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 Creche and Nursery: mark making.
• How colour actually behaves, which surprises most children and most adults. Working at Creche and Nursery: naming colours.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Creche and Nursery: using a brush.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Creche and Nursery: printing with objects.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Creche and Nursery: modelling.

and 1 more in Art this year.

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

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Creche and Nursery: 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 Creche and Nursery: foods we eat.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Creche and Nursery: happy, sad, cross, tired.
• What to do when something goes wrong, in the order it should be done. At Creche and Nursery: stop at the road.

• Count objects from 1 to 5 and match number names to quantities.
• Identify basic colours and shapes and sort objects by one property.
• Compare two sets of objects and identify which has more or fewer.

• Listen for and produce rhyming words and initial sounds.
• Identify and match capital and small letters of the alphabet.

• 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 Creche and Nursery: clapping along.
• Hearing what is happening in a piece, from anywhere in the world. At Creche and Nursery: loud and quiet, high and low.

• Identify parts of the body, family members, and safe and unsafe things.

• 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 Kindergarten: mark making.
• How colour actually behaves, which surprises most children and most adults. Working at Kindergarten: naming colours.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Kindergarten: using a brush.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at Kindergarten: printing with objects.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Kindergarten: modelling.

and 1 more in Art this year.

• Identify the final sound in simple spoken words.
• Identify the medial vowel sound in simple spoken words.
• Break spoken words into syllables and count them.
• Identify letters of the alphabet and the sounds they represent.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Kindergarten: 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 Kindergarten: getting warm and getting puffed.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Kindergarten: taking turns.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Kindergarten: safe playing.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Kindergarten: 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 Kindergarten: foods we eat.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Kindergarten: happy, sad, cross, tired.
• What to do when something goes wrong, in the order it should be done. At Kindergarten: stop at the road.

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

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

• Count, read and write numbers from 1 to 20.

• Distinguish between living and non-living things in the immediate environment.

• 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 passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

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 Primary 1: mark making, drawing from life.
• How colour actually behaves, which surprises most children and most adults. Working at Primary 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 Primary 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 Primary 1: printing with objects, repeating patterns.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 1: foods we eat, food groups, water and drinks.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Primary 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 Primary 1: stop at the road, road and water safety.

• What happened, how anybody knows, and why two honest accounts can disagree. At Primary 1: my family and my home, then and now.
• Where places are, what they are like, and why people live where they do. At Primary 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 Primary 1: rules at home and school, rules and laws.
• How families and countries get what they need, and the choices scarcity forces. At Primary 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 Primary 1: giving exact instructions, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Primary 1: parts of a computer.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Primary 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 Primary 1: clapping along, finding the beat, rhythm patterns, high and low.
• Hearing what is happening in a piece, from anywhere in the world. At Primary 1: loud and quiet, high and low, instruments and families.

• Identify the five senses and describe common materials using them.

• Add and subtract whole numbers up to 20 with and without objects.

• Read and recognise common words at sight in simple sentences.

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

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 38 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 Primary 2: drawing from life, line and shape.
• How colour actually behaves, which surprises most children and most adults. Working at Primary 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 Primary 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 Primary 2: printing with objects, repeating patterns.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Primary 2: modelling, joining and construction.

and 2 more in Art this year.

• Read, write and order whole numbers up to 100 using place value.
• Add and subtract whole numbers up to 100, including simple money problems.
• Identify and describe common plane and solid shapes in the environment.
• Recognise and use Nigerian currency, tell the time, and measure length in metres and centimetres.

• 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 Primary 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 Primary 2: warming up and cooling down.
• How a game works, why the rules are there, and what makes somebody worth playing with. At Primary 2: playing by the rules, winning and losing well.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Primary 2: kit and footwear, checking the playing area.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Primary 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 Primary 2: food groups, water and drinks.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Primary 2: naming feelings, calming down, asking for help.
• What to do when something goes wrong, in the order it should be done. At Primary 2: road and water safety.

