colours of the visible spectrum in order of increasing frequency
  • Explains why a prism disperses white light into a spectrum
  • Explains why a red object looks red under white light but black under blue light

• Ray Diagrams & Images

  Construct ray diagrams to show the formation of images by plane mirrors and converging lenses, identifying whether images are real or virtual, magnified or diminished, upright or inverted

  • Draws an accurate ray diagram for a plane mirror showing a virtual, upright, same-size image
  • Draws a ray diagram for a converging lens to show image formation
  • Uses a ray diagram to determine whether the image is real or virtual and which side of the lens it forms

• Drawing Ray Diagrams

  Draw ray diagrams to show reflection at a plane mirror (angle of incidence = angle of reflection) and refraction at a boundary between media; use ray diagrams to locate images and explain how lenses and mirrors work

  • Draw a ray diagram for a plane mirror showing the incident ray, normal, reflected ray, and virtual image
  • Draw a ray diagram showing a ray bending towards the normal when passing from air into glass
  • Use a ray diagram to locate the image formed by a convex lens and describe whether it is real or virtual

• Wave Properties & Types

  Describe waves in terms of amplitude, wavelength, frequency, and wave speed; distinguish transverse waves (oscillation perpendicular to direction of travel) from longitudinal waves (oscillation parallel); and use the wave equation v = fλ

  • Labels a wave diagram with amplitude, wavelength, crest, and trough
  • Distinguishes transverse and longitudinal waves and gives an example of each
  • Uses v = fλ to calculate wave speed, frequency, or wavelength given the other two

• How Sound Waves Travel

  Explain that sound is produced by vibrating objects and travels as a longitudinal pressure wave through solids, liquids, and gases; describe reflection of sound (echoes) and absorption; explain why sound cannot travel through a vacuum

  • Explains how a vibrating object creates regions of compression and rarefaction in air
  • Explains why sound travels fastest in solids and cannot travel in a vacuum
  • Describes how an echo is produced and gives a practical application (sonar, ultrasound)

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.

• Galaxies and the universe

  Describe the scale of the universe, including the structure of galaxies, the position of the Sun in the Milky Way, and the use of light years as a unit of distance, and appreciate why space exploration requires enormous timescales

  • Defines a light year as the distance light travels in one year
  • Describes the structure of a galaxy and states that the Sun is a star in the Milky Way galaxy
  • Compares the distances within the solar system with the distances between stars and between galaxies, expressing them in appropriate units

• Universal Gravitation

  Describe gravity as a universal attractive force between all masses, explain that orbital motion arises because gravity provides the centripetal force keeping objects in orbit, and compare gravitational field strengths on different planets

  • States that gravity is a universal attractive force acting between all objects with mass
  • Explains that orbital motion occurs because gravity continuously deflects the path of the orbiting object
  • Compares gravitational field strength on different planets and explains how this affects weight

• Why We Have Seasons

  Explain that the seasons are caused by the tilt of Earth's axis during its orbit around the Sun, distinguishing this from the common misconception that seasons are caused by changing distance from the Sun

  • Explains that Earth's axis is tilted at about 23.5° relative to its orbit
  • Describes how the tilted axis causes one hemisphere to receive more direct sunlight in summer and less in winter
  • Refutes the misconception that distance from the Sun causes seasons by noting Earth is actually slightly closer to the Sun in January

• Phases of the Moon

  Explain the phases of the Moon as the changing angle of sunlight on the lunar surface as seen from Earth, and describe how solar and lunar eclipses occur

  • Explains that the phases of the Moon arise from the changing geometry of Sun, Earth, and Moon, not Earth's shadow
  • Describes the sequence of Moon phases over approximately 28 days
  • Distinguishes between a solar eclipse (Moon between Sun and Earth) and a lunar eclipse (Earth between Sun and Moon)

• The solar system (age 11+)

  Describe the detailed structure of the solar system, including moons, asteroids, and comets, compare orbital periods and distances of the planets, and distinguish between planets, dwarf planets, and other bodies

  • Names the eight planets in order and gives one distinguishing fact about each
  • Describes the difference between a planet, a dwarf planet, an asteroid, and a comet
  • Explains the relationship between distance from the Sun and orbital period (planets further out take longer)

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.

