{"source":{"repo":"https://github.com/withmarbleapp/os-taxonomy","commit":"96a7933754af672e1bfdbf7ecb05c325860c6e0d","license":"ODbL-1.0","curation":"data/curation"},"topics":[{"id":"mt__h7hvT4tEb","subject":"Mathematics","domain":"Counting & Cardinality","name":"Comparing groups: more or fewer","description":"Compare two groups by matching or counting to decide which has more, fewer or the same; then compare two written numbers up to 10 without objects","ages":[4,6],"type":"CONCEPTUAL","evidence":["Line up two rows of objects to show which has more","Say which is bigger, 7 or 4, and how they know","Use the words more, fewer and the same correctly"],"check":"Shown 6 apples and 9 apples, could your child say which group has more, and then tell you which is bigger, the number 8 or the number 5?","standards":["ccss-math:K.CC.6","uk-nc-2013:Maths/Y1/NPV/4","ccss-math:K.CC.7"]},{"id":"mt_WcfaSfVT33","subject":"Mathematics","domain":"Counting & Cardinality","name":"Counting Objects","description":"Count a set of objects by touching each one once, know that the last number said tells how many there are however they are arranged, and that each next number is one more; starts with sets of 5–10 at age 4 and reaches 20 scattered objects by about 6","ages":[4,6],"type":"CONCEPTUAL","evidence":["Count 15 scattered buttons accurately, touching or moving each one once","Say 'there are 12' after counting, without recounting when asked how many","Explain that 8 cubes in a line and 8 cubes in a pile are the same number"],"check":"Could your child count a pile of up to 20 objects, say how many without recounting, and tell you the total stays the same if you spread them out?","standards":["ccss-math:K.CC.4","ccss-math:K.CC.4.a","ccss-math:K.CC.4.b","ccss-math:K.CC.4.c","uk-nc-2013:Maths/Y1/NPV/3","ccss-math:K.CC.5"]},{"id":"mt_pAcaehday5","subject":"Mathematics","domain":"Counting & Cardinality","name":"Representing numbers with objects","description":"Represent numbers using objects, pictorial representations, and the number line","ages":[4,6],"type":"REPRESENTATIONAL","evidence":["Show a given number using counters, cubes, or fingers","Draw a pictorial representation of a quantity (e.g. tally marks, dots)","Locate a number on a number line"],"check":"If you ask your child to show you what the number 5 looks like, can they do it in more than one way — such as drawing five dots, holding up five fingers, or pointing to 5 on a number line?","standards":["uk-nc-2013:Maths/Y1/NPV/4"]},{"id":"mt_M5PPDJStGm","subject":"Mathematics","domain":"Counting & Cardinality","name":"Rote counting to 100","description":"Rote count forwards and backwards from 0 to 100, beginning from 0, 1, or any given number, by ones","ages":[5,6],"type":"PROCEDURAL","evidence":["Recite the number sequence 1–100 without skipping or repeating","Count backward from 20 to 0","Count forward starting from a number other than 1 (e.g. 'start at 23')"],"check":"Can your child count out loud all the way from 0 to 100 — and if you say \"start from 47\", can they carry on from there without going back to the beginning?","standards":["ccss-math:K.CC.1","ccss-math:K.CC.2","uk-nc-2013:Maths/Y1/NPV/1"]},{"id":"mt_nvdpxAJTBG","subject":"Mathematics","domain":"Counting & Cardinality","name":"Skip Counting","description":"Count forwards and backwards in equal steps from any number: 2s, 5s and 10s first (5–6), then 3s, 4s, 8s, 50s and 100s (6–8), then 6s, 7s, 9s, 25s and 1000s (8–9); the stepping stones to times tables","ages":[5,9],"type":"PROCEDURAL","evidence":["Count in 5s from 0 to 100 and back","Count on in 10s from 23 (23, 33, 43…)","Count in 7s to 70 without using fingers"],"check":"Could your child count on in 10s from 37, count back in 5s from 60, and count in 3s up to 30?","standards":["ccss-math:K.CC.1","uk-nc-2013:Maths/Y1/NPV/2","uk-nc-2013:Maths/Y2/NPV/1","ccss-math:2.NBT.2","uk-nc-2013:Ma/KS2/Y3/NPV/1","uk-nc-2013:Ma/KS2/Y4/NPV/1"]},{"id":"mt_fR0UtsSREU","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Reading and Writing Numbers to 100","description":"Read and write numbers in digits and in words, first to 20 and then to 100 and a little beyond","ages":[5,7],"type":"PROCEDURAL","evidence":["Write 'seventeen' as 17 and 17 as a word","Read 64 aloud and write it from dictation","Continue counting and writing from 98 to 115"],"check":"If you say 'eighty-three', could your child write 83, and write the number word for 19?","standards":["ccss-math:K.CC.3","uk-nc-2013:Maths/Y1/NPV/5","uk-nc-2013:Maths/Y1/NPV/2","uk-nc-2013:Maths/Y2/NPV/5","ccss-math:1.NBT.1"]},{"id":"mt_THl9GLxwoL","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Tens and Ones","description":"Understand that ten ones make one ten, so 11–19 are a ten and some ones and the two digits of 47 mean 4 tens and 7 ones; use this to find 10 more or 10 less without counting","ages":[5,7],"type":"CONCEPTUAL","evidence":["Show 34 with bundles of ten sticks and loose sticks","Say what the 6 in 62 is worth","Say 10 more than 58 straight away"],"check":"Could your child show 46 using bundles of ten and single sticks, and tell you without counting what 10 less than 46 is?","standards":["ccss-math:1.NBT.2","uk-nc-2013:Maths/Y2/NPV/2","ccss-math:1.NBT.2.b","ccss-math:K.NBT.1","ccss-math:1.NBT.2.a","ccss-math:1.NBT.2.c","ccss-math:1.NBT.5","uk-nc-2013:Maths/Y2/NPV/6"]},{"id":"mt_U0waNfD8PB","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Comparing and Ordering Numbers","description":"Compare and order whole numbers using place value and the symbols <, = and >, from two-digit numbers at 6 to numbers in the thousands and beyond by 9","ages":[6,9],"type":"PROCEDURAL","evidence":["Write 47 < 74 and explain why","Order 3,099, 3,909 and 3,990 from smallest","Explain why 1,000 is bigger than 999 even though its digits are smaller"],"check":"Could your child put 608, 680 and 86 in order and explain how they decided?","standards":["ccss-math:1.NBT.3","uk-nc-2013:Maths/Y2/NPV/4","ccss-math:2.NBT.4","uk-nc-2013:Ma/KS2/Y3/NPV/3","uk-nc-2013:Ma/KS2/Y4/NPV/5"]},{"id":"mt_9L3NQqgqRd","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Numbers on a Number Line","description":"Place and estimate whole numbers on a number line, and show adding and subtracting as jumps along it","ages":[6,8],"type":"REPRESENTATIONAL","evidence":["Mark roughly where 70 goes on a line from 0 to 100","Show 35 + 20 as two jumps of 10","Read the number an arrow points to between 40 and 50"],"check":"On a line marked 0 and 100, could your child mark about where 25 and 90 go, and show 48 + 30 as jumps?","standards":["uk-nc-2013:Ma/KS2/Y3/NPV/4","uk-nc-2013:Maths/Y2/NPV/3","ccss-math:2.MD.6"]},{"id":"mt_jY7uf0Cb7o","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Place Value of Each Digit","description":"Understand that ten tens make a hundred and ten hundreds a thousand, so each digit's value depends on its place; find 10, 100 or 1000 more or less and solve place-value puzzles with three-, four- and five-digit numbers","ages":[7,10],"type":"CONCEPTUAL","evidence":["Say what the 3 is worth in 3,482 and in 4,328","Find 100 more than 1,950","Make the largest and smallest four-digit numbers from 5, 0, 8 and 2"],"check":"Could your child tell you what the 7 is worth in 7,215, and what number is 1000 less than 7,215?","standards":["uk-nc-2013:Ma/KS2/Y4/NPV/4","ccss-math:2.NBT.1.a","ccss-math:2.NBT.1.b","ccss-math:2.NBT.1","uk-nc-2013:Ma/KS2/Y3/NPV/2","ccss-math:2.NBT.8","uk-nc-2013:Ma/KS2/Y3/NPV/1","uk-nc-2013:Ma/KS2/Y3/NPV/6","uk-nc-2013:Ma/KS2/Y4/NPV/2","uk-nc-2013:Ma/KS2/Y4/NPV/6","uk-nc-2013:Ma/KS2/Y4/NPV/8"]},{"id":"mt_JwP9QFv6gQ","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Reading and Writing Large Numbers","description":"Read, write and compare whole numbers in digits and words, to 1000 at 7–8, to a million by 9–10 and to ten million by 10–11, in expanded form too; in Chinese this means grouping digits in fours (万, 亿) rather than threes","ages":[7,11],"type":"PROCEDURAL","evidence":["Read 4,705,032 aloud correctly","Write 'three hundred and six thousand and forty' in digits","Write 52,318 in expanded form"],"check":"Could your child read the population of a large city, such as 21,893,000, aloud correctly and say which digit is in the millions place?","standards":["ccss-math:2.NBT.3","uk-nc-2013:Ma/KS2/Y3/NPV/5"]},{"id":"mt_EDgw64OmfA","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Multiplying and Dividing by 10, 100 and 1000","description":"Understand that each place is worth ten times the place to its right, so multiplying or dividing by 10, 100 or 1000 moves digits across places, for whole numbers and decimals alike","ages":[8,11],"type":"CONCEPTUAL","evidence":["Say 3.6 × 100 and 470 ÷ 10","Explain why the digits move rather than 'adding a zero'","Say how many times bigger the 4 in 400 is than the 4 in 40"],"check":"Could your child work out 2.5 × 100 and 3,400 ÷ 1000 in their head and explain what happens to the digits?","standards":["uk-nc-2013:Ma6/2.3g"]},{"id":"mt_1KkvzwYxbR","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Negative Numbers","description":"Count back through zero, use negative numbers for temperatures, floors below ground, sea level and debts, find the difference across zero, and understand a number's distance from zero (absolute value)","ages":[8,12],"type":"CONCEPTUAL","evidence":["Say the temperature after it drops 8 degrees from 3°C","Find the difference between −4°C and 6°C","Explain why −10 is less than −2"],"check":"If it is −3°C at night and 5°C at noon, could your child tell you how many degrees warmer noon is?","standards":["uk-nc-2013:Ma/KS2/Y4/NPV/3","ccss-math:6.NS.5","ccss-math:6.NS.6","ccss-math:6.NS.6a","ccss-math:7.NS.1","ccss-math:7.NS.1a","ccss-math:7.NS.1b","ccss-math:7.NS.1c","ccss-math:7.NS.1d","uk-nc-2013:KS3.Maths.Num.2","ccss-math:6.NS.7c","ccss-math:6.NS.7d"]},{"id":"mt_MewIRdzpzz","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Number Systems Through History","description":"Compare how people have written numbers, such as tallies, Roman numerals, Chinese rod numerals and counting characters, Babylonian base 60 and Hindu–Arabic digits, and see why place value and zero made calculation so much easier","ages":[8,11],"type":"CONCEPTUAL","evidence":["Read a year written in Roman numerals and try adding two of them","Explain what the zero in 405 does","Say why we still have 60 minutes in an hour"],"check":"Could your child explain why 'CDXLVII + LXXVIII' is harder to work out than '447 + 78'?","standards":["uk-nc-2013:Ma/KS2/Y4/NPV/9"]},{"id":"mt_NLSfvB9vUl","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Rounding","description":"Round whole numbers to the nearest 10, 100 or 1000 (8–9), then large numbers and decimals to any place (9–11), then to significant figures (11–13), and choose a sensible degree of rounding for the situation","ages":[8,13],"type":"PROCEDURAL","evidence":["Round 4,762 to the nearest 100","Round 3.47 to one decimal place","Explain why a city's population is reported as 'about 9 million' rather than exactly"],"check":"Could your child round 38,516 to the nearest thousand, and tell you whether 'about 39,000' or 'about 38,500' fits better in a news headline?","standards":["ccss-math:3.NBT.1","uk-nc-2013:Ma/KS2/Y4/NPV/7","uk-nc-2013:KS3.Maths.Num.13"]},{"id":"mt_hCVPYlF-7Y","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Powers