• What happened, how anybody knows, and why two honest accounts can disagree. At Primary 2: my family and my home, then and now.
• Where places are, what they are like, and why people live where they do. At Primary 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 Primary 2: rules at home and school, rules and laws.
• How families and countries get what they need, and the choices scarcity forces. At Primary 2: things we need every day, needs and wants.

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

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

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

• Identify and blend letter sounds to read and spell simple words.

• Greet people and respond appropriately in Igbo.

• Greet people at different times of day and respond respectfully in Yoruba.

• Greet people and respond appropriately in Hausa.

• Spell words correctly from dictation and apply common spelling patterns.

• Write simple, complete sentences with correct capital letters and full stops.

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

• Classify things as living or non-living and describe the needs of living things.

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

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 40 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 Primary 3: drawing from life, line and shape.
• How colour actually behaves, which surprises most children and most adults. Working at Primary 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 Primary 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 Primary 3: repeating patterns, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Primary 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 Primary 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 Primary 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 Primary 3: playing by the rules, winning and losing well.
• The kit and the checks that stop an ordinary afternoon becoming an injury. At Primary 3: kit and footwear, checking the playing area.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Primary 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 Primary 3: food groups, water and drinks.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Primary 3: naming feelings, calming down, worry, asking for help.
• What to do when something goes wrong, in the order it should be done. At Primary 3: road and water safety, medicines.

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

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

• Multiply whole numbers using repeated addition and equal groups.
• Identify halves, quarters and thirds of a whole and of a set.
• Measure weight and capacity using standard units and solve simple problems.

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

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

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

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

• Recognise and use nouns, verbs and adjectives in simple sentences.

• Count from one to ten in Igbo and use the numbers in simple phrases.

• Count from one to ten in Yoruba.

• Count from one to ten in Hausa.

• Spell words correctly from dictation and apply common spelling patterns.

• Write a short composition narrating events in the correct order.

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

• Describe the properties and uses of air, water and soil in the environment.

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 46 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 Primary 4: drawing from life, line and shape, tone and shading.
• How colour actually behaves, which surprises most children and most adults. Working at Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 4: giving exact instructions, loops, conditions, variables, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Primary 4: parts of a computer, binary, files and storage.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Primary 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 Primary 4: documents, making a program, images and sound.

• What happened, how anybody knows, and why two honest accounts can disagree. At Primary 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 Primary 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 Primary 4: rules and laws, rights and responsibilities.
• How families and countries get what they need, and the choices scarcity forces. At Primary 4: needs and wants, jobs and industries, buying, selling and trade, saving and budgeting.

• Express fractions as decimals and percentages, and solve everyday problems involving them.
• Multiply whole numbers by two-digit numbers and apply this to everyday problems.
• Calculate the perimeter and area of squares and rectangles.

• The parts every piece is made of, named so a child can say what they are hearing. At Primary 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 Primary 4: note values, the stave and clefs, writing your own.
• Hearing what is happening in a piece, from anywhere in the world. At Primary 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 Primary 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 Primary 4: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Primary 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.

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

• Read a passage and state the main idea, supported by details from the passage.

• Use simple French greetings and introduce oneself.

• Name family members in Igbo and say who they are to you.

• Name family members in Yoruba and use respectful forms.

• Name family members in Hausa.

• Spell words correctly from dictation and apply common spelling patterns.

• Describe the sources and effects of light and sound energy.

• Write compositions organised in paragraphs with a clear main idea.

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

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 44 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 Primary 5: line and shape, tone and shading, perspective.
• How colour actually behaves, which surprises most children and most adults. Working at Primary 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 Primary 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 Primary 5: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Primary 5: joining and construction, carving and casting.

and 4 more in Art this year.

• Find equivalent fractions and compare fractions with different denominators.
• Divide whole numbers by one-digit and two-digit numbers and interpret remainders.
• Calculate the volume of cubes and cuboids and relate it to capacity.
• Find factors and multiples of whole numbers and share quantities in a given ratio.
• Collect, record and interpret simple data, and describe chance events.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 5: loops, conditions, variables, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Primary 5: binary, files and storage, networks and the internet.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Primary 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 Primary 5: documents, spreadsheets, making a program, images and sound.