• The Biodiversity Crisis

  Quantify the current biodiversity crisis: extinction rates 100-1000x the background rate; explain methods for measuring biodiversity loss (species-area relationship, population viability analysis, IUCN Red List categories); evaluate rewilding case studies — Yellowstone wolf reintroduction triggering a trophic cascade that changed river courses; Iberian lynx recovery; describe minimum viable population theory and conservation triage; examine ethical debates in deciding which species to prioritise

• Sexual Selection

  Explain sexual selection as a form of natural selection: runaway selection for peacock tails, bird of paradise displays, and frog calls; explain kin selection and altruistic behaviour — why worker bees die to protect the hive, why meerkats stand guard at personal risk (Hamilton's rule, inclusive fitness); introduce game theory in animal behaviour using the hawk-dove model; define cognitive ethology and survey evidence for animal emotions, play, and culture

• The Red Queen Hypothesis

  Introduce the Red Queen hypothesis — species must keep evolving just to maintain fitness relative to co-evolving partners; describe predator-prey arms races (cheetah speed vs gazelle speed, bat echolocation vs moth hearing jamming) and parasite-host co-evolution (myxomatosis in rabbits); explain Darwin's hawk moth and orchid as a classic example of mutualistic co-evolution predicting an unknown species; understand that co-evolution is a major driver of biological diversification

• Deep-Sea Survival

  Explain how deep-sea animals cope with crushing pressure (no gas-filled spaces, flexible proteins, pressure-adapted enzymes); describe thermoregulation extremes — antifreeze glycoproteins in Antarctic fish, supercooling in wood frogs; introduce tardigrades and cryptobiosis (surviving desiccation, extreme temperatures, radiation, vacuum); survey other extremophiles (thermophiles at hydrothermal vents, halophiles in salt flats); consider what these organisms tell us about the limits of life

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.

• Reconstructing Ancient Ecosystems

  Reconstruct an ancient ecosystem using multiple independent lines of evidence: isotope analysis of teeth to infer diet and migration, bone histology (growth rings) to estimate age and growth rate, coprolite chemistry for diet, and palaeobotany for habitat — understanding that palaeontology is an evidence-synthesis discipline

  • Explains how stable oxygen isotope ratios in teeth shift with geographic location, allowing detection of seasonal migration
  • Explains how annual growth rings in bone cross-sections reveal growth rate and approximate age at death
  • Describes how combining evidence from teeth isotopes, coprolites, and fossil plant assemblages builds a richer picture of ancient ecology than any single source alone

• Mass Extinctions in Earth History

  Compare the five major mass extinction events in Earth history (End-Ordovician, Late Devonian, End-Permian, End-Triassic, K-Pg), describe proposed kill mechanisms for each (glaciation, oceanic anoxia, volcanic mega-eruptions, asteroid impact), and explain why mass extinctions, while catastrophic, also open ecological space for subsequent evolutionary radiations

  • Names all five major mass extinctions in chronological order with approximate dates
  • Describes the End-Permian extinction as the most severe and links it to the Siberian Traps volcanic eruption and its atmospheric consequences
  • Explains how each mass extinction was followed by an adaptive radiation — e.g. the K-Pg extinction removing non-avian dinosaurs allowed mammals to diversify and eventually produce humans

• Dinosaur-to-Bird Transition

  Trace the evidence for the dinosaur-to-bird transition in depth: feathered theropods from the Liaoning Formation (China), the mix of dinosaur and bird features in Archaeopteryx, and the competing ground-up versus trees-down hypotheses for the origin of flight

  • Describes at least three specific feathered theropod fossils (e.g. Microraptor, Anchiornis, Sinosauropteryx) and what each tells us
  • Describes Archaeopteryx as showing a mix of bird features (feathers, wishbone) and dinosaur features (teeth, clawed wings, long bony tail)
  • Outlines the ground-up (running and leaping) and trees-down (gliding from trees) hypotheses for flight origin and the evidence supporting each

• Radiometric Dating

  Explain how radiometric dating works — radioactive isotopes decay at a known rate (half-life), so measuring the ratio of parent to daughter isotope in a rock or fossil gives an absolute age; distinguish between carbon-14 (useful up to ~50,000 years) and uranium-lead (useful for millions to billions of years)

  • Defines half-life as the time for half the radioactive parent isotope to decay to the daughter isotope
  • Explains that the parent:daughter ratio in a sample gives an estimate of absolute age
  • Distinguishes carbon-14 (for recent organic material) from uranium-lead or potassium-argon (for deep geological time), explaining why carbon-14 cannot be used for dinosaur bones

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.

