What your child will learn

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Preschool: mark making.
• How colour actually behaves, which surprises most children and most adults. Working at Preschool: naming colours.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Preschool: using a brush.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Preschool: printing with objects.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Preschool: modelling.

and 1 more in Art this year.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Preschool: moving in different ways.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Preschool: getting warm and getting puffed.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Preschool: taking turns.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Preschool: safe playing.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Preschool: washing your hands.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Preschool: foods we eat.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Preschool: happy, sad, cross, tired.
• What to do when something goes wrong, in the order it should be done. At Preschool: stop at the road.

• Explore quantity in play, matching one number name to one object.
• Notice, name and sort by colour and shape during play.
• Compare two small groups and say which has more and which has fewer.

• Play with the sounds in words through rhyme, song and repetition.
• Recognise that a letter has a big and a small form and match the pair.

• Form letters and numerals correctly, using the right strokes in the right order.
• Form letters and numerals correctly, using the right strokes in the right order.

• The parts every piece is made of, named so a child can say what they are hearing. At Preschool: clapping along.
• Hearing what is happening in a piece, from anywhere in the world. At Preschool: loud and quiet, high and low.

• Name parts of the body, members of the family, and everyday weather.

• Work out an answer from the information given, using reasoning rather than recall.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Foundation: mark making.
• How colour actually behaves, which surprises most children and most adults. Working at Foundation: naming colours.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Foundation: using a brush.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Foundation: printing with objects.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Foundation: modelling.

and 1 more in Art this year.

• Isolate and say the final sound in a spoken one-syllable word.
• Isolate the medial vowel sound in a spoken three-sound word.
• Hear and count the syllables in a spoken word.
• Link letters to the sounds they make, and blend sounds into simple words.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Foundation: moving in different ways, running, hopping and skipping.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Foundation: getting warm and getting puffed.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Foundation: taking turns.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Foundation: safe playing.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Foundation: washing your hands.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Foundation: foods we eat.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Foundation: happy, sad, cross, tired.
• What to do when something goes wrong, in the order it should be done. At Foundation: stop at the road.

• What happened, how anybody knows, and why two honest accounts can disagree. At Foundation: my family and my home.
• Where places are, what they are like, and why people live where they do. At Foundation: where i live.
• How decisions get made for everybody, and what one person can do about them. At Foundation: rules at home and school.
• How families and countries get what they need, and the choices scarcity forces. At Foundation: things we need every day.

• The parts every piece is made of, named so a child can say what they are hearing. At Foundation: clapping along.
• Hearing what is happening in a piece, from anywhere in the world. At Foundation: loud and quiet, high and low.

• Say the number sequence to 20, and count sets of objects accurately.

• Sort things into living and non-living, and say what living things need.

• Work out an answer from the information given, using reasoning rather than recall.

• Form letters and numerals correctly, using the right strokes in the right order.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 26 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 1: mark making, drawing from life.
• How colour actually behaves, which surprises most children and most adults. Working at Year 1: naming colours, primary and secondary.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 1: using a brush, thick and thin paint.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 1: printing with objects, repeating patterns.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 1: modelling, joining and construction.

and 2 more in Art this year.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 1: moving in different ways, running, hopping and skipping, throwing and catching, balance and coordination.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 1: getting warm and getting puffed, warming up and cooling down.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 1: taking turns, playing by the rules, winning and losing well.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 1: safe playing, kit and footwear, checking the playing area.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 1: washing your hands, washing and germs, teeth, sleep.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 1: foods we eat, food groups, water and drinks.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 1: happy, sad, cross, tired, naming feelings, calming down, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 1: stop at the road, road and water safety.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 1: my family and my home, then and now.
• Where places are, what they are like, and why people live where they do. At Year 1: where i live, maps and directions, continents and oceans.
• How decisions get made for everybody, and what one person can do about them. At Year 1: rules at home and school, rules and laws.
• How families and countries get what they need, and the choices scarcity forces. At Year 1: things we need every day, needs and wants.

• Form letters and numerals correctly, using the right strokes in the right order.
• Form letters and numerals correctly, using the right strokes in the right order.
• Form letters and numerals correctly, using the right strokes in the right order.

• Writing instructions exact enough for something with no judgement to follow them. At Year 1: giving exact instructions, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Year 1: parts of a computer.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 1: what is personal information, being decent online.

• The parts every piece is made of, named so a child can say what they are hearing. At Year 1: clapping along, finding the beat, rhythm patterns, high and low.
• Hearing what is happening in a piece, from anywhere in the world. At Year 1: loud and quiet, high and low, instruments and families.

• Use the senses to describe and sort materials by their properties.

• Add and subtract within 20 using strategies, and recall facts to 10.

• Read common words on sight, and use them to read simple sentences.