and Roots","description":"Recognise square and cube numbers and their notation (9–10), then use integer powers and square and cube roots, and know the first few powers of 2, 3, 4 and 5","ages":[9,14],"type":"PROCEDURAL","evidence":["List the square numbers up to 144","Work out 2⁵ and √81","Explain why 3² is not 6"],"check":"Could your child tell you what 5² and 2³ mean and work them out, and find the square root of 64?","standards":["ccss-math:8.EE.2","uk-nc-2013:KS3.Maths.Num.7"]},{"id":"mt_PsylzZ9lHW","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Ordering All Kinds of Numbers","description":"Place integers, decimals and fractions, positive and negative, on one number line and compare them with =, ≠, <, >, ≤ and ≥","ages":[11,12],"type":"CONCEPTUAL","evidence":["Order −0.5, 1/3, −2 and 0.3 on a number line","Say whether 3/4 or 0.7 is larger","Explain what x ≥ −1 means"],"check":"Could your child put −1.5, 2/3, 0.6 and −1/2 in order and mark them on a number line?","standards":["uk-nc-2013:KS3.Maths.Num.1","ccss-math:6.NS.7","ccss-math:6.NS.7a","ccss-math:6.NS.7b","uk-nc-2013:KS3.Maths.Num.2"]},{"id":"mt_b4lbTOJYwI","subject":"Mathematics","domain":"Number Representation & Place Value","name":"Number Sets & Infinity","description":"Appreciate the infinite nature of the sets of integers, real numbers, and rational numbers; position integers on a number line and distinguish between rational and irrational numbers","ages":[13,14],"type":"CONCEPTUAL","evidence":["Explain that rational numbers can be written as a fraction of two integers and have terminating or repeating decimals","Give examples of irrational numbers and explain why their decimal expansions neither terminate nor repeat","Appreciate that between any two numbers there are infinitely many other numbers"],"check":"Can your child explain that numbers like √2 and π can't be written as exact fractions — and that their decimal expansions go on forever without repeating?","standards":["ccss-math:8.NS.1","ccss-math:8.NS.2","uk-nc-2013:KS3.Maths.Num.16"]},{"id":"mt_yTWxkzzoOZ","subject":"Mathematics","domain":"Addition & Subtraction","name":"Addition and Subtraction Word Problems","description":"Solve story problems that need adding or subtracting, starting with objects and drawings within 10 and growing to two- and multi-step problems with large numbers, where the child decides which operation fits and why","ages":[4,11],"type":"PROCEDURAL","evidence":["Solve 'Mia had 14 stickers and gave away 6' with a drawing","Solve a two-step problem about money spent and left","Explain why a problem needs subtraction even though it says 'more'"],"check":"Given 'A bus has 35 people; 12 get off and 9 get on', could your child work out how many are on the bus and explain each step?","standards":["ccss-math:1.OA.1","ccss-math:2.MD.5","ccss-math:2.OA.1","ccss-math:K.OA.2","cn-2022:math-modelling","uk-nc-2013:Ma/KS2/Y4/AS/3","uk-nc-2013:Maths/Y1/AS/4"]},{"id":"mt_7XcCG43ZZW","subject":"Mathematics","domain":"Addition & Subtraction","name":"Number Bonds","description":"Split numbers into two parts in every way (5 is 4 and 1, 3 and 2…), know all the pairs that make 10 by heart, then the bonds within 20 that underpin fast mental calculation","ages":[4,6],"type":"CONCEPTUAL","evidence":["Say all the ways to make 7 from two numbers","Say instantly what goes with 6 to make 10","Use 8 + 2 = 10 to work out 18 + 2"],"check":"If you hold up 3 fingers, could your child instantly say how many more make 10, and list all the pairs that make 6?","standards":["ccss-math:K.OA.3","uk-nc-2013:Maths/Y1/AS/2","ccss-math:K.OA.4"]},{"id":"mt_OvyoRo47K-","subject":"Mathematics","domain":"Addition & Subtraction","name":"What Adding and Subtracting Mean","description":"Understand adding as putting groups together and subtracting as taking away or finding the difference, and show both with objects, fingers, drawings and pictures in the head","ages":[4,6],"type":"CONCEPTUAL","evidence":["Act out 5 + 3 with toys and say the total","Draw 9 − 4 as crossing out","Tell a short story that matches 6 − 2"],"check":"Could your child show you 7 − 3 with buttons and then tell you a little story that matches it?","standards":["ccss-math:K.OA.1","uk-nc-2013:Maths/Y1/AS/1","uk-nc-2013:Maths/Y1/AS/4"]},{"id":"mt__t4afSyZRm","subject":"Mathematics","domain":"Addition & Subtraction","name":"Addition and Subtraction Facts to 20","description":"Move from counting on and back, through strategies such as making ten (凑十法, 破十法) and near doubles, to knowing every addition and subtraction fact within 20 instantly; China expects this fluency by about age 7","ages":[5,8],"type":"PROCEDURAL","evidence":["Answer 8 + 7 and 13 − 6 in under three seconds each","Explain 9 + 6 as 9 + 1 + 5","Add 4 + 7 + 6 by spotting the pair that makes 10"],"check":"Could your child answer a quick mix of facts such as 7 + 8, 15 − 9 and 6 + 6 without counting on fingers?","standards":["ccss-math:1.OA.2","ccss-math:1.OA.5","ccss-math:1.OA.6","ccss-math:2.OA.2","ccss-math:K.OA.5","cn-2022:math-computation","uk-nc-2013:Maths/Y1/AS/3","uk-nc-2013:Maths/Y2/AS/3","uk-nc-2013:Maths/Y2/AS/7"]},{"id":"mt_oIzycTBeE4","subject":"Mathematics","domain":"Addition & Subtraction","name":"The Equals Sign and Number Sentences","description":"Read and write +, −, ×, ÷ and = in number sentences, and understand = as 'is the same as' rather than 'the answer comes next', so 8 = 5 + 3 and 4 + 4 = 5 + 3 both make sense","ages":[5,7],"type":"CONCEPTUAL","evidence":["Say whether 6 = 6 + 0 is true","Fill the gap in 7 + 2 = __ + 4","Write a number sentence for a picture of 3 groups of 2"],"check":"Could your child tell you whether 5 + 2 = 3 + 4 is true and explain what the equals sign means?","standards":["ccss-math:1.OA.7","ccss-math:K.OA.1","uk-nc-2013:Maths/Y1/AS/1","uk-nc-2013:Maths/Y2/MD/2"]},{"id":"mt_3JgrHY221M","subject":"Mathematics","domain":"Addition & Subtraction","name":"Finding the Missing Number","description":"Find the unknown in any position of an addition or subtraction sentence (? + 5 = 12, 15 − ? = 9), and later of a multiplication or division sentence (8 × ? = 48), using number facts and inverse operations; the first step towards algebra","ages":[6,9],"type":"PROCEDURAL","evidence":["Solve 8 + ? = 15","Solve ? − 7 = 6 and check","Explain how they found the missing number in 43 − ? = 18"],"check":"Could your child find the missing number in 27 + ? = 50, in ? − 12 = 30 and in ? × 6 = 42?","standards":["ccss-math:1.OA.8","uk-nc-2013:Ma/KS2/Y3/AS/4","ccss-math:3.OA.4"]},{"id":"mt_QCgbiVrwnp","subject":"Mathematics","domain":"Addition & Subtraction","name":"How Addition and Subtraction Work","description":"Use the rules behind the facts: numbers can be added in any order or grouping, and subtraction undoes addition, so 10 − 8 asks 'what goes with 8 to make 10?' and answers can be checked the other way","ages":[6,8],"type":"CONCEPTUAL","evidence":["Explain why 3 + 9 is easier as 9 + 3","Check 52 − 17 = 35 by adding","Write the four facts in the family 6, 9, 15"],"check":"After working out 14 − 6, could your child check the answer by adding, and say why that works?","standards":["ccss-math:1.OA.3","uk-nc-2013:Maths/Y2/AS/8","ccss-math:1.OA.4","uk-nc-2013:Maths/Y2/AS/9"]},{"id":"mt_I5j1ZWo2cn","subject":"Mathematics","domain":"Addition & Subtraction","name":"Mental Addition and Subtraction within 100","description":"Add and subtract within 100 in the head using tens and ones, such as 46 + 30, 46 + 7 and 63 − 28, by splitting numbers, bridging through ten and adjusting; the everyday core of 口算","ages":[6,8],"type":"PROCEDURAL","evidence":["Work out 57 + 25 in the head and explain the steps","Subtract 38 from 70 by counting up","Add 29 by adding 30 and taking 1 away"],"check":"Could your child work out 64 + 28 and 81 − 35 in their head and tell you how they did it?","standards":["ccss-math:1.NBT.4","ccss-math:1.NBT.6","ccss-math:2.NBT.5","ccss-math:2.NBT.6","cn-2022:math-computation","uk-nc-2013:Maths/Y2/AS/4","uk-nc-2013:Maths/Y2/AS/5","uk-nc-2013:Maths/Y2/AS/6"]},{"id":"mt_SrrsLiJkr3","subject":"Mathematics","domain":"Addition & Subtraction","name":"Column Addition and Subtraction","description":"Use the written column method for adding and subtracting, carrying and borrowing (进位, 退位), understanding why it works through place value; once the method is understood, big sums can go to a calculator","ages":[7,10],"type":"PROCEDURAL","evidence":["Calculate 3,406 − 1,758 in columns","Explain what the carried 1 in 47 + 38 stands for","Spot the mistake in a worked subtraction that 'took the smaller digit from the bigger'"],"check":"Could your child set out 704 − 368 as a column subtraction, get it right, and explain what borrowing from the hundreds means?","standards":["uk-nc-2013:Ma/KS2/Y3/AS/2","uk-nc-2013:Maths/Y2/AS/1","uk-nc-2013:Maths/Y2/AS/2","ccss-math:2.NBT.7","ccss-math:3.NBT.2","uk-nc-2013:Ma/KS2/Y4/AS/1"]},{"id":"mt_MWXPiaTnEu","subject":"Mathematics","domain":"Addition & Subtraction","name":"Mental Calculation with Larger Numbers","description":"Add and subtract hundreds, tens and ones to three- and four-digit numbers mentally, and handle bigger numbers by rounding and adjusting (such as 3,450 − 1,998), explaining why each shortcut works","ages":[7,10],"type":"PROCEDURAL","evidence":["Work out 645 + 300 and 645 + 70 instantly","Calculate 5,000 − 2,999 without writing","Explain why adding 99 is the same as adding 100 and taking 1"],"check":"Could your child work out 1,250 + 399 in their head and explain the shortcut they used?","standards":["ccss-math:2.NBT.9","cn-2022:math-computation","uk-nc-2013:Ma/KS2/Y3/AS/1a","uk-nc-2013:Ma/KS2/Y3/AS/1b","uk-nc-2013:Ma/KS2/Y3/AS/1c"]},{"id":"mt_LpSuPgL31x","subject":"Mathematics","domain":"Multiplication & Division","name":"What Division Means","description":"Understand division both as sharing equally and as grouping (how many 4s in 20?), and see a division as a missing-factor multiplication: 32 ÷ 8 asks 'what times 8 makes 32?'","ages":[4,9],"type":"CONCEPTUAL","evidence":["Share 15 sweets equally among 3 people","Say how many teams of 4 can be made from 20 children","Use 6 × 7 = 42 to answer 42 ÷ 6"],"check":"Could your child explain 24 ÷ 4 both as sharing among 4 friends and as making groups of 4, and check it with a times-table fact?","standards":["uk-nc-2013:Maths/Y1/MD/1","ccss-math:3.OA.2","ccss-math:3.OA.6"]},{"id":"mt_PZ909yPrEC","subject":"Mathematics","domain":"Multiplication & Division","name":"What Multiplication Means","description":"Understand multiplication as equal groups and repeated addition, see it in arrays of rows and columns, and read 5 × 7 as 5 groups of 7","ages":[5,8],"type":"CONCEPTUAL","evidence":["Draw 4 × 3 as an array","Write 6 + 6 + 6 + 6 as a multiplication","Make up a story for 3 × 5"],"check":"Could your child arrange 12 counters in equal rows two different ways and write the multiplication for each?","standards":["uk-nc-2013:Maths/Y1/MD/1","ccss-math:2.OA.4","ccss-math:2.G.2","ccss-math:3.OA.1","uk-nc-2013:Maths/Y2/MD/4"]},{"id":"mt_Lb2ZnMdkYR","subject":"Mathematics","domain":"Multiplication & Division","name":"How Multiplication Works","description":"Use the rules of multiplication: factors can swap (but division