• Coral Bleaching & Acidification

  Explain the mutualistic symbiosis between coral polyps and photosynthetic zooxanthellae; describe how heat stress causes bleaching (corals expel zooxanthellae and turn white); explain ocean acidification chemistry: CO2 dissolves in seawater to form carbonic acid, lowering pH and dissolving calcium carbonate skeletons; connect reef loss to the collapse of habitat for ~25% of marine species; evaluate current reef restoration efforts

• Ocean Currents and Global Heat

  Explain thermohaline circulation (the global conveyor belt) as driven by temperature and salinity differences that cause dense water to sink; describe how the Atlantic Meridional Overturning Circulation (AMOC) transfers heat from the tropics toward Europe; explain that oceans absorb more than 90% of excess heat and ~25% of CO2 from human emissions; explore what would happen to Northern European climates if circulation weakened

• Predator Loss and Ecosystem Effects

  Quantify energy transfer efficiency through trophic levels (~10% rule); explain trophic cascades: how removing an apex predator triggers a chain of ecosystem changes (sea otters → sea urchin explosion → kelp forest collapse); define 'fishing down the food web'; evaluate evidence for ocean rewilding — shark reintroduction, whale recovery driving nutrient cycling; understand why ecosystem-based fisheries management is needed

• Deep-Sea Life Without Sunlight

  Contrast photosynthesis (energy from sunlight) with chemosynthesis (energy from oxidising chemicals like hydrogen sulphide); describe hydrothermal vent communities: chemoautotrophic bacteria form the base of a food web supporting tube worms, giant clams, and vent crabs with no sunlight; explore what deep-sea life tells us about the origin of life on Earth; explain why NASA studies ocean vents as analogues for potential life around hydrothermal activity on Europa and Enceladus

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.

• Drawing conclusions from evidence (age 12+)

  Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements

  • Identifies the pattern or trend in a graph or data table using specific values
  • Writes a conclusion that references the hypothesis, states whether the prediction was supported, and quotes numerical evidence
  • Distinguishes between a systematic error (affects all readings in the same direction) and a random error, and proposes a specific procedural improvement to address each

• Controlling variables (age 11+)

  Form a testable scientific hypothesis linking an independent variable to a predicted outcome, plan a full investigation identifying independent, dependent, and control variables, sample size, and risk assessment

  • Writes a hypothesis in the form 'I predict that [IV] will affect [DV] because...' supported by scientific reasoning
  • Identifies and labels the independent variable, dependent variable, and at least three control variables
  • Plans repeat readings and an appropriate sample size, and identifies relevant hazards with control measures

• Tables, charts, and graphs

  Construct data tables with correct headings and SI units, plot appropriate graph types (bar chart, line graph, scatter graph), draw a line of best fit, and calculate the gradient of a straight-line graph

  • Constructs a table with column headings that include quantity and unit (e.g. Mass / g)
  • Selects the appropriate graph type for the data and plots it accurately with labelled axes and scales
  • Draws a line of best fit for linear data and correctly calculates its gradient using two points

• Repeated tests for reliability

  Distinguish between precision (consistency of repeated readings) and accuracy (closeness to true value), use significant figures and standard form correctly, and choose and use appropriate measuring instruments to minimise uncertainty

  • Explains the distinction between precision and accuracy with examples
  • Rounds measurements to an appropriate number of significant figures
  • Selects a measuring instrument with appropriate resolution for the context (e.g. choosing a 10 ml measuring cylinder rather than a 1-litre measuring jug for a 5 ml measurement)

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.

• Orbital Mechanics

  Apply Newton's laws to explain orbital motion: why orbit is continuously falling sideways rather than floating; how a gravity assist (slingshot manoeuvre) transfers momentum from a planet to a spacecraft; and why rockets need to reach a specific speed to enter orbit — with a conceptual (not algebraic) treatment of the Tsiolkovsky rocket equation

  • Explains that orbit is a state of continuous freefall — the spacecraft is falling towards Earth but moving so fast horizontally that it keeps missing
  • Describes how a gravity assist works: a spacecraft flying past a planet gains speed by 'borrowing' from the planet's orbital momentum
  • Explains the key insight of the rocket equation: the ratio of fuel to final spacecraft mass grows exponentially with required Δv, explaining why large rockets are mostly fuel

