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 color actually behaves, which surprises most children and most adults. Working at Preschool: naming colors.
• 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.

• Count and recognize small quantities without counting one by one.
• Identify, name and describe shapes, and sort objects into categories.
• Identify whether the number of objects in one group is greater than, less than, or equal to another.

• Recognize and produce rhyming words, and identify the initial sound in a spoken word.
• Recognize and name all upper- and lowercase 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 Preschool: clapping along.
• Hearing what is happening in a piece, from anywhere in the world. At Preschool: loud and quiet, high and low.

• Demonstrate knowledge of self, family and the immediate environment.

• 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 color actually behaves, which surprises most children and most adults. Working at Kindergarten: naming colors.
• 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.

• Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words.
• Isolate and pronounce the medial vowel sound in consonant-vowel-consonant words.
• Count, pronounce, blend and segment syllables in spoken words.
• Demonstrate basic knowledge of one-to-one letter-sound correspondences.

• 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 to 100 by ones and tens; count objects to answer how many.

• Use observations to describe patterns of what plants and animals need to survive.

• 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 closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 1: mark making, drawing from life.
• How color actually behaves, which surprises most children and most adults. Working at Grade 1: naming colors, primary and secondary.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Grade 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 Grade 1: printing with objects, repeating patterns.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 1: foods we eat, food groups, water and drinks.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Grade 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 Grade 1: stop at the road, road and water safety.

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

• Plan and conduct an investigation to describe and classify different materials by their observable properties.

• Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

• Recognize and read grade-appropriate irregularly spelled words.

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

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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

and 2 more in Art this year.

• Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones.
• Fluently add and subtract within 100 using strategies based on place value and properties of operations.
• Reason with shapes and their attributes, recognising shapes by number of sides and angles.
• Tell and write time to the nearest five minutes, and solve word problems involving money.

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

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

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

• Writing instructions exact enough for something with no judgement to follow them. At Grade 2: giving exact instructions, loops, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Grade 2: parts of a computer.
• Passwords, privacy, scams and behavior. The part with the largest consequences outside school. At Grade 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 (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

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

• Spell grade-appropriate words correctly, consulting references as needed.

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

• Know and apply grade-level phonics and word analysis skills in decoding words.

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

• Plan and conduct an investigation to determine if plants need sunlight and water to grow.

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

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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

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

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

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

• Interpret products of whole numbers as the total number of objects in equal groups.
• Understand a fraction as the quantity formed by one part when a whole is partitioned into equal parts.
• Measure and estimate liquid volumes and masses of objects using grams, kilograms and liters.

• 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 (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

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

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

• Spell grade-appropriate words correctly, consulting references as needed.

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

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

• Represent data to describe typical weather conditions expected during a season.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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

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

• Use equivalent fractions, decimals and percents to represent and compare the same quantity.
• Multiply a whole number of up to four digits by a one-digit whole number using place-value strategies.
• Apply the area and perimeter formulas for rectangles in real world problems.

• The parts every piece is made of, named so a child can say what they are hearing. At Grade 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 Grade 4: note values, the stave and clefs, writing your own.
• Hearing what is happening in a piece, from anywhere in the world. At Grade 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 Grade 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 Grade 4: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Grade 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 (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

• Sit a full practice paper for State assessment (Mathematics) under time.
• Sit a full practice paper for State assessment (English Language Arts) under time.

• Spell grade-appropriate words correctly, consulting references as needed.

• Develop and use a model to describe how waves are reflected, absorbed or transmitted through materials.

• Organize writing into paragraphs, each developing one idea.

• Determine the main idea of a text and explain how it is supported by key details.

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

• Communicate in French on very familiar topics using memorised words and phrases.

• Communicate in Spanish on very familiar topics using memorised words and phrases.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 5: line and shape, tone and shading, perspective.
• How color actually behaves, which surprises most children and most adults. Working at Grade 5: mixing and matching, warm and cool, tints and shades, color and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Grade 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 Grade 5: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Grade 5: joining and construction, carving and casting.

and 4 more in Art this year.

• Explain why two fractions are equivalent, using visual fraction models to justify the conclusion.
• Find whole-number quotients and remainders, and explain the calculation using equations or models.
• Relate volume to multiplication and addition, and solve problems involving volume.
• Understand ratio concepts and use ratio reasoning to solve problems.
• Summarize and describe distributions, and understand that probability is a number between 0 and 1.

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

• What happened, how anybody knows, and why two honest accounts can disagree. At Grade 5: sources, cause and consequence, local history.
• Where places are, what they are like, and why people live where they do. At Grade 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 Grade 5: rights and responsibilities, how a country is run.
• How families and countries get what they need, and the choices scarcity forces. At Grade 5: jobs and industries, buying, selling and trade, saving and budgeting.

• Manage time and question order under test conditions.
• Sit a full practice paper for State assessment (Mathematics) under time.
• Sit a full practice paper for State assessment (English Language Arts) under time.