• Work out an answer from the information given, using reasoning rather than recall.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 32 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 2: drawing from life, line and shape.
• How colour actually behaves, which surprises most children and most adults. Working at Year 2: primary and secondary, mixing and matching.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 2: using a brush, thick and thin paint.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 2: printing with objects, repeating patterns.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 2: modelling, joining and construction.

and 2 more in Art this year.

• Represent numbers to 100 using place value, and compare and order them.
• Add and subtract within 100 using mental strategies based on place value.
• Identify and describe two and three dimensional shapes by their attributes.
• Tell time to the half and quarter hour, and solve simple problems with money and length.

• Form letters and numerals correctly, using the right strokes in the right order.
• Form letters and numerals correctly, using the right strokes in the right order.
• Form letters and numerals correctly, using the right strokes in the right order.
• Form letters and numerals correctly, using the right strokes in the right order.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 2: running, hopping and skipping, throwing and catching, balance and coordination.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 2: warming up and cooling down.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 2: playing by the rules, winning and losing well.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 2: kit and footwear, checking the playing area.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 2: washing and germs, teeth, sleep.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 2: food groups, water and drinks.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 2: naming feelings, calming down, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 2: road and water safety.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 2: my family and my home, then and now.
• Where places are, what they are like, and why people live where they do. At Year 2: where i live, maps and directions, continents and oceans.
• How decisions get made for everybody, and what one person can do about them. At Year 2: rules at home and school, rules and laws.
• How families and countries get what they need, and the choices scarcity forces. At Year 2: things we need every day, needs and wants.

• Writing instructions exact enough for something with no judgement to follow them. At Year 2: giving exact instructions, loops, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Year 2: parts of a computer.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 2: passwords, what is personal information, being decent online.

• Understand that a machine follows instructions exactly, including the wrong ones.
• Understand that illness can be caused by living things too small to see.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• The parts every piece is made of, named so a child can say what they are hearing. At Year 2: finding the beat, rhythm patterns, high and low.
• Hearing what is happening in a piece, from anywhere in the world. At Year 2: instruments and families.

• Blend and segment sounds to read and spell unfamiliar words.

• Apply spelling patterns and conventions to spell words accurately.

• Write complete sentences using capital letters, spacing and end punctuation.

• Work out an answer from the information given, using reasoning rather than recall.

• Describe what living things need, and group plants and animals by their features.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 2: being heard.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 35 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 3: drawing from life, line and shape.
• How colour actually behaves, which surprises most children and most adults. Working at Year 3: primary and secondary, mixing and matching, warm and cool.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 3: thick and thin paint, backgrounds and layers.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 3: repeating patterns, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 3: modelling, joining and construction.

and 4 more in Art this year.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 3: running, hopping and skipping, throwing and catching, balance and coordination, gymnastic shapes and rolls.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 3: warming up and cooling down, heart rate.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 3: playing by the rules, winning and losing well.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 3: kit and footwear, checking the playing area.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 3: washing and germs, teeth, sleep.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 3: food groups, water and drinks.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 3: naming feelings, calming down, worry, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 3: road and water safety, medicines.

• Writing instructions exact enough for something with no judgement to follow them. At Year 3: giving exact instructions, loops, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Year 3: parts of a computer.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 3: passwords, what is personal information, being decent online.
• Making something that works: a program, a document, a spreadsheet, an image. At Year 3: making a program.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 3: then and now.
• Where places are, what they are like, and why people live where they do. At Year 3: maps and directions, continents and oceans.
• How decisions get made for everybody, and what one person can do about them. At Year 3: rules and laws.
• How families and countries get what they need, and the choices scarcity forces. At Year 3: needs and wants.

• Demonstrate multiplication as equal groups and repeated addition.
• Represent fractions as equal parts of a whole and compare simple fractions.
• Measure and compare length, mass and capacity using standard units.

• Understand that a computer stores everything using only two states.
• Understand why a rule agreed in advance is fairer than one decided afterwards.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• The parts every piece is made of, named so a child can say what they are hearing. At Year 3: finding the beat, rhythm patterns, high and low.
• Hearing what is happening in a piece, from anywhere in the world. At Year 3: instruments and families.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 3: being heard.
• Building somebody who is not you, and reading the page they came from. At Year 3: reading a script, improvising.

• Identify nouns, verbs and adjectives and use them to build clear sentences.

• Apply spelling patterns and conventions to spell words accurately.

• Write a recount with events in order, using time words to connect them.

• Work out an answer from the information given, using reasoning rather than recall.