can't), can be grouped either way, and multiplication spreads over addition, so 7 × 14 = 7 × 10 + 7 × 4","ages":[6,9],"type":"CONCEPTUAL","evidence":["Explain why 3 × 8 and 8 × 3 are equal with an array","Work out 6 × 15 by splitting 15 into 10 and 5","Explain why 12 ÷ 3 is not the same as 3 ÷ 12"],"check":"Could your child work out 4 × 23 by splitting 23 into 20 and 3, and explain why that works?","standards":["ccss-math:3.OA.5","uk-nc-2013:Maths/Y2/MD/3","uk-nc-2013:Ma/KS2/Y4/MD/3","uk-nc-2013:Ma/KS2/Y4/MD/5"]},{"id":"mt_0u4KLbvBa1","subject":"Mathematics","domain":"Multiplication & Division","name":"Odd and Even Numbers","description":"Recognise odd and even numbers, test a group by pairing objects, and spot that the last digit decides","ages":[6,8],"type":"CONCEPTUAL","evidence":["Pair up 13 counters and say whether 13 is odd","Say whether 358 is odd or even","Predict whether odd + odd is odd or even"],"check":"Could your child tell you whether 47 and 120 are odd or even and explain how they know?","standards":["uk-nc-2013:Maths/Y2/MD/1","ccss-math:2.OA.3"]},{"id":"mt_K5jM7vlVhA","subject":"Mathematics","domain":"Multiplication & Division","name":"Times Tables","description":"Know multiplication and matching division facts by heart: 2, 5 and 10 first, then 3, 4 and 8, then every table; Chinese children recite the 9 × 9 table (乘法口诀) by about age 7–8 and the UK expects 12 × 12 by 9. Spot the patterns that make them easier and derive unknown facts from known ones","ages":[6,9],"type":"PROCEDURAL","evidence":["Answer a mixed set such as 7 × 8, 6 × 9 and 54 ÷ 6 instantly","Explain why every fact in the 5 times table ends in 0 or 5","Work out 7 × 6 from 7 × 5"],"check":"Could your child answer quick-fire questions like 8 × 7, 9 × 6 and 56 ÷ 8 without counting up?","standards":["ccss-math:3.OA.7","ccss-math:3.OA.9","cn-2022:math-computation","uk-nc-2013:Ma/KS2/Y3/MD/1","uk-nc-2013:Ma/KS2/Y4/MD/1","uk-nc-2013:Maths/Y2/MD/1"]},{"id":"mt_Zdv-b-iW5K","subject":"Mathematics","domain":"Multiplication & Division","name":"Multiplication and Division Word Problems","description":"Solve story problems with equal groups, arrays, rates and simple scaling, choosing between multiplying and dividing and interpreting a remainder sensibly in context","ages":[7,10],"type":"PROCEDURAL","evidence":["Find the cost of 6 tickets at 8 each","Work out how many tables of 4 are needed for 30 guests","Solve 'each of 5 shelves holds 9 books; how many books?' and write the equation"],"check":"Could your child solve 'Pencils come in packs of 6. How many packs for 45 children to get one each?' and explain the answer?","standards":["ccss-math:3.OA.3","cn-2022:math-modelling","uk-nc-2013:Ma/KS2/Y3/MD/3"]},{"id":"mt_q9EaJc2FP8","subject":"Mathematics","domain":"Multiplication & Division","name":"Written Multiplication","description":"Multiply with a written method, from two-digit × one-digit up to four-digit × two-digit long multiplication, and explain each partial product with place value or an area model; after that, a calculator handles the big ones","ages":[7,11],"type":"PROCEDURAL","evidence":["Calculate 346 × 7 in columns","Calculate 58 × 24 and say what the second row stands for","Draw an area model for 23 × 15"],"check":"Could your child multiply 36 × 27 on paper and explain why the second line starts one place to the left?","standards":["uk-nc-2013:Ma/KS2/Y3/MD/2","uk-nc-2013:Ma/KS2/Y4/MD/4"]},{"id":"mt_pjfmCMMPjO","subject":"Mathematics","domain":"Multiplication & Division","name":"Mental Multiplication and Division","description":"Multiply and divide in the head using known facts, place value and splitting: 6 × 40, 3 × 25 × 4, 480 ÷ 6, 19 × 5 as 20 × 5 − 5","ages":[8,11],"type":"PROCEDURAL","evidence":["Work out 7 × 60 and 350 ÷ 7 mentally","Multiply 25 × 16 by noticing 25 × 4","Explain a shortcut for multiplying by 9"],"check":"Could your child work out 8 × 25 and 720 ÷ 9 in their head and explain how?","standards":["ccss-math:3.NBT.3","cn-2022:math-computation","uk-nc-2013:Ma/KS2/Y4/MD/2"]},{"id":"mt_U4cIBXVug4","subject":"Mathematics","domain":"Multiplication & Division","name":"Times as Many","description":"Compare quantities by multiplying ('3 times as many', 'a quarter as much') rather than by finding a difference, and solve problems that use this; the idea that grows into ratio and proportion","ages":[8,10],"type":"CONCEPTUAL","evidence":["Say how much a 40 bike costs compared with a 10 toy using 'times'","Solve 'Sam has 4 times as many cards as Lee, who has 7'","Explain the difference between '6 more' and '6 times as many'"],"check":"Could your child explain the difference between 'Tom has 3 more than Ann' and 'Tom has 3 times as many as Ann' with an example?","standards":[]},{"id":"mt_FHIAv6dfhU","subject":"Mathematics","domain":"Multiplication & Division","name":"Factors, Multiples and Primes","description":"Find factor pairs and common multiples, recognise primes up to 100 and composite numbers, then use highest common factors and lowest common multiples and break numbers into prime factors","ages":[9,12],"type":"CONCEPTUAL","evidence":["List all the factors of 36","Say whether 51 is prime and why","Find the lowest common multiple of 6 and 8"],"check":"Could your child list the factors of 24, tell you whether 29 is prime, and find a number that is a multiple of both 4 and 6?","standards":["ccss-math:6.NS.4","uk-nc-2013:KS3.Maths.Num.3"]},{"id":"mt_WsM4EmdOLe","subject":"Mathematics","domain":"Multiplication & Division","name":"Written Division","description":"Divide with a written method, first by a one-digit number and then by two-digit numbers, and decide what to do with a remainder: leave it, round up or down, or write it as a fraction or decimal","ages":[9,11],"type":"PROCEDURAL","evidence":["Calculate 852 ÷ 6","Calculate 1,476 ÷ 12","Explain why 50 children need 7 cars of 8, not 6 r2"],"check":"Could your child work out 945 ÷ 7 on paper, and say how many 6-egg boxes are needed for 100 eggs?","standards":[]},{"id":"mt_jHgRQ4hR0g","subject":"Mathematics","domain":"Multiplication & Division","name":"Order of Operations","description":"Write and evaluate expressions with brackets and mixed operations in the agreed order (brackets, powers, multiplication and division, then addition and subtraction), and read an expression's meaning before calculating it","ages":[10,12],"type":"CONCEPTUAL","evidence":["Calculate 3 + 4 × 5 and (3 + 4) × 5","Write one expression for 'add 8 and 7, then multiply by 2'","Explain why 2 × (9 + 1) is ten times 2 without working it out"],"check":"Could your child work out 20 − 3 × 4 and explain why the answer isn't 68?","standards":["uk-nc-2013:Ma6/2.2f","ccss-math:5.OA.1","uk-nc-2013:KS3.Maths.Num.5"]},{"id":"mt_rxInpOQ74w","subject":"Mathematics","domain":"Multiplication & Division","name":"Calculating with Negative Numbers","description":"Add, subtract, multiply and divide with positive and negative numbers, and explain the sign rules rather than just remember them","ages":[11,13],"type":"PROCEDURAL","evidence":["Calculate −6 − (−4)","Calculate −3 × −5 and explain the sign","Use negative numbers to work out a change in bank balance"],"check":"Could your child work out −4 × 3 and −12 ÷ −4, and give a reason for the sign of each answer?","standards":["ccss-math:7.NS.2","ccss-math:7.NS.2a","ccss-math:7.NS.2b","ccss-math:7.NS.2c","uk-nc-2013:KS3.Maths.Num.4"]},{"id":"mt_-hTTat0mBR","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Halves, Quarters and Equal Parts","description":"Find and name halves, quarters and thirds of shapes, objects and groups, insisting the parts are equal, and notice that more shares means smaller shares","ages":[5,8],"type":"CONCEPTUAL","evidence":["Fold a paper square into quarters two different ways","Find half of 10 grapes","Explain why a cake cut into 8 gives smaller slices than one cut into 4"],"check":"Could your child cut a sandwich into quarters, show you a cut that is not quarters, and explain the difference?","standards":["uk-nc-2013:Maths/Y1/F/1","uk-nc-2013:Maths/Y1/F/2","ccss-math:1.G.3","ccss-math:2.G.3"]},{"id":"mt_cFltwUQi-d","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Fractions of an Amount","description":"Find a fraction of a number or quantity, unit fractions first (1/3 of 12) and then non-unit fractions (3/4 of 20), and later see 'of' as multiplying, which also works for percentages","ages":[6,12],"type":"CONCEPTUAL","evidence":["Find 1/5 of 35","Find 3/8 of 40 and explain the steps","Find 2/3 of 1.5 kg"],"check":"Could your child find 2/5 of 30 sweets and explain how they did it?","standards":["uk-nc-2013:Maths/Y2/F/1","uk-nc-2013:KS3.Maths.Num.11"]},{"id":"mt_ndGqFPWyen","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"What a Fraction Is","description":"Understand 1/b as one of b equal parts of a whole and a/b as a of those parts, of shapes, lengths and sets; read and write fraction notation (numerator, denominator), and see whole numbers as fractions too (4/4 = 1)","ages":[6,10],"type":"CONCEPTUAL","evidence":["Shade 3/5 of a strip and explain the 3 and the 5","Find 1/4 of a group of 12 counters","Write 2 as a fraction with denominator 3"],"check":"Could your child explain what the top and bottom numbers in 3/4 mean using a drawing?","standards":["uk-nc-2013:Maths/Y2/F/2","uk-nc-2013:Ma/KS2/Y3/F/2"]},{"id":"mt_a1FdAsRKOF","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Adding Fractions with the Same Denominator","description":"Add and subtract fractions with the same denominator as joining and taking away equal parts, including answers above 1 and mixed numbers, and use this in word problems","ages":[7,10],"type":"PROCEDURAL","evidence":["Calculate 5/8 + 6/8 and write it as a mixed number","Calculate 2 3/5 − 1 4/5","Explain why 1/4 + 1/4 is not 2/8"],"check":"Could your child work out 3/7 + 5/7 and explain why the denominator stays 7?","standards":["uk-nc-2013:Ma/KS2/Y3/F/5"]},{"id":"mt_IfEgu0X449","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Comparing Fractions","description":"Compare and order fractions: same denominators or numerators by reasoning about the size of parts, then any fractions by common denominators or benchmarks like 1/2 and 1","ages":[7,11],"type":"PROCEDURAL","evidence":["Explain why 1/5 < 1/3","Order 3/4, 2/3 and 5/8","Say whether 7/12 is more or less than a half without calculating"],"check":"Could your child tell you which is bigger, 3/5 or 4/7, and explain how they know?","standards":["uk-nc-2013:Ma/KS2/Y3/F/6","uk-nc-2013:Ma/KS2/Y3/F/7"]},{"id":"mt_FbDKeLfBCo","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Equivalent Fractions","description":"Recognise that different fractions can name the same amount, show it with diagrams, explain why multiplying top and bottom by the same number keeps the value, and simplify fractions using common factors","ages":[7,11],"type":"CONCEPTUAL","evidence":["Show 1/3 = 2/6 with paper strips","Explain why 3/4 = 9/12","Simplify 18/24"],"check":"Could your child find two fractions equal to 2/3 and simplify 15/20, explaining what they did?","standards":["uk-nc-2013:Ma/KS2/Y3/F/4"]},{"id":"mt_Kr3IyA6m-O","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Fractions on a Number Line","description":"Treat fractions as numbers with a place on the number line: split 0 to 1 into