• The parts every piece is made of, named so a child can say what they are hearing. At Grade 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 Grade 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 Grade 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 Grade 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 Grade 5: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Grade 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 (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

• Communicate in Spanish on very familiar topics using memorised words and phrases.
• Communicate in Spanish on very familiar topics using memorised words and phrases.

• Spell grade-appropriate words correctly, consulting references as needed.

• Plan an investigation to provide evidence that forces change the motion of an object.

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

• Demonstrate command of the conventions of standard English capitalization, punctuation and spelling.

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

• Communicate in French on very familiar topics using memorised words and phrases.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 6: tone and shading, perspective, observational study.
• How color actually behaves, which surprises most children and most adults. Working at Grade 6: warm and cool, tints and shades, color and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Grade 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 Grade 6: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 6: loops, conditions, variables, debugging.
• What is actually inside the machine, and how information is stored and moved about. At Grade 6: binary, files and storage, networks and the internet.
• Passwords, privacy, scams and behavior. The part with the largest consequences outside school. At Grade 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 Grade 6: documents, spreadsheets, making a program, images and sound.

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

• Read a question accurately and answer what was actually asked.
• Sit a full practice paper for State assessment (Mathematics) under time.
• Sit a full practice paper for State assessment (English Language Arts) under time.

• Find a percent of a quantity as a rate per 100, and solve problems involving finding the whole.
• Write and evaluate numerical expressions, using the conventional order of operations and grouping symbols.
• Reason about and solve one-variable equations, and write expressions from word problems.

• The parts every piece is made of, named so a child can say what they are hearing. At Grade 6: loud, quiet, fast, slow, scales and octaves.
• How sound is written down so somebody who has never heard it can play it. At Grade 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 Grade 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 Grade 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 Grade 6: reading a script, building a character, improvising.
• Everything around the actor, and the people who run it. At Grade 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 (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

• Communicate in Spanish on very familiar topics using memorised words and phrases.
• Communicate in Spanish on very familiar topics using memorised words and phrases.

• Spell grade-appropriate words correctly, consulting references as needed.

• Develop models to describe the changes in particle motion and state that occur when matter is heated or cooled.

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

• Determine a central idea of a text and provide a summary distinct from personal opinion.

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

• Communicate in French on very familiar topics using memorised words and phrases.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 7: tone and shading, perspective, observational study.
• How color actually behaves, which surprises most children and most adults. Working at Grade 7: tints and shades, color and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Grade 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 Grade 7: relief printing, pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Grade 7: carving and casting, working to a brief.

and 4 more in Art this year.

• Use estimation and elimination to answer multiple-choice items efficiently.
• Sit a full practice paper for PSAT 8/9 under time.
• Sit a full practice paper for State assessment (Mathematics) under time.
• Sit a full practice paper for State assessment (English Language Arts) under time.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Grade 7: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Grade 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 Grade 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 Grade 7: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Grade 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 Grade 7: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Grade 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 Grade 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 Grade 7: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At Grade 7: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behavior. The part with the largest consequences outside school. At Grade 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 Grade 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 Grade 7: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At Grade 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 Grade 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 Grade 7: buying, selling and trade, why prices change.

• Apply and extend previous understandings of operations to add, subtract, multiply and divide rational numbers.
• Use facts about supplementary, complementary, vertical and adjacent angles to solve for an unknown angle.
• Summarize numerical data sets in relation to their context, and describe their spread.

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

• Being heard, understood and believed, which is a set of learnable techniques. At Grade 7: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Grade 7: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At Grade 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 Grade 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 Grade 7: keeping records, assets, liabilities and equity.
• Banking, credit, tax, and what it takes to start something of your own. At Grade 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 Grade 7: factors of production, division of labour, work and wages.
• What money is for, and why the same note buys less every year. At Grade 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 Grade 7: weighing two options.

• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

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

• Plan an investigation to provide evidence that the change in motion depends on the sum of the forces and the mass.

• Develop models to describe the atomic composition of simple molecules and extended structures.

• Conduct an investigation to provide evidence that living things are made of cells.

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

• Cite textual evidence to support analysis of what the text says explicitly and inferences drawn from it.

• Write arguments to support claims with clear reasons and relevant evidence.

• Communicate in French on very familiar topics using memorised words and phrases.

• Communicate in Spanish on very familiar topics using memorised words and phrases.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 8: perspective, observational study.
• How color actually behaves, which surprises most children and most adults. Working at Grade 8: color and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Grade 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 Grade 8: pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Grade 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 Grade 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 Grade 8: scarcity and choice, supply and demand, shortages and surpluses.
• What money is for, and why the same note buys less every year. At Grade 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 Grade 8: weighing two options, reading an economic chart, averages and people.
• What the headline numbers measure, and what they leave out. At Grade 8: what gdp measures, inflation and unemployment, trade between countries.

• Prepare for and sit an examination without losing marks to panic.
• Sit a full practice paper for PSAT 8/9 under time.
• Sit a full practice paper for State assessment (Mathematics) under time.
• Sit a full practice paper for State assessment (English Language Arts) under time.