• What happened, how anybody knows, and why two honest accounts can disagree. At Primary 5: sources, cause and consequence, local history.
• Where places are, what they are like, and why people live where they do. At Primary 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 Primary 5: rights and responsibilities, how a country is run.
• How families and countries get what they need, and the choices scarcity forces. At Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 5: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Primary 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.

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

• Manage time and question order under examination conditions.
• Sit a full practice paper for National Common Entrance under time.

• Use Igbo vocabulary and simple structures in speech and in writing.
• Use Igbo vocabulary and simple structures in speech and in writing.

• Use Yoruba vocabulary and simple structures in speech and in writing.
• Use Yoruba vocabulary and simple structures in speech and in writing.

• Use Hausa vocabulary and simple structures in speech and in writing.
• Use Hausa vocabulary and simple structures in speech and in writing.

• Apply capital letters, full stops, question marks and commas correctly in writing.

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

• Spell words correctly from dictation and apply common spelling patterns.

• Describe force, friction and simple machines in everyday use.

• Write informal and formal letters using the correct format.

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

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

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 Primary 6: tone and shading, perspective, observational study.
• How colour actually behaves, which surprises most children and most adults. Working at Primary 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 Primary 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 Primary 6: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 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 Primary 6: loops, conditions, variables, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Primary 6: binary, files and storage, networks and the internet.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At Primary 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 Primary 6: documents, spreadsheets, making a program, images and sound.

• What happened, how anybody knows, and why two honest accounts can disagree. At Primary 6: sources, cause and consequence, local history.
• Where places are, what they are like, and why people live where they do. At Primary 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 Primary 6: rights and responsibilities, how a country is run.
• How families and countries get what they need, and the choices scarcity forces. At Primary 6: jobs and industries, buying, selling and trade, saving and budgeting.

• Solve problems involving percentages, discount, profit and loss.
• Apply the correct order of operations, including the use of brackets.
• Use letters to represent unknown numbers and solve simple open sentences.

• The parts every piece is made of, named so a child can say what they are hearing. At Primary 6: loud, quiet, fast, slow, scales and octaves.
• How sound is written down so somebody who has never heard it can play it. At Primary 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 Primary 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 Primary 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 Primary 6: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Primary 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.

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

• Read a question accurately and answer what was actually asked.
• Sit a full practice paper for National Common Entrance under time.

• Use Igbo vocabulary and simple structures in speech and in writing.
• Use Igbo vocabulary and simple structures in speech and in writing.

• Use Yoruba vocabulary and simple structures in speech and in writing.
• Use Yoruba vocabulary and simple structures in speech and in writing.

• Use Hausa vocabulary and simple structures in speech and in writing.
• Use Hausa vocabulary and simple structures in speech and in writing.

• Summarise a passage in your own words, retaining the main points.

• Conjugate and use être and avoir in the present tense.

• Spell words correctly from dictation and apply common spelling patterns.

• Identify states of matter and describe physical and chemical changes.

• Write argumentative compositions supporting a point of view with reasons.

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

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

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 JSS 1: tone and shading, perspective, observational study.
• How colour actually behaves, which surprises most children and most adults. Working at JSS 1: 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 JSS 1: 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 JSS 1: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at JSS 1: 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 JSS 1: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At JSS 1: 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 JSS 1: 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 JSS 1: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At JSS 1: 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 JSS 1: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At JSS 1: 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 JSS 1: 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 JSS 1: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At JSS 1: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At JSS 1: 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 JSS 1: 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 JSS 1: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At JSS 1: 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 JSS 1: 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 JSS 1: buying, selling and trade, why prices change.

• Perform the four basic operations on positive and negative integers.
• Identify and calculate angles at a point, on a line, and in plane shapes.
• Calculate mean, median, mode and range, and interpret data presented in charts.