• Describe weather and seasonal change, and the properties of air, water and soil.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 39 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 4: drawing from life, line and shape, tone and shading.
• How colour actually behaves, which surprises most children and most adults. Working at Year 4: mixing and matching, warm and cool, tints and shades.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 4: thick and thin paint, backgrounds and layers, brush marks.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 4: repeating patterns, relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 4: joining and construction.

and 4 more in Art this year.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 4: running, hopping and skipping, throwing and catching, balance and coordination, striking and dribbling, gymnastic shapes and rolls.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 4: warming up and cooling down, heart rate, rest, water and recovery.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 4: playing by the rules, team positions, attacking and defending, winning and losing well.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 4: kit and footwear, checking the playing area, common injuries, heat, cold and water.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 4: washing and germs, teeth, sleep, illness and immunity.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 4: food groups, vitamins and minerals, water and drinks, food safety, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 4: naming feelings, calming down, worry, friendship and falling out, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 4: road and water safety, first aid: bleeding and burns, fire and emergencies, medicines.

• Writing instructions exact enough for something with no judgement to follow them. At Year 4: giving exact instructions, loops, conditions, variables, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Year 4: parts of a computer, binary, files and storage.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 4: passwords, what is personal information, scams and phishing, being decent online.
• Making something that works: a program, a document, a spreadsheet, an image. At Year 4: documents, making a program, images and sound.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 4: then and now, sources, cause and consequence, local history.
• Where places are, what they are like, and why people live where they do. At Year 4: maps and directions, continents and oceans, climate and weather.
• How decisions get made for everybody, and what one person can do about them. At Year 4: rules and laws, rights and responsibilities.
• How families and countries get what they need, and the choices scarcity forces. At Year 4: needs and wants, jobs and industries, buying, selling and trade, saving and budgeting.

• Relate fractions, decimals and percentages, including addition and subtraction of decimals.
• Multiply two-digit numbers by one-digit and two-digit numbers, using strategies based on place value.
• Determine the area and perimeter of rectangles and explain the difference.

• The parts every piece is made of, named so a child can say what they are hearing. At Year 4: finding the beat, rhythm patterns, high and low, loud, quiet, fast, slow.
• How sound is written down so somebody who has never heard it can play it. At Year 4: note values, the stave and clefs, writing your own.
• Hearing what is happening in a piece, from anywhere in the world. At Year 4: instruments and families, music from many places, verse, chorus and structure.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 4: being heard, pace and pause, movement and stillness, staying in character.
• Building somebody who is not you, and reading the page they came from. At Year 4: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Year 4: the stage, set, props and costume.

• Understand how a message can be hidden, and why some codes are easy to break.
• Understand that a structure holds because of its shape, before its material.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Determine the main idea of a text and support it with evidence from the text.

• Apply spelling patterns and conventions to spell words accurately.

• Describe how light travels and how sound is produced and transmitted.

• Organise writing into paragraphs, each developing one idea.

• Work out an answer from the information given, using reasoning rather than recall.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 39 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 5: line and shape, tone and shading, perspective.
• How colour actually behaves, which surprises most children and most adults. Working at Year 5: mixing and matching, warm and cool, tints and shades, colour and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 5: backgrounds and layers, brush marks.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 5: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 5: joining and construction, carving and casting.

and 4 more in Art this year.

• Generate and recognise equivalent fractions, and compare fractions with unlike denominators.
• Divide three-digit numbers by one-digit numbers and interpret remainders in context.
• Determine the volume of rectangular prisms and relate volume to capacity.
• Identify factors and multiples, and solve problems involving ratio.
• Collect and display data, and describe the likelihood of outcomes.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 5: throwing and catching, balance and coordination, striking and dribbling, agility and reaction, gymnastic shapes and rolls.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 5: warming up and cooling down, heart rate, stamina and strength, muscles and joints, rest, water and recovery.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 5: playing by the rules, team positions, attacking and defending, winning and losing well.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 5: kit and footwear, common injuries, head injuries, heat, cold and water.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 5: teeth, sleep, illness and immunity, growing and changing.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 5: vitamins and minerals, water and drinks, reading a label, food safety, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 5: naming feelings, calming down, worry, friendship and falling out, screens and comparison, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 5: road and water safety, first aid: bleeding and burns, fire and emergencies, medicines.

• Writing instructions exact enough for something with no judgement to follow them. At Year 5: loops, conditions, variables, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Year 5: binary, files and storage, networks and the internet.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 5: passwords, scams and phishing, judging what you read, being decent online.
• Making something that works: a program, a document, a spreadsheet, an image. At Year 5: documents, spreadsheets, making a program, images and sound.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 5: sources, cause and consequence, local history.
• Where places are, what they are like, and why people live where they do. At Year 5: latitude, longitude and time zones, climate and weather, rivers, coasts and landforms.
• How decisions get made for everybody, and what one person can do about them. At Year 5: rights and responsibilities, how a country is run.
• How families and countries get what they need, and the choices scarcity forces. At Year 5: jobs and industries, buying, selling and trade, saving and budgeting.