• Where Elements Come From

  Explain stellar nucleosynthesis: the Big Bang produced mainly hydrogen and helium; main-sequence fusion builds elements up to iron; and supernovae produce elements heavier than iron and scatter them into space — meaning the atoms in our bodies were forged in ancient stars

  • States that the Big Bang produced primarily hydrogen and helium, and that all heavier elements were made later in stars
  • Explains that nuclear fusion in main-sequence stars converts hydrogen to helium and can continue building heavier elements up to iron
  • Explains why elements heavier than iron require supernova explosions to form, and describes how supernovae distribute these elements into interstellar space where they become the raw material for new stars, planets, and life

• Finding Exoplanets

  Describe how astronomers detect planets around other stars using transit photometry (dip in starlight as a planet crosses) and radial velocity (Doppler wobble of the star), explain the habitable zone concept, and discuss what atmospheric biosignatures — such as oxygen, methane, and water vapour detected together — would suggest about a planet

  • Explains transit photometry: the small, periodic dip in a star's brightness when a planet passes in front of it
  • Explains the habitable zone as the range of distances from a star where liquid water could exist on a planet's surface
  • Describes two or more atmospheric biosignatures and explains why their co-presence is significant (e.g. oxygen + methane together suggests active life replenishing both)

• Observing with Light Waves

  Explain how the electromagnetic spectrum is the primary tool of modern astronomy — different wavelengths (radio, infrared, visible, ultraviolet, X-ray, gamma-ray) reveal different phenomena, why some telescopes must be in space, and what specific discoveries each wavelength range has enabled (e.g. CMB in microwave, black hole jets in X-ray, cold gas clouds in radio)

  • Lists at least four regions of the EM spectrum and gives a specific astronomical object or phenomenon observed in each
  • Explains why some telescopes must be placed in space (Earth's atmosphere blocks X-ray, gamma-ray, and much infrared radiation)
  • Describes the James Webb Space Telescope or Hubble and explains which part of the spectrum each primarily observes and why that was chosen

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.

• How the Body Stays in Balance

  Explain homeostasis as the process of maintaining a stable internal environment; describe the main feedback loop systems (negative feedback) using blood glucose regulation (insulin/glucagon) and body temperature as concrete examples; and connect the endocrine system (hormone-secreting glands) to the nervous system as two complementary communication systems with different speeds and durations

  • Defines homeostasis and explains why maintaining a stable internal environment is essential for survival
  • Describes the blood glucose negative feedback loop: glucose rises → pancreas releases insulin → cells take up glucose → glucose falls → insulin release stops
  • Compares the nervous system (fast, electrical, short-duration signals) with the endocrine system (slower, chemical, longer-duration signals) and gives an example where each is more appropriate

• Neurons & Brain Structure

  Explain how neurons transmit signals as electrochemical impulses across synapses, describe how the brain is organised (lobes and functions, limbic system for emotion), and explain neuroplasticity — why learning and practice physically change brain structure — connecting to optical illusions as evidence that the brain constructs reality rather than passively recording it

  • Describes the neuron-to-neuron signal pathway: electrical impulse travels along axon, neurotransmitter crosses the synapse, new impulse begins in the next neuron
  • Names the four lobes of the cerebral cortex (frontal, parietal, temporal, occipital) and gives one function for each
  • Explains neuroplasticity: repeated neural pathways become stronger and faster — this is the biological mechanism of learning and skill development

• Immunity & Vaccines

  Distinguish innate (non-specific, immediate) from adaptive (specific, memory-forming) immunity; explain how B cells produce antibodies that recognise specific antigens, how T cells destroy infected cells, and why immunological memory makes vaccines work; and describe the gut microbiome as a community of trillions of microbes that significantly influences immune function

  • Distinguishes innate immunity (rapid, non-specific barriers and inflammation) from adaptive immunity (slow, specific, memory-forming)
  • Explains how B cells produce antibodies that bind to specific antigens on pathogens, targeting them for destruction
  • Explains immunological memory: after first exposure, memory B and T cells remain, making subsequent response faster and stronger — the basis of vaccine protection

• DNA & Genes

  Describe the double helix structure of DNA (base pairs, complementarity), explain how genes are sections of DNA that code for proteins, introduce the central dogma (DNA → mRNA → protein) conceptually, and discuss the ethical implications of CRISPR gene editing — including potential benefits (genetic disease treatment) and concerns (germline editing, 'designer babies')

  • Describes DNA as a double helix with four bases (A, T, C, G) where A pairs with T and C pairs with G
  • Explains that a gene is a section of DNA that codes for a specific protein, and that proteins carry out most of the body's functions
  • Describes CRISPR as a molecular tool that can cut and edit DNA sequences, and raises at least two distinct ethical considerations about its use in humans

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.