equal parts, mark fractions including those beyond 1, and see equivalent fractions land on the same point","ages":[7,9],"type":"REPRESENTATIONAL","evidence":["Mark 3/4 on a line from 0 to 1","Mark 5/3 on a line from 0 to 2","Show that 2/4 and 1/2 sit at the same point"],"check":"Could your child mark 1/3, 2/3 and 4/3 on a number line and explain where 1 is?","standards":["uk-nc-2013:Ma/KS2/Y3/F/3"]},{"id":"mt_TqDq6jyOmL","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Tenths, Hundredths and Decimals","description":"See tenths, hundredths and thousandths as dividing by 10 again and again, write them as decimals (3/10 = 0.3, 27/100 = 0.27) and know the common ones such as 1/2 = 0.5 and 3/4 = 0.75","ages":[7,10],"type":"CONCEPTUAL","evidence":["Count up in tenths from 1.7 to 2.3","Write 0.07 as a fraction","Say 1/4 and 3/4 as decimals"],"check":"Could your child write 0.35 as a fraction, and tell you what 1/2 and 1/4 are as decimals?","standards":["uk-nc-2013:Ma/KS2/Y3/F/1"]},{"id":"mt_lU-2aTRB9f","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Calculating with Decimals","description":"Add, subtract, multiply and divide with decimals in money and measurement problems, lining up place value and estimating first so a misplaced decimal point stands out","ages":[8,11],"type":"PROCEDURAL","evidence":["Calculate 12.5 − 3.75","Calculate 3.47 × 6","Share 25.80 equally among 4 people"],"check":"Could your child work out the total of 3 items costing 2.45 each, and say roughly what the answer should be first?","standards":[]},{"id":"mt_lNGpnILM5C","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Decimal Place Value","description":"Read, write and compare decimals to three places, knowing the value of each digit (in 4.378 the 7 is 7 hundredths), using the right words and notation, and explaining why 0.5 is bigger than 0.45","ages":[8,11],"type":"CONCEPTUAL","evidence":["Say what the 6 is worth in 2.065","Order 0.4, 0.38 and 0.405","Explain why 0.5 > 0.45"],"check":"Could your child put 1.09, 1.9 and 1.009 in order and explain which digit decides?","standards":["uk-nc-2013:Ma6/2.3g"]},{"id":"mt_14T5yPXUq_","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Adding Fractions with Different Denominators","description":"Add and subtract fractions with different denominators by rewriting them with a common denominator, including mixed numbers, and check answers against benchmarks","ages":[9,11],"type":"PROCEDURAL","evidence":["Calculate 2/3 + 1/4","Calculate 3 1/2 − 1 2/3","Explain why 1/2 + 1/3 can't be 2/5"],"check":"Could your child add 1/2 and 3/8 of a pizza and explain why they had to change the halves into eighths?","standards":[]},{"id":"mt_o_p-3tCxiM","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Mixed Numbers and Improper Fractions","description":"Move between mixed numbers and improper fractions (2 1/3 = 7/3) and choose whichever form makes a calculation easier","ages":[9,10],"type":"PROCEDURAL","evidence":["Write 17/5 as a mixed number","Write 3 3/4 as an improper fraction","Explain why 7/3 is between 2 and 3"],"check":"Could your child explain why 9/4 is the same as 2 1/4 with a drawing?","standards":[]},{"id":"mt_AabJisinfi","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Multiplying Fractions","description":"Multiply a fraction by a whole number (3 × 2/5), then a fraction by a fraction, using area models to see why the rule works, and use it for real problems like scaling a recipe","ages":[9,12],"type":"PROCEDURAL","evidence":["Calculate 4 × 3/8","Calculate 2/3 × 3/4 with an area diagram","Find 3/4 of a recipe that needs 2/3 cup of flour"],"check":"Could your child work out 1/2 × 3/5 and draw a rectangle to show why the answer is 3/10?","standards":[]},{"id":"mt_ZM9mhHsyYZ","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Understanding Percentages","description":"Understand per cent as 'out of a hundred', move between percentages, fractions and decimals (35% = 35/100 = 0.35), know the common equivalents, and express one quantity as a percentage or fraction of another","ages":[9,13],"type":"CONCEPTUAL","evidence":["Write 40% as a fraction and a decimal","Say 1/5 and 3/4 as percentages","Say what percentage 12 out of 48 is"],"check":"Could your child tell you that 25% means a quarter, and work out what percentage 9 out of 30 is?","standards":["ccss-math:6.RP.3c","uk-nc-2013:KS3.Maths.Num.10","ccss-math:6.RP.1","uk-nc-2013:KS3.Maths.Ratio.3"]},{"id":"mt_9Y96vxG_LH","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Dividing Fractions","description":"Divide whole numbers by unit fractions (4 ÷ 1/5 means 'how many fifths in 4?') and unit fractions by whole numbers, then any fraction by a fraction, understanding why multiplying by the reciprocal works","ages":[10,12],"type":"PROCEDURAL","evidence":["Calculate 3 ÷ 1/4 with a diagram","Calculate 1/3 ÷ 2","Calculate 3/4 ÷ 3/8 and check by multiplying"],"check":"Could your child explain why 2 ÷ 1/3 = 6 using pieces of ribbon?","standards":["ccss-math:6.NS.1","uk-nc-2013:KS3.Maths.Num.4"]},{"id":"mt_4K1dr204Hi","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Fractions, Division and Decimals","description":"Understand a fraction as a division (3/8 = 3 ÷ 8), use that to turn any fraction into a decimal, and move fluently between fractions and terminating decimals","ages":[10,13],"type":"CONCEPTUAL","evidence":["Explain why sharing 3 pizzas among 4 gives 3/4 each","Convert 3/8 to a decimal","Write 0.375 and 3.5 as fractions"],"check":"Could your child explain why 5 ÷ 8 can be written as 5/8, and turn it into a decimal?","standards":["ccss-math:7.NS.2d","uk-nc-2013:KS3.Maths.Num.9"]},{"id":"mt_VKW8lOcFaw","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Multiplication as Scaling","description":"See multiplying as resizing: multiplying by more than 1 makes bigger, by less than 1 makes smaller, so you can predict the size of a product before calculating","ages":[10,11],"type":"CONCEPTUAL","evidence":["Say whether 3/4 × 48 is more or less than 48 without calculating","Explain why 0.5 × 9 is smaller than 9","Compare 2.5 × 12 and 12 without calculating"],"check":"Could your child tell you, without working it out, whether 0.8 × 250 is more or less than 250 and why?","standards":[]},{"id":"mt_PNSyfH56eQ","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Percentages of Amounts","description":"Calculate percentages of amounts (15% of 360) by building from 10% and 1% or by multiplying, and use percentages to compare things of different sizes","ages":[10,12],"type":"PROCEDURAL","evidence":["Find 15% of 360 using 10% and 5%","Find 35% of 80","Decide which test score is better: 18/25 or 34/50"],"check":"Could your child work out a 20% tip on a bill of 45 without a calculator?","standards":[]},{"id":"mt_iEXqN48w3x","subject":"Mathematics","domain":"Fractions, Decimals & Percentages","name":"Percentage Change and Interest","description":"Work out percentage increases and decreases, find the original amount after a change, and calculate simple interest; see why a 50% fall followed by a 50% rise does not get you back where you started","ages":[12,14],"type":"PROCEDURAL","evidence":["Find the price after a 15% discount on 80","Find the original price if 60 is after a 25% cut","Show what happens to 100 after −50% then +50%"],"check":"Could your child explain why a price that drops 50% and then rises 50% ends up lower than it started?","standards":["ccss-math:7.RP.3","uk-nc-2013:KS3.Maths.Ratio.8"]},{"id":"mt_ePXg_XyCKU","subject":"Mathematics","domain":"Ratio & Proportion","name":"Bar Models","description":"Draw a problem as bars split into equal parts (线段图, the tape diagram) to see the relationship between quantities before calculating; a tool for word problems from about 7, and for fractions, ratio and percentages later","ages":[7,12],"type":"REPRESENTATIONAL","evidence":["Draw a bar model for 'Ann has 3 times as many as Ben; together they have 24'","Use a bar model to find 2/5 of 30","Explain how the bar shows which number to find"],"check":"Given 'A ribbon is cut into two pieces; one is 4 times the other; it was 50 cm', could your child draw bars and find each piece?","standards":["cn-2022:math-modelling"]},{"id":"mt_kLQOzZYrd5","subject":"Mathematics","domain":"Ratio & Proportion","name":"Rates and Compound Units","description":"Work with rates such as speed (km per hour), unit price (per kg) and density, from simple rate problems at 9 to compound units at 11–14, and use unit price to find the better buy","ages":[9,14],"type":"PROCEDURAL","evidence":["Find the speed of a car that goes 150 km in 2 hours","Decide whether 500 g for 6 or 750 g for 8.40 is better value","Find the time for a 12 km walk at 4 km/h"],"check":"In a shop, could your child work out which of two pack sizes is cheaper per 100 g?","standards":["ccss-math:6.RP.3b","ccss-math:7.RP.1","uk-nc-2013:KS3.Maths.Ratio.10"]},{"id":"mt_h0gJcSuwdL","subject":"Mathematics","domain":"Ratio & Proportion","name":"Ratio and Sharing","description":"Solve problems about the relative sizes of two quantities, such as 'for every 2 red there are 3 blue', and share an amount in a given ratio","ages":[10,13],"type":"PROCEDURAL","evidence":["Find how many blue beads go with 8 red if the ratio is 2:3","Share 45 in the ratio 4:5","Explain what 'for every' means in a recipe"],"check":"Could your child share 30 sweets between two children in the ratio 2:3 and explain how?","standards":["ccss-math:6.RP.3","uk-nc-2013:KS3.Maths.Ratio.5"]},{"id":"mt_2OtRUM_0zW","subject":"Mathematics","domain":"Ratio & Proportion","name":"Scale and Similar Shapes","description":"Use a scale factor to enlarge shapes and recognise similar shapes, and use scales on maps and plans to turn measurements into real distances","ages":[10,14],"type":"PROCEDURAL","evidence":["Enlarge a triangle by scale factor 3","Find a real distance from a 1:50,000 map","Find a missing side of a similar shape"],"check":"Using a map scale of 1 cm to 2 km, could your child work out how far apart two towns 7.5 cm apart really are?","standards":["ccss-math:7.RP.2b","uk-nc-2013:KS3.Maths.Ratio.2","ccss-math:8.G.4","uk-nc-2013:KS3.Maths.Geo.9"]},{"id":"mt_5mIcmKRCgA","subject":"Mathematics","domain":"Ratio & Proportion","name":"Direct and Inverse Proportion","description":"Recognise when two quantities grow together at a constant rate (direct proportion) or one shrinks as the other grows (inverse proportion), and represent proportion with ratio tables, double number lines and straight-line graphs","ages":[11,14],"type":"CONCEPTUAL","evidence":["Use a ratio table to scale a recipe","Explain why more workers means fewer days","Say whether a graph through the origin shows proportion"],"check":"Could your child tell you whether 'price and number of apples' and 'speed and journey time' are direct or inverse proportion?","standards":["ccss-math:7.RP.2","ccss-math:7.RP.2d","uk-nc-2013:KS3.Maths.Ratio.9"]},{"id":"mt_XWSGuFW7It","subject":"Mathematics","domain":"Ratio & Proportion","name":"Ratio Notation","description":"Write ratios with a colon, simplify them, and connect a ratio to fractions of the whole (2:3 means 2/5 and 3/5)","ages":[11,14],"type":"PROCEDURAL","evidence":["Simplify 12:18","Say what fraction of a class is girls if boys:girls = 3:4","Write the ratio of 