• The movements every game is built from: running, jumping, throwing, catching and balance. At Grade 8: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Grade 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 Grade 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 Grade 8: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Grade 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 Grade 8: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Grade 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 Grade 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 Grade 8: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At Grade 8: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behavior. The part with the largest consequences outside school. At Grade 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 Grade 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 Grade 8: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At Grade 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 Grade 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 Grade 8: buying, selling and trade, why prices change.

• Solve linear equations in one variable, including those requiring expanding and collecting like terms.
• Use proportional relationships to solve multistep percent problems including interest, discount and markup.
• Construct a function to model a linear relationship between two quantities.

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

• Being heard, understood and believed, which is a set of learnable techniques. At Grade 8: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Grade 8: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At Grade 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 Grade 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 Grade 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 Grade 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 (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

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

• Construct and interpret data to describe the relationships among energy, temperature and mass.

• Develop and use a model to describe how the total number of atoms does not change in a chemical reaction.

• Use an argument supported by evidence for how the body is a system of interacting subsystems.

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

• Determine the meaning of figurative language and analyse its impact on meaning and tone.

• Write informative texts to examine a topic and convey ideas through selection and organisation of content.

• Communicate in French on very familiar topics using memorised words and phrases.

• Communicate in Spanish on very familiar topics using memorised words and phrases.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 9: observational study.
• How color actually behaves, which surprises most children and most adults. Working at Grade 9: color and feeling.
• Paint as a material with its own rules, learned by using it rather than by being warned about it. Working at Grade 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 Grade 9: pattern in other cultures.
• Working in three dimensions, which uses a different part of the head from drawing. Working at Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 9: agility and reaction.
• What exercise actually does to the heart, the lungs and the muscles, and how to build it up safely. At Grade 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 Grade 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 Grade 9: kit and footwear, common injuries, head injuries.

• Hygiene, sleep, teeth and skin: the small habits that prevent most of what goes wrong. At Grade 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 Grade 9: water and drinks, reading a label, allergies.
• Naming feelings and knowing what helps. Nothing on this page diagnoses anybody. At Grade 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 Grade 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 Grade 9: variables, debugging, breaking a problem up.
• What is actually inside the machine, and how information is stored and moved about. At Grade 9: binary, networks and the internet, how a search engine works.
• Passwords, privacy, scams and behavior. The part with the largest consequences outside school. At Grade 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 Grade 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 Grade 9: cause and consequence, bias and interpretation.
• Where places are, what they are like, and why people live where they do. At Grade 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 Grade 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 Grade 9: buying, selling and trade, why prices change.

• Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world problems.
• Know and apply the properties of integer exponents to generate equivalent expressions.
• Interpret the equation y = mx + b as defining a linear function whose graph is a straight line.

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

• Being heard, understood and believed, which is a set of learnable techniques. At Grade 9: being heard, staying in character, when it goes wrong.
• Building somebody who is not you, and reading the page they came from. At Grade 9: conflict and status, improvising, monologue and soliloquy.
• Everything around the actor, and the people who run it. At Grade 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 Grade 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 Grade 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 Grade 9: banking and cards, interest and inflation, budgeting and saving, tax, starting a business.

• Recognize 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 (CogAT-style reasoning; not a Common Core standard).
• Find and apply the rule behind a numerical or figural pattern (CogAT-style reasoning; not a Common Core standard).

• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).
• Reason about word meaning and relationships under time pressure (CogAT-style reasoning; not a Common Core standard).

• Plan revision and sit the PSAT 8/9 using timing, reading and elimination together.
• Sit a full practice paper for PSAT 8/9 under time.

• Ask questions about data to determine the factors that affect the strength of electric forces and currents.

• Analyse and interpret data on the properties of substances before and after they interact.

• Develop a model to describe the cycling of matter and flow of energy among living and non-living parts of an ecosystem.

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

• Trace and evaluate the argument in a text, assessing whether the evidence is relevant and sufficient.

• Write narratives using effective technique, relevant descriptive detail and well-structured event sequences.

• Communicate in French on very familiar topics using memorised words and phrases.

• Communicate in Spanish on very familiar topics using memorised words and phrases.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 10: factorising a quadratic, solving by factorising.
• Years 10 to 12: two unknowns and two facts, solved together and then checked. At Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 10: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 10: cell division, dna and inheritance, enzymes, respiration and photosynthesis.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 11: devising, directing, practitioners and styles, writing about performance.

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 11: cell division, dna and inheritance, enzymes, homeostasis, respiration and photosynthesis, natural selection, quantitatively.

• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.
• Read closely to determine what the text says and cite evidence to support conclusions.

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

• Senior work: reading real accounts, planning marketing, and judging a decision on the numbers. At Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 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 Grade 12: cell division, dna and inheritance, enzymes, homeostasis, respiration and photosynthesis, natural selection, quantitatively.