• Supervolcanoes & Volcanic Winter

  Describe calderas such as Yellowstone and Toba as supervolcanoes capable of erupting thousands of cubic kilometres of ash; explain how sulphur dioxide aerosols in the stratosphere scatter sunlight and cause volcanic winter; discuss the Toba catastrophe theory and how giant eruptions have interacted with ice ages; contrast supervolcano eruptions with ordinary eruptions in scale and climate impact

• Hazard Assessment & Evacuation

  Explain probabilistic hazard assessment using eruption recurrence intervals and fault slip rates; describe how volcano observatories monitor ground deformation, gas emissions, and seismicity to issue alert levels; explore why communities remain near active hazards (fertile volcanic soil, poverty, cultural ties); discuss the ethics and politics of evacuation decisions and the social justice dimensions of disaster risk

• How Tectonic Plates Move

  Understand that convection currents in the molten mantle drive the movement of rigid tectonic plates; distinguish between convergent (collision/subduction), divergent (spreading ridges), and transform (sliding) plate boundaries; explain why volcanoes, earthquakes, and mountain chains cluster at boundaries; introduce the Wilson cycle of supercontinent assembly and breakup

• Seismic Waves & Earth's Interior

  Distinguish between P-waves (compression, travel through solids and liquids) and S-waves (shear, cannot pass through liquids); explain why a seismic shadow zone exists on the far side of an earthquake; describe how seismologists use wave refraction and reflection to infer that Earth has a solid inner core, liquid outer core, mantle, and crust

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.

• Hurricanes, Tornadoes & Monsoons

  Explain how hurricanes form and intensify over warm ocean water (latent heat release, low-pressure spiral); describe tornado formation within supercell thunderstorms; explain monsoon mechanics driven by temperature differences between land and sea; introduce attribution science — how scientists use climate models to calculate whether and by how much climate change increased the probability or intensity of a specific extreme weather event

• Reading Ancient Climate Records

  Explain how ice cores preserve ancient air bubbles, isotope ratios, and volcanic markers allowing reconstruction of temperature and CO2 going back 800,000 years; describe tree rings, ocean sediment cores, coral skeletons, and pollen records as additional climate proxies; explain how climate models are built and validated against the palaeoclimate record; describe the IPCC process of synthesising scientific evidence across thousands of studies to produce consensus assessments

• Global Wind Patterns

  Explain that unequal solar heating drives large-scale atmospheric circulation: Hadley cells (0-30°), Ferrel cells (30-60°), and polar cells (60-90°) produce the trade winds, westerlies, and polar easterlies; describe how the Coriolis effect from Earth's rotation deflects winds rightward in the Northern Hemisphere; explain the jet stream as a fast high-altitude wind that steers weather systems; connect jet stream waviness and Arctic amplification to prolonged extreme weather

• Greenhouse Gas Science

  Describe the electromagnetic spectrum and distinguish between short-wave solar radiation and long-wave infrared radiation emitted by Earth; explain how greenhouse gas molecules (CO2, CH4, N2O, H2O) absorb and re-emit infrared through molecular vibration while O2 and N2 do not; distinguish the natural greenhouse effect (which makes Earth habitable) from the enhanced greenhouse effect driven by human emissions; evaluate the relative potency of different greenhouse gases

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

• Who Really Built the Pyramids

  Analyse who built the pyramids and why, evaluating the evidence against the alien-builder myth and the slave-labour myth: archaeological evidence from worker villages at Giza shows a paid, skilled, well-fed workforce; discuss the social functions of monument building as a form of state organisation, religious duty, and employment; and assess the current controversy over newly discovered construction ramps and logistics

  • Cites at least three pieces of archaeological evidence from Giza that point to an organised, skilled, fed workforce rather than slaves or aliens (e.g. worker villages, bakery remains, graffiti tags, medical care)
  • Explains why the alien hypothesis fails to meet the standards of historical evidence and what the burden of proof in history requires
  • Evaluates at least two proposed explanations for ramp logistics and describes which is currently supported by the most evidence