400 g to 1 kg"],"check":"Could your child simplify 15:25 and tell you what fraction of the total the first part is?","standards":["ccss-math:6.RP.1","uk-nc-2013:KS3.Maths.Ratio.4","ccss-math:7.RP.2","ccss-math:7.RP.2a","ccss-math:7.RP.2c","uk-nc-2013:KS3.Maths.Ratio.6","uk-nc-2013:KS3.Maths.Ratio.7"]},{"id":"mt_EXlmTURK_o","subject":"Mathematics","domain":"Measurement","name":"Calendar and Units of Time","description":"Use time words (before, after, yesterday, tomorrow), the days, months and seasons, the number of seconds, minutes, hours, days and months in each larger unit, leap years, and convert between them","ages":[4,9],"type":"CONCEPTUAL","evidence":["Name the days of the week in order","Say how many days are in each month","Convert 3 1/2 hours to minutes"],"check":"Could your child tell you how many days until their birthday using a calendar, and how many minutes are in 2 hours?","standards":["uk-nc-2013:Ma/KS2/Y3/M/6","uk-nc-2013:Maths/Y1/M/11","uk-nc-2013:Maths/Y2/M/8","uk-nc-2013:Maths/Y1/M/10","uk-nc-2013:Maths/Y1/M/4"]},{"id":"mt_NtJYlJdUe9","subject":"Mathematics","domain":"Measurement","name":"Comparing Length, Weight and Capacity","description":"Notice what can be measured about objects and compare them directly: longer and shorter, heavier and lighter, holds more or less, including comparing two things using a third","ages":[4,7],"type":"CONCEPTUAL","evidence":["Line up three pencils from shortest to longest","Use a balance to show which toy is heavier","Pour water to find which cup holds more"],"check":"Could your child compare two containers by pouring, and use a piece of string to find out which of two sofas is longer?","standards":["ccss-math:K.MD.1","ccss-math:K.MD.2","uk-nc-2013:Maths/Y1/M/1","uk-nc-2013:Maths/Y1/M/2","uk-nc-2013:Maths/Y1/M/3","ccss-math:1.MD.1"]},{"id":"mt_KaF0SQvaiu","subject":"Mathematics","domain":"Measurement","name":"Measuring Length","description":"Measure length with repeated units and then rulers, metre sticks and tapes in cm, m and mm, understand why a bigger unit gives a smaller number, and estimate lengths before measuring","ages":[5,8],"type":"PROCEDURAL","evidence":["Measure a book to the nearest cm with a ruler starting at 0","Estimate then measure the length of a room","Explain why a table is 6 hand-spans but 120 cm"],"check":"Could your child estimate the height of a door, then measure it with a tape measure and say how close they were?","standards":["uk-nc-2013:Maths/Y1/M/5","ccss-math:1.MD.2","ccss-math:2.MD.1","ccss-math:2.MD.2","ccss-math:2.MD.4","ccss-math:2.MD.3"]},{"id":"mt_zd0YkB3xNj","subject":"Mathematics","domain":"Measurement","name":"Measuring Mass and Capacity","description":"Measure mass with scales in g and kg and liquid volume in ml and l, reading the scale between marked numbers, and estimate everyday weights and amounts","ages":[5,9],"type":"PROCEDURAL","evidence":["Weigh 250 g of flour on kitchen scales","Read 600 ml on a measuring jug marked every 200 ml","Estimate whether a bag of apples is nearer 1 kg or 5 kg"],"check":"In the kitchen, could your child measure out 300 ml of water and 150 g of rice accurately?","standards":["uk-nc-2013:Maths/Y1/M/6","uk-nc-2013:Maths/Y1/M/7"]},{"id":"mt_cPZwlUk8Nd","subject":"Mathematics","domain":"Measurement","name":"Money: Coins, Notes and Change","description":"Know the coins and notes in use, make the same amount in different ways, add up prices and work out change, and solve money problems with decimals; examples use whatever currency the child sees","ages":[5,9],"type":"CONCEPTUAL","evidence":["Make 50 in three different ways with coins and notes","Work out the change from 20 for a 13.50 purchase","Estimate whether 50 is enough for items costing 18.90, 12.50 and 15.20"],"check":"Could your child pay for something in a shop, work out the change in advance, and check they got it right?","standards":["uk-nc-2013:Maths/Y1/M/9","uk-nc-2013:Maths/Y2/M/4","uk-nc-2013:Maths/Y2/M/5","uk-nc-2013:Ma/KS2/Y3/M/3","ccss-math:2.MD.8"]},{"id":"mt_HNOPGJYiRK","subject":"Mathematics","domain":"Measurement","name":"Telling the Time","description":"Read analogue and digital clocks: o'clock and half past at 5–6, quarter past, quarter to and five-minute steps at 6–7, to the nearest minute with a.m. and p.m. by 8–9","ages":[5,9],"type":"REPRESENTATIONAL","evidence":["Read 3:30 on a clock face","Draw the hands for twenty to nine","Read 7:43 on an analogue clock"],"check":"Could your child read the time on an analogue clock to the nearest minute and say whether it is morning or afternoon?","standards":["ccss-math:1.MD.3","uk-nc-2013:Maths/Y2/M/7","uk-nc-2013:Maths/Y1/M/12","uk-nc-2013:Maths/Y1/M/8","ccss-math:2.MD.7","uk-nc-2013:Ma/KS2/Y3/M/4","uk-nc-2013:Ma/KS2/Y3/M/5"]},{"id":"mt_DOe893F6gN","subject":"Mathematics","domain":"Measurement","name":"Choosing Units","description":"Pick sensible standard units and tools for length, mass, capacity and temperature (cm or m? g or kg? °C), and compare and order measurements","ages":[6,8],"type":"PROCEDURAL","evidence":["Say whether a pencil is measured in cm or m","Choose a thermometer to measure a drink","Order 1.2 m, 90 cm and 2 m"],"check":"Could your child tell you which units they would use for a bag of sugar, a swimming pool and a bath?","standards":["uk-nc-2013:Maths/Y2/M/1","uk-nc-2013:Maths/Y2/M/2"]},{"id":"mt_4emC463IyW","subject":"Mathematics","domain":"Measurement","name":"How Long Things Take","description":"Compare durations and work out elapsed time, from the start and finish times of an activity, using a number line or counting on","ages":[6,9],"type":"PROCEDURAL","evidence":["Say which takes longer, brushing teeth or a film","Find how long from 10:45 to 12:20","Work out when a 40-minute cake goes in to come out at 4:15"],"check":"If a swimming lesson starts at 3:50 and ends at 4:35, could your child work out how long it lasts?","standards":["uk-nc-2013:Ma/KS2/Y3/M/7","uk-nc-2013:Maths/Y2/M/6"]},{"id":"mt_6oxQPNLHNv","subject":"Mathematics","domain":"Measurement","name":"Calculating with Measurements","description":"Add, subtract, multiply and divide measurements in real problems about distance, time, volume, mass and money, keeping track of units and using fractions or decimals where needed","ages":[7,10],"type":"PROCEDURAL","evidence":["Find the total length of three planks of 1.25 m","Work out how much juice is left after pouring 3 glasses of 250 ml from 1 l","Find the weight of 6 bags of 2 1/2 kg"],"check":"Could your child work out how many 200 ml cups can be filled from a 1.5 l bottle?","standards":["uk-nc-2013:Ma/KS2/Y3/M/1"]},{"id":"mt_WtcFrxGOgw","subject":"Mathematics","domain":"Measurement","name":"Perimeter","description":"Find the distance around a shape by measuring and then calculating from side lengths, including composite shapes and missing sides, and see that shapes with the same area can have different perimeters","ages":[7,11],"type":"PROCEDURAL","evidence":["Measure the perimeter of a book","Find the perimeter of an L-shaped room from four labelled sides","Draw two rectangles with area 12 but different perimeters"],"check":"Could your child work out how much fencing a rectangular garden 8 m by 5 m needs?","standards":["uk-nc-2013:Ma/KS2/Y3/M/2"]},{"id":"mt_WfrE_4r-kY","subject":"Mathematics","domain":"Measurement","name":"12- and 24-Hour Clock","description":"Read, write and convert times between the 12-hour and 24-hour clock, as used on train timetables and phones","ages":[8,9],"type":"PROCEDURAL","evidence":["Write 3:45 p.m. as 15:45","Read 21:10 as ten past nine at night","Find how long a train takes from 09:50 to 13:15"],"check":"Looking at a train timetable, could your child say what 17:25 is on an ordinary clock?","standards":[]},{"id":"mt_6xNmQLzuqm","subject":"Mathematics","domain":"Measurement","name":"Area","description":"Understand area as the number of unit squares that cover a surface, count squares, see why a rectangle's area is length × width, split L-shapes into rectangles, and use area models to see the distributive law","ages":[8,10],"type":"CONCEPTUAL","evidence":["Find the area of a shape on squared paper by counting","Calculate the area of a 7 m by 4 m room","Find the area of an L-shaped room by splitting it"],"check":"Could your child explain why a 6 × 4 rectangle has an area of 24 square units by drawing the squares?","standards":[]},{"id":"mt_d8al9JcajP","subject":"Mathematics","domain":"Measurement","name":"Converting Units","description":"Convert between metric units (km, m, cm, mm; kg, g; l, ml) using decimals, and know rough equivalents for the imperial units still met in films and abroad (an inch ≈ 2.5 cm, 5 miles ≈ 8 km, a pound ≈ 450 g)","ages":[8,12],"type":"PROCEDURAL","evidence":["Convert 3.4 km to m and 750 g to kg","Convert 2.05 l to ml","Estimate 60 miles in km"],"check":"Could your child convert 1.25 m to cm and 3,500 ml to litres, and say roughly how far 100 miles is in kilometres?","standards":["ccss-math:6.RP.3d","uk-nc-2013:KS3.Maths.Ratio.1"]},{"id":"mt_IuHa5UI5od","subject":"Mathematics","domain":"Measurement","name":"Volume","description":"Understand volume as the number of unit cubes that fill a solid, estimate and count cubes, see why a cuboid's volume is length × width × height (base area × height, which also works for prisms and cylinders), and add volumes of joined boxes","ages":[9,13],"type":"CONCEPTUAL","evidence":["Build a cuboid from 24 cubes in two ways","Calculate the volume of a 5 × 4 × 3 box","Estimate how many litres a fish tank holds"],"check":"Could your child work out how many 1 cm cubes would fill a box 10 cm long, 5 cm wide and 4 cm high, and explain why?","standards":[]},{"id":"mt_ML5t7n2-U8","subject":"Mathematics","domain":"Measurement","name":"Area of Triangles and Other Shapes","description":"Find the area of parallelograms, triangles and trapezia with formulas, and explain each formula by cutting and rearranging into a rectangle","ages":[10,14],"type":"PROCEDURAL","evidence":["Calculate the area of a triangle with base 10 cm and height 6 cm","Explain why a parallelogram's area is base × height","Find the area of a trapezium"],"check":"Could your child show by cutting paper why a triangle's area is half of base × height?","standards":["ccss-math:7.G.6","ccss-math:8.G.9","uk-nc-2013:KS3.Maths.Geo.1"]},{"id":"mt_KJeEeTutJI","subject":"Mathematics","domain":"Geometry","name":"Naming Flat and Solid Shapes","description":"Recognise and name common flat shapes (circle, triangle, square, rectangle) and solid shapes (cube, cuboid, sphere, cylinder, cone, pyramid), tell flat from solid, spot flat faces on solids, and sort shapes in everyday objects","ages":[4,7],"type":"CONCEPTUAL","evidence":["Name a tin as a cylinder and a ball as a sphere","Find a triangle face on a pyramid","Sort household objects by shape"],"check":"On a walk around the house, could your child point to a cylinder, a cuboid and a circle and name each?","standards":["ccss-math:K.G.2","uk-nc-2013:Maths/Y1/GPS/1","ccss-math:K.G.1","ccss-math:K.G.3","uk-nc-2013:Maths/Y1/GPS/2","ccss-math:K.G.4","uk-nc-2013:Maths/Y2/GPS/3","uk-nc-2013:Maths/Y2/GPS/4"]},{"id":"mt_qeZYF6HZ4o","subject":"Mathematics","domain":"Geometry","name":"Position and Direction","description":"Describe where things are (above, behind, next to, left, right) and