• The parts every piece is made of, named so a child can say what they are hearing. At Year 5: high and low, loud, quiet, fast, slow, scales and octaves.
• How sound is written down so somebody who has never heard it can play it. At Year 5: note values, the stave and clefs, time signatures, writing your own.
• Hearing what is happening in a piece, from anywhere in the world. At Year 5: music from many places, verse, chorus and structure, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 5: being heard, pace and pause, movement and stillness, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Year 5: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Year 5: the stage, light and sound, set, props and costume.

• Understand what a rule is, who makes law, and what fairness means in practice.
• Understand how the body defends itself and how doctors find out what is wrong.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Manage time and question order under test conditions.

• Use capitalisation, end punctuation and commas correctly in written work.

• Use numbers, colours and days of the week in simple French sentences.

• Use numbers and colours in simple Spanish phrases.

• Apply spelling patterns and conventions to spell words accurately.

• Investigate forces and how simple machines change the effort needed to do work.

• Write for a specific audience and purpose, using an appropriate form.

• Work out an answer from the information given, using reasoning rather than recall.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 36 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 6: tone and shading, perspective, observational study.
• How colour actually behaves, which surprises most children and most adults. Working at Year 6: warm and cool, tints and shades, colour and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 6: backgrounds and layers, brush marks, working from a study.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 6: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 6: carving and casting, working to a brief.

and 4 more in Art this year.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 6: striking and dribbling, agility and reaction, gymnastic shapes and rolls.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 6: warming up and cooling down, heart rate, stamina and strength, muscles and joints, rest, water and recovery.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 6: playing by the rules, team positions, attacking and defending, winning and losing well, officiating a game yourself.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 6: kit and footwear, common injuries, head injuries, heat, cold and water.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 6: sleep, illness and immunity, growing and changing.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 6: vitamins and minerals, water and drinks, reading a label, food safety, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 6: naming feelings, calming down, worry, friendship and falling out, screens and comparison, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 6: road and water safety, first aid: bleeding and burns, fire and emergencies, medicines.

• Writing instructions exact enough for something with no judgement to follow them. At Year 6: loops, conditions, variables, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Year 6: binary, files and storage, networks and the internet.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 6: passwords, scams and phishing, judging what you read, being decent online.
• Making something that works: a program, a document, a spreadsheet, an image. At Year 6: documents, spreadsheets, making a program, images and sound.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 6: sources, cause and consequence, local history.
• Where places are, what they are like, and why people live where they do. At Year 6: latitude, longitude and time zones, climate and weather, rivers, coasts and landforms.
• How decisions get made for everybody, and what one person can do about them. At Year 6: rights and responsibilities, how a country is run.
• How families and countries get what they need, and the choices scarcity forces. At Year 6: jobs and industries, buying, selling and trade, saving and budgeting.

• Determine percentages of quantities and solve problems involving percent.
• Apply the order of operations to evaluate expressions, including brackets.
• Represent patterns and unknowns with letters, and solve one-step equations.

• The parts every piece is made of, named so a child can say what they are hearing. At Year 6: loud, quiet, fast, slow, scales and octaves.
• How sound is written down so somebody who has never heard it can play it. At Year 6: note values, the stave and clefs, time signatures, writing your own.
• Hearing what is happening in a piece, from anywhere in the world. At Year 6: music from many places, verse, chorus and structure, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 6: being heard, pace and pause, movement and stillness, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Year 6: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Year 6: the stage, light and sound, set, props and costume.

• Understand what an AI actually does, and why it can be confidently wrong.
• Meet the idea that the very small behaves by different rules.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Read a question accurately and answer what was actually asked.

• Summarise a text in your own words, keeping the meaning and cutting the detail.

• Use the present tense of être and avoir to describe yourself and others.

• Use ser and tener in the present tense to describe yourself and others.

• Apply spelling patterns and conventions to spell words accurately.

• Describe states of matter and distinguish physical from chemical change.

• Write to persuade, supporting a position with reasons and evidence.

• Work out an answer from the information given, using reasoning rather than recall.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 29 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 7: tone and shading, perspective, observational study.
• How colour actually behaves, which surprises most children and most adults. Working at Year 7: tints and shades, colour and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 7: brush marks, working from a study.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 7: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 7: carving and casting, working to a brief.

and 4 more in Art this year.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 7: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 7: warming up and cooling down, heart rate, stamina and strength, muscles and joints, planning your own training.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 7: playing by the rules, attacking and defending, tactics and set plays, winning and losing well, officiating a game yourself.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 7: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 7: sleep, illness and immunity, growing and changing.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 7: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 7: naming feelings, calming down, worry, screens and comparison, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 7: road and water safety, first aid: bleeding and burns, when somebody is unconscious, medicines.