• Historical Sources on Ancient Egypt

  Explain how knowledge of ancient Egypt is built from multiple source types — inscriptions, papyri, artefacts, and physical remains — and critically evaluate each: what biases, gaps, and distortions exist? Explore how Champollion’s decipherment of hieroglyphs transformed the field, and why the same artefact can be interpreted differently by different scholars

  • Identifies at least four types of historical source (inscriptions, papyri, tomb art, physical artefacts) and explains what each type can and cannot tell us
  • Explains that hieroglyphic sources were created by the literate elite and therefore tend to record official versions of events, not ordinary people's experiences
  • Describes at least one example where the same artefact or text has been interpreted in significantly different ways by scholars, and explains why this happens

• Egyptian Maths and Engineering

  Describe the Egyptian achievement in mathematics and engineering: the Rhind Mathematical Papyrus shows calculations of area, volume, and fractions; the precision of pyramid alignment (within 0.05° of true north) required sophisticated surveying; and Egyptian medical papyri describe detailed anatomical knowledge and pharmacological remedies — placing Egypt as a major contributor to the early history of science and technology

  • Describes the Rhind Mathematical Papyrus as containing worked examples of arithmetic, geometry, and unit fractions
  • Explains one specific engineering achievement: pyramid alignment, ramp logistics, or the accuracy of the Great Pyramid's dimensions
  • Names at least one medical papyrus (e.g. Ebers Papyrus) and describes the type of medical knowledge it contains

• Egypt and Its Neighbours

  Examine Egypt's relationships with neighbouring civilisations: trade networks reaching Nubia, the Levant, and Punt; the Hyksos invasion and the introduction of the chariot; and the New Kingdom empire and its conflict with the Hittites, culminating in the Battle of Kadesh and the world's earliest surviving peace treaty — understanding Egypt not as isolated but as part of a connected ancient world

  • Describes the trade relationship with Nubia and Punt, naming at least two goods exchanged in each direction
  • Explains how the Hyksos invasion introduced new military technologies to Egypt, including the horse-drawn war chariot
  • Describes the Battle of Kadesh (Ramesses II vs. the Hittites) and the resulting Egypto-Hittite peace treaty as a landmark in diplomatic history

History · Ancient Greece & Rome

• Hidden Voices of Greece and Rome

  Examine the lives of people usually left out of the Greek and Roman story — enslaved people who made up roughly 30% of Athens and powered Rome's economy, women whose lives varied dramatically between Athens (largely confined to the home) and Sparta (physical training, property ownership), and conquered peoples across both empires — and evaluate whose voices are missing from the historical record and why

  • Describe the daily life of an enslaved person in Athens or Rome using available evidence
  • Compare the lives of women in Athens and Sparta, explaining key differences
  • Explain why the historical record favours elite men and what this means for our understanding

• Fall of the Roman Republic

  Trace how Roman political violence — the murder of the Gracchi brothers, civil wars between Marius and Sulla, Caesar's crossing of the Rubicon and assassination on the Ides of March, and the final war between Octavian and Antony — destroyed the Republic and led to one-man rule under Augustus, and debate whether the fall of the Republic was inevitable or a series of choices

  • Describe at least three key events in the collapse of the Roman Republic in chronological order
  • Explain what 'crossing the Rubicon' meant and why it was a point of no return
  • Construct an argument about whether the Republic's fall was inevitable or could have been prevented

• Troy: Myth or History?

  Explore how Heinrich Schliemann's excavation at Hisarlik in modern Turkey raised questions about whether the Trojan War described in Homer's Iliad was historical, partly historical, or entirely mythical — understanding that archaeology and literary sources can support or contradict each other, and that the line between myth and history in the ancient world is often blurred

  • Describe Schliemann's excavation at Hisarlik and what he claimed to have found
  • Explain how archaeological evidence at Troy both supports and complicates Homer's story
  • Discuss why the boundary between myth and history is difficult to draw for the ancient world

• Inclusion and Exclusion in Athens

  Analyse who was included and excluded from Athenian democracy — only free adult male citizens (roughly 30% of adults) could participate, while women, enslaved people (who may have made up a third of the population), and foreign residents (metics) were excluded — and evaluate whether Athens truly deserves the title 'birthplace of democracy' by comparing it with modern representative democracies

  • Calculate approximately what fraction of the Athenian population could participate in democracy
  • List the groups excluded from Athenian democracy and explain why each was excluded
  • Construct an argument for or against calling Athens a true democracy, using evidence

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.