how they move (forwards, backwards, quarter, half and full turns, clockwise and anticlockwise)","ages":[4,7],"type":"LANGUAGE","evidence":["Follow 'put the cup to the left of the plate'","Give directions to a toy robot with turns","Say which way a clock's hands turn"],"check":"Could your child guide you blindfolded across a room using words like forward, left turn and quarter turn?","standards":["ccss-math:K.G.1","uk-nc-2013:Maths/Y1/GPD/1","uk-nc-2013:Maths/Y2/GPD/2"]},{"id":"mt_XjwUlmxdCT","subject":"Mathematics","domain":"Geometry","name":"Building and Combining Shapes","description":"Build shapes from sticks, clay and blocks, combine flat shapes into new ones (two triangles make a square) and solids into models, and draw what they made","ages":[5,8],"type":"PROCEDURAL","evidence":["Make a rectangle from two triangles","Build a tower from cubes and a cone and name the parts","Draw a shape made from tangram pieces"],"check":"Could your child use tangram pieces to make a square and then a house shape, and tell you which pieces they used?","standards":["ccss-math:K.G.6","ccss-math:K.G.5","ccss-math:1.G.2","uk-nc-2013:Ma/KS2/Y3/GPS/1"]},{"id":"mt_sBcRdUfAzV","subject":"Mathematics","domain":"Geometry","name":"Properties of Flat Shapes","description":"Describe flat shapes by their defining features (number of sides and corners, right angles, equal sides) rather than colour or size, name polygons up to octagons, and tell regular from irregular","ages":[6,10],"type":"CONCEPTUAL","evidence":["Explain why a tilted square is still a square","Draw a pentagon that isn't regular","Name a shape from a description of its sides"],"check":"Could your child tell you what makes a shape a triangle, and draw one that looks unusual but still counts?","standards":["uk-nc-2013:Maths/Y2/GPS/1","ccss-math:1.G.1","ccss-math:2.G.1"]},{"id":"mt_Mnodea7mG_","subject":"Mathematics","domain":"Geometry","name":"Solid Shapes and Their Nets","description":"Count faces, edges and vertices of solids, recognise solids drawn in 2-D, predict which nets fold into which shapes, and use these properties to solve problems","ages":[6,12],"type":"CONCEPTUAL","evidence":["Count the edges of a cube","Pick which of four nets folds into a cube","Make a box from a net they drew"],"check":"Could your child draw a net for a cuboid box and say how many faces, edges and corners the box will have?","standards":["uk-nc-2013:Maths/Y2/GPS/2","ccss-math:7.G.3","uk-nc-2013:KS3.Maths.Geo.15"]},{"id":"mt_hR2Y7NhMSY","subject":"Mathematics","domain":"Geometry","name":"Symmetry","description":"Find lines of symmetry in shapes and pictures in any orientation, and complete a symmetric figure across a mirror line","ages":[6,10],"type":"PROCEDURAL","evidence":["Find all lines of symmetry in a square","Complete a half-drawn butterfly","Say which capital letters are symmetric"],"check":"Could your child fold a paper shape to test for symmetry and complete a pattern on the other side of a mirror line?","standards":[]},{"id":"mt_3S10OOGPqu","subject":"Mathematics","domain":"Geometry","name":"Angles and Turns","description":"Understand an angle as an amount of turn and as the corner where two lines meet; know right angles, acute, obtuse and reflex angles, that a full turn is 360°, and estimate angles in degrees","ages":[7,10],"type":"CONCEPTUAL","evidence":["Find right angles around the room","Say whether an angle is acute or obtuse","Estimate an angle as about 45° or about 120°"],"check":"Could your child tell you how many degrees are in a quarter turn and a half turn, and estimate the angle of an open door?","standards":["uk-nc-2013:Ma/KS2/Y3/GPS/2","uk-nc-2013:Ma/KS2/Y3/GPS/3"]},{"id":"mt_QysgF57dxh","subject":"Mathematics","domain":"Geometry","name":"Lines, Rays and Angles","description":"Identify points, line segments, rays, horizontal, vertical, parallel and perpendicular lines, and read and use the standard marks on geometry diagrams (right-angle boxes, equal-length ticks)","ages":[7,12],"type":"PROCEDURAL","evidence":["Find parallel and perpendicular lines in a window frame","Draw a ray and a line segment","Read the tick marks on a diagram to find equal sides"],"check":"Could your child point out parallel and perpendicular lines in the room and explain the difference?","standards":["uk-nc-2013:Ma/KS2/Y3/GPS/4","ccss-math:7.G.2","uk-nc-2013:KS3.Maths.Geo.5"]},{"id":"mt_liIW336odh","subject":"Mathematics","domain":"Geometry","name":"Classifying Shapes","description":"Classify shapes by properties such as parallel sides, right angles and equal sides, understand shape families (a square is a special rectangle and a special rhombus), and derive properties of triangles, quadrilaterals and circles","ages":[8,13],"type":"CONCEPTUAL","evidence":["Sort quadrilaterals in a Venn diagram by 'parallel sides' and 'right angles'","Explain why every square is a rectangle but not every rectangle is a square","Name the properties of a rhombus"],"check":"Could your child explain whether a square is a rectangle, and why?","standards":["ccss-math:7.G.2","uk-nc-2013:KS3.Maths.Geo.7"]},{"id":"mt_jBQS-CicNn","subject":"Mathematics","domain":"Geometry","name":"Coordinates","description":"Describe positions on a grid with coordinates (x, y), first in the first quadrant and then all four with negative values, plot points to draw shapes and graph real data","ages":[8,12],"type":"CONCEPTUAL","evidence":["Plot (3, 5) and (5, 3) and explain why they differ","Find the fourth corner of a square from three points","Plot (−2, 4) correctly"],"check":"Could your child plot four points you give them, including some with negative numbers, and join them into a shape?","standards":["ccss-math:5.G.2","ccss-math:5.G.1","ccss-math:6.NS.6c","uk-nc-2013:KS3.Maths.Alg.8"]},{"id":"mt_SH7QgFl8-v","subject":"Mathematics","domain":"Geometry","name":"Transformations","description":"Translate, reflect and rotate shapes on a grid and the coordinate plane, describe the movement precisely, and know which properties stay the same","ages":[8,14],"type":"REPRESENTATIONAL","evidence":["Translate a shape 3 left and 2 up","Reflect a triangle in the y-axis","Rotate a shape 90° clockwise about a point"],"check":"Could your child reflect a shape in a mirror line on squared paper and explain why it is the same size?","standards":["ccss-math:8.G.1a","ccss-math:8.G.1b","ccss-math:8.G.1c","ccss-math:8.G.3","uk-nc-2013:KS3.Maths.Geo.8"]},{"id":"mt_oqziWKry-L","subject":"Mathematics","domain":"Geometry","name":"Angle Facts","description":"Use angle facts to find unknown angles: angles at a point make 360°, on a straight line 180°, vertically opposite angles are equal, a triangle's angles make 180° and any polygon's (n − 2) × 180°, and parallel lines make equal corresponding and alternate angles","ages":[9,14],"type":"CONCEPTUAL","evidence":["Find the third angle of a triangle given 48° and 77°","Find the interior angle of a regular hexagon","Find missing angles where a line crosses two parallel lines"],"check":"Could your child explain why a triangle's angles add up to 180° by tearing off the corners of a paper triangle?","standards":["ccss-math:7.G.5","uk-nc-2013:KS3.Maths.Geo.10","ccss-math:8.G.5","uk-nc-2013:KS3.Maths.Geo.12","uk-nc-2013:KS3.Maths.Geo.11"]},{"id":"mt_4MFUAsbx_6","subject":"Mathematics","domain":"Geometry","name":"Measuring and Drawing Angles","description":"Measure and draw angles with a protractor, draw shapes from given lengths and angles, add and subtract angles on a diagram, and read measurements from scale drawings","ages":[9,13],"type":"PROCEDURAL","evidence":["Measure an angle of 137° with a protractor","Draw a triangle with sides 6 cm and 8 cm and a 50° angle between them","Find an unknown angle split into two parts"],"check":"Could your child use a protractor to draw an angle of 65° and measure an angle you draw?","standards":["ccss-math:7.G.2","uk-nc-2013:KS3.Maths.Geo.3"]},{"id":"mt_svFa6_mjO_","subject":"Mathematics","domain":"Geometry","name":"Circles","description":"Name the parts of a circle (radius, diameter, circumference), know the diameter is twice the radius, and calculate circumference and area with π","ages":[10,14],"type":"PROCEDURAL","evidence":["Measure the diameter of a plate and say the radius","Calculate the circumference of a wheel with diameter 60 cm","Calculate the area of a circle with radius 5 cm"],"check":"Could your child explain what π is by measuring round a tin and across it?","standards":["ccss-math:7.G.4","uk-nc-2013:KS3.Maths.Geo.2"]},{"id":"mt_167X6Ax8P7","subject":"Mathematics","domain":"Geometry","name":"Congruent Triangles","description":"Know the conditions that guarantee two triangles are identical (SSS, SAS, ASA, RHS) and use them to reason about shapes","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain why two triangles with the same three sides must match","Say which condition proves a pair of triangles congruent","Show that SSA is not enough with a drawing"],"check":"Could your child explain why a triangle made of three fixed sticks can't change shape, but a rectangle can?","standards":["ccss-math:8.G.2","uk-nc-2013:KS3.Maths.Geo.6"]},{"id":"mt_1VmTUxBrNd","subject":"Mathematics","domain":"Geometry","name":"Pythagoras' Theorem","description":"Use a² + b² = c² to find missing sides of right-angled triangles, in real problems and on coordinate grids; known in China since the Zhou Bi Suan Jing (勾三股四弦五)","ages":[13,14],"type":"PROCEDURAL","evidence":["Find the hypotenuse with sides 6 and 8","Find how far up a wall a 5 m ladder reaches with its foot 1.5 m out","Find the distance between two points on a grid"],"check":"Could your child work out the diagonal of a 3 m by 4 m room without measuring it?","standards":["ccss-math:8.G.6","ccss-math:8.G.7","ccss-math:8.G.8","uk-nc-2013:KS3.Maths.Geo.13","uk-nc-2013:KS3.Maths.Geo.14"]},{"id":"mt_KB_Czd7RQH","subject":"Mathematics","domain":"Geometry","name":"Trigonometry basics","description":"Use the trigonometric ratios sin, cos, and tan in right-angled triangles to find unknown sides and angles, including setting up the correct ratio for a given problem","ages":[13,15],"type":"PROCEDURAL","evidence":["Identify which trigonometric ratio to use (SOH CAH TOA) based on the known and unknown sides","Calculate an unknown side using sin, cos, or tan and a known angle","Find an unknown angle using the inverse trigonometric function (e.g. tan⁻¹)"],"check":"If your child knows a ladder is 5 metres long and leans against a wall at 70° to the ground, can they use trigonometry to work out how high up the wall it reaches?","standards":["uk-nc-2013:KS3.Maths.Geo.14"]},{"id":"mt_hBZwbst0ow","subject":"Mathematics","domain":"Algebra","name":"Number Sequences","description":"Generate sequences from a rule ('add 3', 'double'), describe the rule of a sequence, include negative and decimal steps, compare two sequences side by side, and say whether a number will appear","ages":[9,14],"type":"PROCEDURAL","evidence":["Continue 2.5, 4, 5.5, … and give the rule","Say whether 100 is in the sequence 3, 7, 11, …","Make two sequences from 'add 2' and 'add 4' and describe the link"],"check":"Could your child continue 5, 9, 13, 17, … and tell you whether 50 will be in it and