• Writing instructions exact enough for something with no judgement to follow them. At Year 7: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At Year 7: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 7: passwords, judging what you read, being decent online, what a free app costs.
• Making something that works: a program, a document, a spreadsheet, an image. At Year 7: spreadsheets, making a program, using other people’s work, making it usable by everybody.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 7: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At Year 7: latitude, longitude and time zones, rivers, coasts and landforms, people and places.
• How decisions get made for everybody, and what one person can do about them. At Year 7: how a country is run, taxes and public services, having a say.
• How families and countries get what they need, and the choices scarcity forces. At Year 7: buying, selling and trade, why prices change.

• Add, subtract, multiply and divide integers, and explain the rules for signs.
• Use angle relationships in lines, triangles and polygons to find unknown angles.
• Calculate and compare measures of central tendency, and interpret data displays critically.

• The parts every piece is made of, named so a child can say what they are hearing. At Year 7: scales and octaves, syncopation.
• How sound is written down so somebody who has never heard it can play it. At Year 7: the stave and clefs, time signatures, sharps, flats and keys.
• Hearing what is happening in a piece, from anywhere in the world. At Year 7: verse, chorus and structure, improvising, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 7: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Year 7: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At Year 7: light and sound, rehearsal, working backstage.

• What a business is, who owns it, and why most of them close in the first two years. At Year 7: types of business, costs, revenue and profit, customers and competition.
• Writing down what happened to the money so that somebody else can check it. At Year 7: keeping records, assets, liabilities and equity.
• Banking, credit, tax, and what it takes to start something of your own. At Year 7: banking and cards, interest and inflation, budgeting and saving, starting a business.

• Who makes what, who does the work, and why some countries are richer than others. At Year 7: factors of production, division of labour, work and wages.
• What money is for, and why the same note buys less every year. At Year 7: what money does, why prices rise, saving and borrowing, value for money.
• The habit the whole subject is for: working out which option is actually better. At Year 7: weighing two options.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Use estimation and elimination to answer multiple-choice items efficiently.

• Explain how immune memory works and what a vaccine actually contains.

• Describe forces acting on objects, and analyse how motion changes when forces are unbalanced.

• Use the particle model to explain the properties of solids, liquids, gases, and of mixtures and solutions.

• Describe the cell as the basic unit of life, and compare plant and animal cells.

• Work out an answer from the information given, using reasoning rather than recall.

• Draw inferences from a text and support them with specific evidence.

• Write a multi-paragraph piece with a clear line of argument and supporting evidence.

• Understand and use familiar French words and phrases in everyday situations.

• Understand and use familiar Spanish words and phrases in everyday situations.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 30 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 8: perspective, observational study.
• How colour actually behaves, which surprises most children and most adults. Working at Year 8: colour and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 8: working from a study.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 8: pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 8: carving and casting, working to a brief.

and 3 more in Art this year.

• Who makes what, who does the work, and why some countries are richer than others. At Year 8: factors of production, division of labour, productivity, why countries differ, work and wages.
• The single idea the subject rests on, and how prices come out of it. At Year 8: scarcity and choice, supply and demand, shortages and surpluses.
• What money is for, and why the same note buys less every year. At Year 8: what money does, why prices rise, saving and borrowing, value for money.
• The habit the whole subject is for: working out which option is actually better. At Year 8: weighing two options, reading an economic chart, averages and people.
• What the headline numbers measure, and what they leave out. At Year 8: what gdp measures, inflation and unemployment, trade between countries.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 8: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 8: warming up and cooling down, stamina and strength, muscles and joints, planning your own training.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 8: playing by the rules, attacking and defending, tactics and set plays, winning and losing well, officiating a game yourself.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 8: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 8: sleep, illness and immunity, growing and changing.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 8: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 8: naming feelings, calming down, worry, screens and comparison, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 8: road and water safety, first aid: bleeding and burns, when somebody is unconscious, medicines.

• Writing instructions exact enough for something with no judgement to follow them. At Year 8: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At Year 8: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 8: passwords, judging what you read, being decent online, what a free app costs.
• Making something that works: a program, a document, a spreadsheet, an image. At Year 8: spreadsheets, making a program, using other people’s work, making it usable by everybody.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 8: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At Year 8: latitude, longitude and time zones, rivers, coasts and landforms, people and places.
• How decisions get made for everybody, and what one person can do about them. At Year 8: how a country is run, taxes and public services, having a say.
• How families and countries get what they need, and the choices scarcity forces. At Year 8: buying, selling and trade, why prices change.

• Solve linear equations, including those with brackets and with the variable on both sides.
• Solve problems involving percentage increase, decrease and reverse percentages.
• Describe a linear pattern with a rule, and use the rule to find any term.

• The parts every piece is made of, named so a child can say what they are hearing. At Year 8: scales and octaves, syncopation.
• How sound is written down so somebody who has never heard it can play it. At Year 8: the stave and clefs, time signatures, sharps, flats and keys.
• Hearing what is happening in a piece, from anywhere in the world. At Year 8: verse, chorus and structure, improvising, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 8: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Year 8: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At Year 8: light and sound, rehearsal, working backstage.