• The parts every piece is made of, named so a child can say what they are hearing. At JSS 1: scales and octaves, syncopation.
• How sound is written down so somebody who has never heard it can play it. At JSS 1: the stave and clefs, time signatures, sharps, flats and keys.
• Hearing what is happening in a piece, from anywhere in the world. At JSS 1: verse, chorus and structure, improvising, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At JSS 1: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At JSS 1: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At JSS 1: 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 JSS 1: 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 JSS 1: keeping records, assets, liabilities and equity.
• Banking, credit, tax, and what it takes to start something of your own. At JSS 1: banking and cards, interest and inflation, budgeting and saving, starting a business.

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

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

• Identify types of force, and relate force to change in the motion of a body.

• Describe matter in terms of particles, and classify substances as elements, compounds or mixtures.

• Identify the cell as the basic unit of living things and describe its main parts.

• Use estimation and elimination to answer objective questions efficiently.

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

• Read a passage and infer meaning that is implied rather than stated.

• Write a composition with an introduction, developed body paragraphs and a conclusion.

• Use Igbo vocabulary and simple structures in speech and in writing.

• Use Yoruba vocabulary and simple structures in speech and in writing.

• Use Hausa vocabulary and simple structures in speech and in writing.

• Use basic French vocabulary and expressions in familiar contexts.

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

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 JSS 2: perspective, observational study.
• How colour actually behaves, which surprises most children and most adults. Working at JSS 2: colour and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at JSS 2: working from a study.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at JSS 2: pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at JSS 2: carving and casting, working to a brief.

and 3 more in Art this year.

• The movements every game is built from: running, jumping, throwing, catching and balance. At JSS 2: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At JSS 2: 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 JSS 2: 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 JSS 2: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At JSS 2: 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 JSS 2: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At JSS 2: 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 JSS 2: 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 JSS 2: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At JSS 2: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At JSS 2: 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 JSS 2: 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 JSS 2: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At JSS 2: 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 JSS 2: 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 JSS 2: buying, selling and trade, why prices change.

• Prepare for and sit an examination without losing marks to panic.
• Sit a full practice paper for Basic Education Certificate (Mathematics) under time.
• Sit a full practice paper for Basic Education Certificate (English Studies) under time.

• Solve simple linear equations in one variable, including those involving brackets and fractions.
• Solve problems on percentage increase and decrease, simple and compound interest.
• Find the nth term of a linear sequence and use it to determine any term.

• The parts every piece is made of, named so a child can say what they are hearing. At JSS 2: scales and octaves, syncopation.
• How sound is written down so somebody who has never heard it can play it. At JSS 2: the stave and clefs, time signatures, sharps, flats and keys.
• Hearing what is happening in a piece, from anywhere in the world. At JSS 2: verse, chorus and structure, improvising, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At JSS 2: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At JSS 2: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At JSS 2: 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 JSS 2: 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 JSS 2: 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 JSS 2: banking and cards, interest and inflation, budgeting and saving, tax, starting a business.

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

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

• Identify forms of energy and describe transformations from one form to another.

• Differentiate between physical and chemical changes, and identify evidence of a chemical reaction.

• Describe the structure and function of the digestive, respiratory and circulatory systems.

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

• Identify figures of speech in a text and explain their effect.

• Write a clear report using appropriate register, headings and factual detail.

• Use Igbo vocabulary and simple structures in speech and in writing.

• Use Yoruba vocabulary and simple structures in speech and in writing.

• Use Hausa vocabulary and simple structures in speech and in writing.

• Use basic French vocabulary and expressions in familiar contexts.

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 22 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 JSS 3: observational study.
• How colour actually behaves, which surprises most children and most adults. Working at JSS 3: colour and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at JSS 3: working from a study.
• Making the same mark many times, which is where pattern, repetition and a good deal of design begin. Working at JSS 3: pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at JSS 3: 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 JSS 3: 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 JSS 3: 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 JSS 3: what money does, why prices rise, saving and borrowing.
• The habit the whole subject is for: working out which option is actually better. At JSS 3: 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 JSS 3: 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 JSS 3: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At JSS 3: 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 JSS 3: 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 JSS 3: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At JSS 3: 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 JSS 3: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At JSS 3: 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 JSS 3: 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 JSS 3: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At JSS 3: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behaviour. The part with the largest consequences outside school. At JSS 3: 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 JSS 3: 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 JSS 3: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At JSS 3: 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 JSS 3: 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 JSS 3: buying, selling and trade, why prices change.