why?","standards":["ccss-math:8.F.1","uk-nc-2013:KS3.Maths.Alg.14","uk-nc-2013:KS3.Maths.Alg.16"]},{"id":"mt_Jvg8X0N5u0","subject":"Mathematics","domain":"Algebra","name":"Formulas","description":"Use formulas in words and symbols (perimeter = 2 × (l + w)), substitute values, including scientific formulas, and rearrange a formula to make another letter the subject","ages":[10,14],"type":"PROCEDURAL","evidence":["Use A = l × w to find an area","Substitute v = 20 and t = 3 into s = v × t","Rearrange s = v × t to find t"],"check":"Could your child use the formula for converting °C to °F, F = 1.8C + 32, to convert 25°C?","standards":["ccss-math:6.EE.2c","uk-nc-2013:KS3.Maths.Alg.2","uk-nc-2013:KS3.Maths.Alg.5"]},{"id":"mt_i9rJbuFO3p","subject":"Mathematics","domain":"Algebra","name":"Using Letters for Unknowns","description":"Write missing-number and word problems with a letter for the unknown, find pairs that satisfy an equation with two unknowns, and translate situations into expressions and back","ages":[10,13],"type":"REPRESENTATIONAL","evidence":["Write 'a number times 4, add 3, makes 31' as an equation","List pairs (a, b) with 2a + b = 10","Write an expression for the cost of n tickets at 6 each plus a 2 booking fee"],"check":"Could your child write an expression for the total legs on c chickens and r rabbits?","standards":["ccss-math:6.EE.9","uk-nc-2013:KS3.Maths.Alg.6"]},{"id":"mt_KwdjWEmMNo","subject":"Mathematics","domain":"Algebra","name":"Algebraic Expressions","description":"Read and write algebraic notation (3y, ab, a², a/b), know the difference between an expression, an equation and a formula, and simplify by collecting like terms","ages":[11,12],"type":"LANGUAGE","evidence":["Simplify 3a + 2b + 5a − b","Explain why 2x is not x + 2","Say whether 4x + 1 = 9 is an expression or an equation"],"check":"Could your child simplify 4x + 3 + 2x − 1 and explain why x and x² can't be added together?","standards":["ccss-math:6.EE.2","ccss-math:6.EE.2a","ccss-math:6.EE.2b","uk-nc-2013:KS3.Maths.Alg.1a","uk-nc-2013:KS3.Maths.Alg.1b","uk-nc-2013:KS3.Maths.Alg.1c","uk-nc-2013:KS3.Maths.Alg.1d","uk-nc-2013:KS3.Maths.Alg.1e","uk-nc-2013:KS3.Maths.Alg.1f","ccss-math:6.EE.6","uk-nc-2013:KS3.Maths.Alg.3","ccss-math:6.EE.3","ccss-math:6.EE.4","uk-nc-2013:KS3.Maths.Alg.4a"]},{"id":"mt_FX4a2Q8XXN","subject":"Mathematics","domain":"Algebra","name":"Expanding and Factorising","description":"Multiply out brackets (3(2x + 5), then (x + 3)(x − 2)) using the distributive law or a grid, and reverse it by taking out common factors","ages":[11,14],"type":"PROCEDURAL","evidence":["Expand 4(3x − 2)","Factorise 6x + 15","Expand (x + 4)(x + 1) with a grid"],"check":"Could your child expand 5(2x + 3) and then factorise their answer back again?","standards":["ccss-math:6.EE.3","ccss-math:7.EE.1","uk-nc-2013:KS3.Maths.Alg.4b","uk-nc-2013:KS3.Maths.Alg.4c","uk-nc-2013:KS3.Maths.Alg.4d"]},{"id":"mt_i2F1nWxJjv","subject":"Mathematics","domain":"Algebra","name":"Inequalities","description":"Understand inequalities as comparisons, show their solutions on a number line, and solve simple linear inequalities","ages":[11,14],"type":"REPRESENTATIONAL","evidence":["Show x > −2 on a number line","Solve 3x + 1 < 13","List the whole numbers that satisfy −1 ≤ x < 4"],"check":"Could your child solve 2x − 3 > 7 and show the answer on a number line?","standards":["ccss-math:6.EE.8","ccss-math:7.EE.4b","uk-nc-2013:KS3.Maths.Alg.7"]},{"id":"mt_QhFEDyIwSO","subject":"Mathematics","domain":"Algebra","name":"Solving Linear Equations","description":"Solve equations in one unknown by doing the same to both sides, including ones that need expanding brackets or have the unknown on both sides, and check the solution","ages":[11,14],"type":"PROCEDURAL","evidence":["Solve 5x − 7 = 18","Solve 3(x + 2) = 2x + 11","Check a solution by substituting"],"check":"Could your child solve 4x + 3 = 2x + 15 and show that their answer works?","standards":["ccss-math:6.EE.5","ccss-math:6.EE.7","ccss-math:7.EE.4","ccss-math:7.EE.4a","ccss-math:8.EE.7a","ccss-math:8.EE.7b","uk-nc-2013:KS3.Maths.Alg.7"]},{"id":"mt_HRKzwEQJgO","subject":"Mathematics","domain":"Algebra","name":"Nth-Term Rules","description":"Find a formula for the nth term of a linear sequence (4n − 1) and use it to find any term or test whether a number belongs","ages":[12,14],"type":"PROCEDURAL","evidence":["Find the nth term of 5, 8, 11, 14, …","Find the 100th term of 4n − 1","Decide whether 75 is in 3n + 2"],"check":"Could your child find a rule for the number of matchsticks in a row of n squares and use it for 50 squares?","standards":["ccss-math:8.F.4","uk-nc-2013:KS3.Maths.Alg.15"]},{"id":"mt_WBdHkc2HTf","subject":"Mathematics","domain":"Algebra","name":"Straight-Line Graphs","description":"Plot straight-line graphs from a table of values, recognise y = mx + c, and read the gradient as the rate of change and c as the starting value","ages":[12,14],"type":"CONCEPTUAL","evidence":["Plot y = 2x + 1 from a table","Find the gradient between two points","Explain what the gradient means on a graph of taxi fares"],"check":"Looking at a graph of a phone plan's cost against minutes, could your child explain what the slope and the starting point mean?","standards":["ccss-math:8.EE.5","ccss-math:8.EE.6","ccss-math:8.F.3","uk-nc-2013:KS3.Maths.Alg.11","uk-nc-2013:KS3.Maths.Alg.9","ccss-math:8.F.1","ccss-math:8.F.4","uk-nc-2013:KS3.Maths.Alg.10"]},{"id":"mt_GZuoYaDdWd","subject":"Mathematics","domain":"Algebra","name":"Quadratic Graphs","description":"Recognise the curved shape of quadratic graphs, tell them from straight lines, and use plotted graphs to estimate values and approximate solutions to equations","ages":[13,14],"type":"CONCEPTUAL","evidence":["Plot y = x² for x from −3 to 3","Use the graph to estimate the solutions of x² = 5","Say why a thrown ball's path is curved"],"check":"Could your child sketch the shape of y = x² and use it to estimate the square root of 7?","standards":["ccss-math:8.F.3","ccss-math:8.F.5","uk-nc-2013:KS3.Maths.Alg.12","uk-nc-2013:KS3.Maths.Alg.9","uk-nc-2013:KS3.Maths.Alg.13"]},{"id":"mt_mqgu72aCMz","subject":"Mathematics","domain":"Algebra","name":"Simultaneous Equations","description":"Solve two linear equations together, by finding where their graphs cross and by algebra, and interpret the solution in context; the algebraic version of the chickens-and-rabbits puzzle","ages":[13,14],"type":"CONCEPTUAL","evidence":["Solve x + y = 10 and x − y = 4","Find where y = 2x and y = x + 3 cross","Solve a chickens-and-rabbits puzzle with two equations"],"check":"Could your child solve 'two pens and a book cost 13; one pen and a book cost 10' with equations?","standards":["ccss-math:8.EE.8a","ccss-math:8.EE.8b","uk-nc-2013:KS3.Maths.Alg.10"]},{"id":"mt_xppl18avyY","subject":"Mathematics","domain":"Data & Statistics","name":"Sorting and Counting Data","description":"Sort objects into categories, count each group, order the groups by size, and answer questions about totals and how many more","ages":[5,8],"type":"PROCEDURAL","evidence":["Sort a box of buttons by colour and count each","Say which colour has most and how many more than the least","Explain a different way to sort the same buttons"],"check":"Could your child sort a bag of mixed fruit, count each kind, and tell you which kind there is most of?","standards":["ccss-math:K.MD.3","ccss-math:1.MD.4","uk-nc-2013:Ma/KS2/Y3/S/2","uk-nc-2013:Maths/Y2/S/2","uk-nc-2013:Ma/KS2/Y3/S/3","uk-nc-2013:Maths/Y2/S/3"]},{"id":"mt_c29FaCTNsx","subject":"Mathematics","domain":"Data & Statistics","name":"Pictograms and Tally Charts","description":"Collect data with tally marks, show it in pictograms, block diagrams and simple tables, and use the words data, tally, survey and frequency","ages":[6,9],"type":"REPRESENTATIONAL","evidence":["Tally the colours of passing cars for five minutes","Draw a pictogram where one picture stands for 2","Read a tally chart to answer 'how many altogether?'"],"check":"Could your child run a quick survey of family members' favourite fruits with tally marks and turn it into a pictogram?","standards":["uk-nc-2013:Ma/KS2/Y3/S/1","uk-nc-2013:Maths/Y2/S/1"]},{"id":"mt_ChjMU2GDJa","subject":"Mathematics","domain":"Data & Statistics","name":"Bar Charts and Line Plots","description":"Draw and read bar charts with scales of 1, 2, 5 or 10 and line plots (dot plots) of measurements, including fractions of a unit, and use them to answer comparison and total questions","ages":[7,11],"type":"REPRESENTATIONAL","evidence":["Draw a bar chart of pets in the class with a scale of 2","Read how many more chose football than tennis","Make a line plot of measured leaf lengths to the nearest half centimetre"],"check":"Could your child read a bar chart where each line on the scale stands for 5 and answer 'how many more?'","standards":["ccss-math:2.MD.10","ccss-math:2.MD.9"]},{"id":"cx_math_data_investigation","subject":"Mathematics","domain":"Data & Statistics","name":"Running a Data Investigation","description":"Run the whole cycle of a statistical question: pose a question, decide what data would answer it, collect it fairly, organise and display it, and draw a conclusion that says how sure you can be","ages":[8,12],"type":"PROCEDURAL","evidence":["Turn 'what do children here like to eat?' into a clear survey question","Collect data from at least 20 people and display it","Write a conclusion that mentions a limitation"],"check":"Could your child plan, carry out and present a small survey, such as how classmates get to school, and say one way it might be misleading?","standards":["cn-2022:math-data"]},{"id":"mt_bESTSBB0wK","subject":"Mathematics","domain":"Data & Statistics","name":"Tables, Line Graphs and Pie Charts","description":"Read and complete tables and timetables, draw and read line graphs for change over time and pie charts for parts of a whole, and choose the right chart for the data","ages":[9,13],"type":"REPRESENTATIONAL","evidence":["Find a bus from a timetable to arrive before 9:00","Draw a line graph of the temperature over a day","Explain why a pie chart suits 'how pocket money is spent' but not 'height over a year'"],"check":"Could your child read a line graph of a city's monthly rainfall and say which month was wettest and when it rose fastest?","standards":["ccss-math:7.SP.1","ccss-math:7.SP.2","uk-nc-2013:KS3.Maths.Stat.2"]},{"id":"mt_Cg8VPguS_V","subject":"Mathematics","domain":"Data & Statistics","name":"Averages and Spread","description":"Calculate and interpret the mean, then the median, mode and range, and compare two sets of data using an average and a measure of spread","ages":[10,13],"type":"PROCEDURAL","evidence":["Find the mean of five test scores","Find the median and range of a set of heights","Compare two teams' scores using mean and range"],"check":"Could your child work out the mean and the range of the family's ages and explain what each tells you?","standards":["ccss-math:7.SP.3","ccss-math:7.SP.4","cn-2022:math-data","uk-nc-2013:KS3.Maths.Stat.1"]},{"id":"cx_math_reading_charts","subject":"Mathematics","domain":"Data & Statistics","name":"Reading Charts Critically","description":"Check a chart before believing it: does the axis start at zero, is the time range cherry-picked, are pictures scaled by area, is it a count or a rate, and what data is missing","ages":[10,14],"type":"META","evidence":["Redraw a bar chart with a