• What a business is, who owns it, and why most of them close in the first two years. At Year 8: types of business, costs, revenue and profit, break-even, customers and competition, cash flow.
• Writing down what happened to the money so that somebody else can check it. At Year 8: keeping records, assets, liabilities and equity, double entry, income statement and balance sheet.
• Banking, credit, tax, and what it takes to start something of your own. At Year 8: banking and cards, interest and inflation, budgeting and saving, tax, starting a business.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Prepare for and sit an examination without losing marks to panic.

• Explain an orbit as continuous falling, and why weightlessness is not absence of gravity.

• Describe energy transfer, and explain that energy is conserved as it changes form.

• Distinguish physical from chemical change, and explain that mass is conserved in a chemical reaction.

• Explain how body systems work together to move materials to and from cells.

• Work out an answer from the information given, using reasoning rather than recall.

• Identify figurative language and explain its effect on the reader.

• Write an organised informational text using headings, precise language and evidence.

• Understand and use familiar French words and phrases in everyday situations.

• Understand and use familiar Spanish words and phrases in everyday situations.

• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.
• Read a text and respond to it, using evidence from the text to support an answer.

and 20 more in Reading this year.

• Looking properly and putting down what is actually there, which is a trainable skill and not a talent. Working at Year 9: observational study.
• How colour actually behaves, which surprises most children and most adults. Working at Year 9: colour and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Year 9: working from a study.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Year 9: pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Year 9: working to a brief.

and 3 more in Art this year.

• Who makes what, who does the work, and why some countries are richer than others. At Year 9: factors of production, division of labour, productivity, why countries differ, work and wages.
• The single idea the subject rests on, and how prices come out of it. At Year 9: scarcity and choice, supply and demand, shortages and surpluses, competition and monopoly, when governments intervene.
• What money is for, and why the same note buys less every year. At Year 9: what money does, why prices rise, saving and borrowing.
• The habit the whole subject is for: working out which option is actually better. At Year 9: weighing two options, reading an economic chart, averages and people, checking a claim about the economy.
• What the headline numbers measure, and what they leave out. At Year 9: what gdp measures, inflation and unemployment, trade between countries, interest rates, development.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Year 9: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Year 9: warming up and cooling down, stamina and strength, muscles and joints, planning your own training.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Year 9: playing by the rules, attacking and defending, tactics and set plays, winning and losing well, officiating a game yourself.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Year 9: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Year 9: sleep, illness and immunity.
• What food does in the body. Nothing here calls a food good or bad, because that is how eating becomes a worry. At Year 9: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Year 9: naming feelings, calming down, worry, screens and comparison, asking for help.
• What to do when something goes wrong, in the order it should be done. At Year 9: road and water safety, first aid: bleeding and burns, when somebody is unconscious, medicines.

• Writing instructions exact enough for something with no judgement to follow them. At Year 9: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At Year 9: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Year 9: passwords, judging what you read, being decent online, what a free app costs.
• Making something that works: a program, a document, a spreadsheet, an image. At Year 9: spreadsheets, making a program, using other people’s work, making it usable by everybody.

• What happened, how anybody knows, and why two honest accounts can disagree. At Year 9: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At Year 9: latitude, longitude and time zones, rivers, coasts and landforms, people and places.
• How decisions get made for everybody, and what one person can do about them. At Year 9: how a country is run, taxes and public services, having a say.
• How families and countries get what they need, and the choices scarcity forces. At Year 9: buying, selling and trade, why prices change.

• Apply the Pythagorean theorem to find a missing side of a right triangle.
• Apply the laws of exponents, and evaluate squares, cubes and their roots.
• Interpret and graph linear relations, and relate the equation to the gradient and intercept.

• The parts every piece is made of, named so a child can say what they are hearing. At Year 9: scales and octaves, syncopation.
• How sound is written down so somebody who has never heard it can play it. At Year 9: the stave and clefs, time signatures, sharps, flats and keys.
• Hearing what is happening in a piece, from anywhere in the world. At Year 9: verse, chorus and structure, improvising, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At Year 9: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Year 9: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At Year 9: light and sound, rehearsal, working backstage.

• What a business is, who owns it, and why most of them close in the first two years. At Year 9: types of business, costs, revenue and profit, break-even, customers and competition, cash flow.
• Writing down what happened to the money so that somebody else can check it. At Year 9: keeping records, assets, liabilities and equity, double entry, income statement and balance sheet, checking the books.
• Banking, credit, tax, and what it takes to start something of your own. At Year 9: banking and cards, interest and inflation, budgeting and saving, tax, starting a business.

• Recognise how averages, axes and sampling can be used to mislead honestly.
• Describe how a message is split, addressed, routed and reassembled across a network.

• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Find and apply the rule behind a numerical or figural pattern (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).
• Reason about word meaning and relationships under time pressure (CCAT-style reasoning; not a Australian Curriculum v9.0 outcome).

• Plan revision and sit NAPLAN using timing, reading and elimination together.

• Build and interpret series and parallel circuits, and use current, voltage and resistance to explain their behaviour.

• Classify substances as acidic, basic or neutral using indicators and the pH scale, and describe neutralisation.

• Trace the flow of energy through an ecosystem and predict the effect of change on populations.

• Work out an answer from the information given, using reasoning rather than recall.

• Evaluate an argument, distinguishing evidence from persuasion and identifying bias.

• Write a narrative that uses detail, dialogue and pace deliberately.

• Understand and use familiar French words and phrases in everyday situations.

• Understand and use familiar Spanish words and phrases in everyday situations.

• Years 10 to 12: solving x² equations by factorising, and what the two answers mean on the graph. At Year 10: factorising a quadratic, solving by factorising.
• Years 10 to 12: two unknowns and two facts, solved together and then checked. At Year 10: solving by elimination, solving by substitution, checking the pair.
• Years 10 to 12: sine, cosine and tangent, and the two triangles the exact values come from. At Year 10: the three ratios, exact values, finding a missing side.
• Years 10 to 12: finding any term without listing the ones before it, and summing a run of them. At Year 10: the nth term of an arithmetic sequence.
• Years 10 to 12: reading a line off two points, and writing the equation that describes it. At Year 10: gradient from two points, the equation of a line.

and 3 more in Mathematics this year.

• Years 10 to 12: sustained personal projects, working to a brief, and writing about art as well as making it. Working at Year 10: a sustained project, working to a set brief, critical study.

• Senior work: leading a session, officiating a game, and analysing performance with numbers rather than impressions. At Year 10: planning a session, officiating properly, analysing performance, training principles.

• Senior work: how health is measured across a population, and what actually changes it. At Year 10: public health, reading health claims, long-term conditions.

• Senior work: writing real programs, storing data properly, and the ethics that come with both. At Year 10: data structures, databases, algorithms and efficiency, testing and validation.

• Senior work: history and geography as arguments made from evidence, and how a state actually functions. At Year 10: writing a historical argument, population and development, systems of government.

• Senior work: analysing a set piece, composing to a brief, and performing prepared repertoire. At Year 10: analysing a set work, composing to a brief, performing prepared music.

• Senior work: devising, directing, and writing about performance as well as making it. At Year 10: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At Year 10: ratio analysis, budgeting and forecasting, marketing.

• Senior work: markets that fail, policy that tries to fix them, and the trade-offs in both. At Year 10: market failure, fiscal and monetary policy, international trade.

• Years 10 to 12: whole texts read closely, arguments built and defended, and writing under examination conditions. At Year 10: studying a whole text, poetry comparison, unseen texts, literary technique, building an essay argument, using evidence, writing to time, spoken language.

• Years 10 to 12: sustained writing that holds an argument, and writing to a specification. At Year 10: the extended essay, writing to a specification, editing at length.

• Years 10 to 12: motion, energy and electricity treated quantitatively, with the equations that go with them. At Year 10: equations of motion, newton’s laws, electric circuits, quantitatively.

• Years 10 to 12: the mole, equations that balance, and reactions predicted rather than remembered. At Year 10: balanced equations, bonding, energy in reactions.

• Years 10 to 12: cells, inheritance and systems, at the level examinations at sixteen and eighteen ask for. At Year 10: cell division, dna and inheritance, enzymes, respiration and photosynthesis.

• Years 10 to 12: solving x² equations by factorising, and what the two answers mean on the graph. At Year 11: factorising a quadratic, solving by factorising, the graph of a quadratic.
• Years 10 to 12: two unknowns and two facts, solved together and then checked. At Year 11: solving by elimination, solving by substitution, checking the pair.
• Years 10 to 12: sine, cosine and tangent, and the two triangles the exact values come from. At Year 11: the three ratios, exact values, finding a missing side, finding a missing angle.
• Years 10 to 12: finding any term without listing the ones before it, and summing a run of them. At Year 11: the nth term of an arithmetic sequence, geometric sequences, summing a series.
• Years 10 to 12: reading a line off two points, and writing the equation that describes it. At Year 11: gradient from two points, the equation of a line, parallel and perpendicular, functions and transformations.

and 3 more in Mathematics this year.

• Years 10 to 12: sustained personal projects, working to a brief, and writing about art as well as making it. Working at Year 11: a sustained project, working to a set brief, critical study, preparing a portfolio.

• Senior work: leading a session, officiating a game, and analysing performance with numbers rather than impressions. At Year 11: planning a session, officiating properly, analysing performance, training principles, sport and society.

• Senior work: how health is measured across a population, and what actually changes it. At Year 11: public health, reading health claims, long-term conditions, health services.