• Plan revision and sit the BECE using timing, reading and elimination together.
• Sit a full practice paper for Basic Education Certificate (Mathematics) under time.
• Sit a full practice paper for Basic Education Certificate (English Studies) under time.

• Apply Pythagoras' theorem to solve problems involving right-angled triangles.
• Apply the laws of indices in simplifying expressions and evaluate square roots.
• Draw and interpret graphs of linear equations in two variables.

• The parts every piece is made of, named so a child can say what they are hearing. At JSS 3: scales and octaves, syncopation.
• How sound is written down so somebody who has never heard it can play it. At JSS 3: the stave and clefs, time signatures, sharps, flats and keys.
• Hearing what is happening in a piece, from anywhere in the world. At JSS 3: verse, chorus and structure, improvising, music with pictures.

• Being heard, understood and believed, which is a set of learnable techniques. At JSS 3: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At JSS 3: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At JSS 3: 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 JSS 3: 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 JSS 3: 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 JSS 3: 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.

• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.
• Solve quantitative reasoning problems involving number patterns, figure operations and word problems.

• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.
• Solve verbal reasoning problems involving analogies, synonyms, antonyms and word puzzles.

• Construct simple electrical circuits and distinguish between series and parallel arrangements.

• Identify acids, bases and salts, test them with indicators, and explain neutralisation reactions.

• Describe feeding relationships in an ecosystem and explain the effects of human activity on them.

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

• Evaluate a persuasive text, identifying the writer’s purpose, evidence and bias.

• Write a narrative composition with a clear plot, developed characters and effective description.

• Use Igbo vocabulary and simple structures in speech and in writing.

• Use Yoruba vocabulary and simple structures in speech and in writing.

• Use Hausa vocabulary and simple structures in speech and in writing.

• Use basic French vocabulary and expressions in familiar contexts.

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 20 more in Reading this year.

• Years 10 to 12: solving x² equations by factorising, and what the two answers mean on the graph. At SSS 1: factorising a quadratic, solving by factorising.
• Years 10 to 12: two unknowns and two facts, solved together and then checked. At SSS 1: 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 SSS 1: 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 SSS 1: 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 SSS 1: 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 SSS 1: 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 SSS 1: planning a session, officiating properly, analysing performance, training principles.

• Senior work: how health is measured across a population, and what actually changes it. At SSS 1: public health, reading health claims, long-term conditions.

• Senior work: writing real programs, storing data properly, and the ethics that come with both. At SSS 1: 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 SSS 1: 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 SSS 1: 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 SSS 1: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At SSS 1: ratio analysis, budgeting and forecasting, marketing.

• Senior work: markets that fail, policy that tries to fix them, and the trade-offs in both. At SSS 1: 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 SSS 1: 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 SSS 1: 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 SSS 1: 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 SSS 1: 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 SSS 1: cell division, dna and inheritance, enzymes, respiration and photosynthesis.

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 15 more in Reading this year.

• Years 10 to 12: solving x² equations by factorising, and what the two answers mean on the graph. At SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: 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 SSS 2: cell division, dna and inheritance, enzymes, homeostasis, respiration and photosynthesis, natural selection, quantitatively.

• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.
• Read a passage with understanding and answer questions on it.

and 4 more in Reading this year.

• Years 10 to 12: solving x² equations by factorising, and what the two answers mean on the graph. At SSS 3: solving by factorising, the graph of a quadratic.
• Years 10 to 12: two unknowns and two facts, solved together and then checked. At SSS 3: checking the pair.
• Years 10 to 12: sine, cosine and tangent, and the two triangles the exact values come from. At SSS 3: 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 SSS 3: geometric sequences, summing a series.
• Years 10 to 12: reading a line off two points, and writing the equation that describes it. At SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: 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 SSS 3: cell division, dna and inheritance, enzymes, homeostasis, respiration and photosynthesis, natural selection, quantitatively.