• Identity and Belonging in Adolescence

  Understand that adolescence involves active construction of identity, leading to emotional complexity around questions of 'who am I?'; explore the emotional dynamics of belonging to multiple groups simultaneously (family, peer group, cultural or religious identity); understand social comparison and its intensification through social media; recognise that identity is not fixed and that uncertainty about identity is normal, not a sign of failure; develop language for navigating emotions tied to group membership and personal values

• Brain Science of Emotions

  Understand how the amygdala triggers emotional responses and how the prefrontal cortex (still developing in adolescence) regulates them; explain why stress hormones (cortisol, adrenaline) affect thinking and memory; understand that the adolescent brain's dopamine system makes feelings more intense; distinguish between emotion regulation (managing feelings effectively) and emotion suppression (pushing feelings down, which is counterproductive); introduce cognitive reappraisal as a research-backed technique for changing how we interpret a situation

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.

• Sympathy Versus Empathy

  Distinguish sympathy ('I feel sorry for you') from empathy ('I understand what you're experiencing'); develop active listening skills: reflecting, paraphrasing, asking open questions, resisting the urge to problem-solve too quickly; understand empathic curiosity as genuine interest in another person's inner world; practise being present for someone in distress without trying to fix or minimise their experience; understand vicarious trauma and compassion fatigue, and how empathetic people can protect their own wellbeing while staying present for others

• Systemic Inequality and Allyship

  Move beyond 'treating everyone the same' to understand that structural advantages and disadvantages exist regardless of individual effort or intention; explore concrete examples of systemic inequality (educational attainment gaps, gender pay gap, representation in leadership); distinguish between individual prejudice and structural discrimination; understand intersectionality — how multiple aspects of identity interact; develop informed compassion rooted in evidence rather than pity; explore what being a genuine ally means in practice

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.

• Honest Conversations and Conflict Repair

  Understand how to have honest, direct conversations that address problems without attacking the person; apply the principles of non-violent communication (observation, feeling, need, request); understand the repair process after significant conflicts: taking responsibility without defensiveness, offering a genuine apology (without blame-shifting), and rebuilding trust through consistent behaviour over time; distinguish between a real apology and a face-saving 'sorry'; understand how friendships survive and deepen through navigated conflict rather than avoidance

• Social Cues and Group Dynamics

  Understand subtext, indirect communication, and social cues in adolescent peer groups; analyse the psychology of in-group and out-group dynamics and why belonging can come at the cost of exclusion; understand gossip as a social bonding and status mechanism, and its costs; develop strategies for navigating social hierarchies without compromising values; distinguish between assertiveness and aggression in peer settings; understand how to respond to exclusion — whether experiencing it or witnessing it

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.

• Online Identity and Misinformation

  Understand the ethics of online identity and the importance of consistency between who you are online and offline; explain how recommendation algorithms and filter bubbles narrow information exposure; evaluate the psychology of misinformation: why it spreads, why smart people believe it, and how to apply source evaluation (lateral reading, checking evidence, recognising emotional manipulation); understand digital consent around sharing images or personal information; explore the ethics of AI, surveillance, and data privacy as they affect everyday life; reflect on responsible content creation and online influence

• Risk, Uncertainty, and Cognitive Bias

  Distinguish between risk (decisions with known probabilities) and uncertainty (decisions with unknown outcomes); identify cognitive biases that distort risk assessment: availability heuristic (judging likelihood by how easily examples come to mind), present bias (overvaluing the immediate over the future), optimism bias (underestimating personal risk), and groupthink; understand why adolescent brains are biologically calibrated toward higher risk tolerance; apply a structured decision-making framework to real choices; understand the role of personal values in decisions where facts alone cannot determine the answer

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.

• Habits and Motivation

  Understand habit formation through the cue-routine-reward loop and how to design new habits intentionally; distinguish intrinsic motivation (doing something for its own value) from extrinsic motivation (rewards/punishments) and understand when each is more effective; understand procrastination as primarily an emotion regulation problem (avoiding discomfort) rather than a time management failure; apply self-determination theory (autonomy, competence, relatedness) to boost intrinsic motivation; design environments that reduce friction for desired behaviours

• Good Stress and Bad Stress

  Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help