• Senior work: writing real programs, storing data properly, and the ethics that come with both. At Year 11: data structures, databases, algorithms and efficiency, testing and validation, computing and society.

• Senior work: history and geography as arguments made from evidence, and how a state actually functions. At Year 11: writing a historical argument, population and development, systems of government, global institutions.

• Senior work: analysing a set piece, composing to a brief, and performing prepared repertoire. At Year 11: analysing a set work, composing to a brief, performing prepared music, music technology.

• Senior work: devising, directing, and writing about performance as well as making it. At Year 11: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At Year 11: ratio analysis, budgeting and forecasting, marketing, employment and ethics.

• Senior work: markets that fail, policy that tries to fix them, and the trade-offs in both. At Year 11: market failure, fiscal and monetary policy, international trade, development economics.

• Years 10 to 12: whole texts read closely, arguments built and defended, and writing under examination conditions. At Year 11: studying a whole text, poetry comparison, unseen texts, literary technique, building an essay argument, using evidence, context, writing to time, spoken language.

• Years 10 to 12: sustained writing that holds an argument, and writing to a specification. At Year 11: the extended essay, writing to a specification, referencing, editing at length.

• Years 10 to 12: motion, energy and electricity treated quantitatively, with the equations that go with them. At Year 11: equations of motion, newton’s laws, momentum, electric circuits, quantitatively, waves and optics, radioactivity.

• Years 10 to 12: the mole, equations that balance, and reactions predicted rather than remembered. At Year 11: balanced equations, the mole, bonding, energy in reactions, electrolysis, organic chemistry.

• Years 10 to 12: cells, inheritance and systems, at the level examinations at sixteen and eighteen ask for. At Year 11: cell division, dna and inheritance, enzymes, homeostasis, respiration and photosynthesis, natural selection, quantitatively.

• Years 10 to 12: solving x² equations by factorising, and what the two answers mean on the graph. At Year 12: solving by factorising, the graph of a quadratic.
• Years 10 to 12: two unknowns and two facts, solved together and then checked. At Year 12: checking the pair.
• Years 10 to 12: sine, cosine and tangent, and the two triangles the exact values come from. At Year 12: the three ratios, exact values, finding a missing side, finding a missing angle.
• Years 10 to 12: finding any term without listing the ones before it, and summing a run of them. At Year 12: geometric sequences, summing a series.
• Years 10 to 12: reading a line off two points, and writing the equation that describes it. At Year 12: the equation of a line, parallel and perpendicular, functions and transformations.

and 4 more in Mathematics this year.

• Years 10 to 12: sustained personal projects, working to a brief, and writing about art as well as making it. Working at Year 12: a sustained project, working to a set brief, critical study, preparing a portfolio, exhibiting.

• Senior work: leading a session, officiating a game, and analysing performance with numbers rather than impressions. At Year 12: planning a session, officiating properly, analysing performance, training principles, sport and society.

• Senior work: how health is measured across a population, and what actually changes it. At Year 12: public health, reading health claims, long-term conditions, health services.

• Senior work: writing real programs, storing data properly, and the ethics that come with both. At Year 12: data structures, databases, algorithms and efficiency, testing and validation, computing and society.

• Senior work: history and geography as arguments made from evidence, and how a state actually functions. At Year 12: writing a historical argument, population and development, systems of government, global institutions.

• Senior work: analysing a set piece, composing to a brief, and performing prepared repertoire. At Year 12: analysing a set work, composing to a brief, performing prepared music, music technology.

• Senior work: devising, directing, and writing about performance as well as making it. At Year 12: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At Year 12: ratio analysis, budgeting and forecasting, marketing, employment and ethics.

• Senior work: markets that fail, policy that tries to fix them, and the trade-offs in both. At Year 12: market failure, fiscal and monetary policy, international trade, development economics.

• Years 10 to 12: whole texts read closely, arguments built and defended, and writing under examination conditions. At Year 12: studying a whole text, unseen texts, literary technique, building an essay argument, using evidence, context, writing to time.

• Years 10 to 12: sustained writing that holds an argument, and writing to a specification. At Year 12: the extended essay, writing to a specification, referencing, editing at length.

• Years 10 to 12: motion, energy and electricity treated quantitatively, with the equations that go with them. At Year 12: equations of motion, newton’s laws, momentum, electric circuits, quantitatively, waves and optics, radioactivity.

• Years 10 to 12: the mole, equations that balance, and reactions predicted rather than remembered. At Year 12: balanced equations, the mole, bonding, energy in reactions, electrolysis, organic chemistry.

• Years 10 to 12: cells, inheritance and systems, at the level examinations at sixteen and eighteen ask for. At Year 12: cell division, dna and inheritance, enzymes, homeostasis, respiration and photosynthesis, natural selection, quantitatively.