truncated axis to show the real difference","Spot a chart that compares totals when it should compare per-person figures","Explain how choosing the start year can make a trend look up or down"],"check":"Shown a news chart where one bar looks twice as tall, could your child check the axis and say whether the difference is really that big?","standards":["cn-2022:math-data"]},{"id":"cx_math_samples","subject":"Mathematics","domain":"Data & Statistics","name":"Samples and Surveys","description":"Understand that most statistics come from a sample, that who is asked matters as much as how many (an online poll only hears from people online), and that bigger random samples give more reliable answers","ages":[10,14],"type":"CONCEPTUAL","evidence":["Explain why asking only their friends would not show what the whole school thinks","Say why a survey of 1,000 random people beats one of 50","Spot the bias in a 'survey' run by a company selling the product"],"check":"When an advert says '9 out of 10 people prefer our brand', could your child ask who was asked and how many?","standards":["cn-2022:math-data"]},{"id":"cx_math_misleading_averages","subject":"Mathematics","domain":"Data & Statistics","name":"When Averages Mislead","description":"See how a few extreme values drag the mean (average income in a room changes when a billionaire walks in), when the median tells the truer story, and why 'average' in the news needs a second look","ages":[11,14],"type":"CONCEPTUAL","evidence":["Show how one very large value changes the mean but not the median","Explain why house prices are usually reported as a median","Find a news claim about an average and ask which average it is"],"check":"Could your child explain why 'the average salary at this company is high' might hide that most workers earn little?","standards":["cn-2022:math-data"]},{"id":"mt_8atyuvPUZc","subject":"Mathematics","domain":"Data & Statistics","name":"Scatter Graphs and Correlation","description":"Plot pairs of data on a scatter graph, describe positive, negative or no correlation, draw a line of best fit, and remember that correlation does not prove cause","ages":[12,14],"type":"CONCEPTUAL","evidence":["Plot height against shoe size for the class","Describe the correlation in a graph of temperature and hot-drink sales","Explain why ice-cream sales and drownings are correlated without one causing the other"],"check":"Given a scatter graph of hours of sleep against test score, could your child describe the pattern and say whether it proves sleep causes higher scores?","standards":["ccss-math:8.SP.1","ccss-math:8.SP.2","ccss-math:8.SP.3","uk-nc-2013:KS3.Maths.Stat.3"]},{"id":"mt_iFFKZd-Vgv","subject":"Mathematics","domain":"Probability","name":"How Likely Is It?","description":"Describe and compare how likely everyday events are (impossible, unlikely, even chance, likely, certain), order events by likelihood, and tell when outcomes are equally likely","ages":[8,10],"type":"LANGUAGE","evidence":["Place 'it will snow tomorrow' and 'the sun will rise' on a likelihood line","Say which colour is more likely from a bag with 7 red and 3 blue","Explain why a fair coin gives equally likely outcomes"],"check":"Could your child put five events, from 'certain' to 'impossible', in order and explain their choices?","standards":[]},{"id":"mt_-bMnJcPJy8","subject":"Mathematics","domain":"Probability","name":"Chance Experiments","description":"Run repeated chance experiments with coins, dice and spinners, record results, and see that the share of outcomes gets closer to the theoretical probability as the number of trials grows","ages":[9,13],"type":"PROCEDURAL","evidence":["Flip a coin 50 times and compare heads to half","Explain why 10 rolls might show no sixes","Estimate the probability a drawing pin lands point up from experiments"],"check":"After rolling a dice 60 times, could your child explain why each number didn't come up exactly 10 times?","standards":["ccss-math:7.SP.6","ccss-math:7.SP.7b","uk-nc-2013:KS3.Maths.Prob.1"]},{"id":"mt_t0g2SlP404","subject":"Mathematics","domain":"Probability","name":"The Probability Scale","description":"Express probability as a number from 0 (impossible) to 1 (certain), as a fraction, decimal or percentage, and place events on the scale","ages":[9,12],"type":"CONCEPTUAL","evidence":["Give the probability of rolling a 6 as 1/6","Place 'a 70% chance of rain' on the scale","Explain why no probability can be 1.2"],"check":"Could your child tell you the probability of picking a red card from a deck as a fraction, and explain what a probability of 0 means?","standards":["ccss-math:7.SP.5","uk-nc-2013:KS3.Maths.Prob.1"]},{"id":"mt_Zt30Gxi-qp","subject":"Mathematics","domain":"Probability","name":"Calculating Probability","description":"Calculate probabilities of equally likely outcomes (favourable ÷ total), use the fact that all outcomes add to 1, and find the probability of something not happening","ages":[10,13],"type":"PROCEDURAL","evidence":["Find the probability of an even number on a dice","Find P(not red) if P(red) = 0.3","Find a missing probability in a table"],"check":"Could your child work out the chance of picking a vowel from the letters of their name?","standards":["ccss-math:7.SP.5","ccss-math:7.SP.7a","uk-nc-2013:KS3.Maths.Prob.2"]},{"id":"cx_math_base_rates","subject":"Mathematics","domain":"Probability","name":"Base Rates and Risk","description":"Judge risk by asking 'out of how many?': a test that is 90% accurate for a rare condition gives mostly false alarms, 'doubles the risk' can mean 1 in 10,000 becoming 2 in 10,000, and absolute numbers matter more than relative ones","ages":[12,14],"type":"CONCEPTUAL","evidence":["Work through 1,000 people to show why most positives from a rare-disease test are false","Rewrite 'doubles the risk' as two absolute numbers","Explain why shark attacks feel common but are rare"],"check":"If a headline says a food 'increases cancer risk by 20%', could your child explain what extra information they would need before worrying?","standards":["cn-2022:math-data"]},{"id":"mt_1YwOCMMwD8","subject":"Mathematics","domain":"Probability","name":"Sets and Venn Diagrams","description":"Organise and count outcomes with Venn diagrams of two or three sets, understand union and intersection, and use the product rule for counting combinations","ages":[12,14],"type":"PROCEDURAL","evidence":["Sort numbers 1–20 into 'even' and 'multiple of 3'","Find how many like both from a Venn diagram","Count outfits from 3 tops and 4 trousers"],"check":"Could your child draw a Venn diagram of classmates who play football, piano or both from a list?","standards":["ccss-math:7.SP.8b","uk-nc-2013:KS3.Maths.Prob.3"]},{"id":"mt_GDtFU5fyUv","subject":"Mathematics","domain":"Probability","name":"Tree Diagrams","description":"List all outcomes of combined events with tables and tree diagrams and calculate their probabilities","ages":[12,14],"type":"PROCEDURAL","evidence":["Draw a tree diagram for two coin flips","Find the probability of two sixes","Use a table to find the probability that two dice total 7"],"check":"Could your child draw a tree diagram to find the chance of getting two heads in two flips?","standards":["ccss-math:7.SP.8","ccss-math:7.SP.8a","ccss-math:7.SP.8b","uk-nc-2013:KS3.Maths.Prob.4"]},{"id":"mt_QaYfeVL-0C","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Estimating and Checking Answers","description":"Estimate before calculating by rounding, check afterwards with the inverse operation, and decide how accurate an answer needs to be for the situation","ages":[7,11],"type":"META","evidence":["Estimate 398 + 211 as about 600 before working it out","Check 84 ÷ 7 = 12 by multiplying","Decide whether a builder needs a length to the nearest mm or m"],"check":"Before working out 49 × 21, could your child say it should be about 1,000, and then check their exact answer against that?","standards":["cn-2022:math-number-sense","uk-nc-2013:KS3.Maths.Num.6","uk-nc-2013:Ma/KS2/Y3/AS/3","uk-nc-2013:Ma/KS2/Y4/AS/2"]},{"id":"cx_mag_benchmarks","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Everyday Benchmarks","description":"Carry a handful of reference quantities in your head to estimate with: your own height and stride, a 1 l bottle, a 1 kg bag of rice, walking at about 5 km/h, a classroom of about 30, Earth about 40,000 km round","ages":[8,12],"type":"CONCEPTUAL","evidence":["Estimate a corridor's length by counting strides","Estimate how long walking 3 km takes","Use the 1 kg rice bag to estimate a schoolbag's weight"],"check":"Could your child estimate the length of your street or the weight of a watermelon using something they already know the size of?","standards":["cn-2022:math-number-sense"]},{"id":"cx_mag_big_numbers","subject":"Mathematics","domain":"Estimation & Magnitude","name":"How Big Is a Million?","description":"Get a feel for thousand, million and billion (万, 百万, 亿, 十亿): a million seconds is about 11.5 days and a billion about 32 years; China has about 1.4 billion people and the world about 8 billion","ages":[8,11],"type":"CONCEPTUAL","evidence":["Work out roughly how many days a million seconds is","Say whether a city of 20 million is more or less than 1% of China","Compare a million and a billion with a picture or story"],"check":"Could your child tell you roughly how long a million seconds and a billion seconds are, and why the difference is so big?","standards":["cn-2022:math-number-sense"]},{"id":"cx_mag_sanity","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Checking a Calculator's or AI's Answer","description":"Never accept a number just because a machine produced it: estimate first, check the units and the order of magnitude, and ask whether the answer is plausible; a slipped decimal point or a confident wrong AI answer is usually off by a factor of 10 or more","ages":[9,14],"type":"META","evidence":["Catch a calculator answer that is 10 times too big by estimating","Spot an impossible answer, such as a 900 kg child","Check an AI's arithmetic in a word problem and find the error"],"check":"If a calculator or chatbot says a 12-hour car journey at 80 km/h covers 9,600 km, could your child tell it is wrong and roughly what it should be?","standards":["cn-2022:math-number-sense"]},{"id":"cx_mag_doubling","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Doubling and Exponential Growth","description":"See how repeated doubling or a steady percentage rise outruns steady adding: rice on a chessboard, compound interest, populations and epidemics; know the rule of 70 (growing 7% a year doubles in about 10 years) and that exponential growth always looks slow at first","ages":[10,14],"type":"CONCEPTUAL","evidence":["Compare 'add 100 a day' with 'double a penny a day' over 30 days","Use the rule of 70 to estimate doubling time at 5% a year","Explain why a pond half-covered by weed one day can be fully covered the next"],"check":"Could your child explain why folding a piece of paper in half 42 times would, in theory, reach the Moon?","standards":["cn-2022:math-number-sense"]},{"id":"cx_mag_orders","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Orders of Magnitude","description":"Compare quantities by powers of ten rather than exact values: is it nearer 100 or 10,000? Place things on a ladder from an ant to a whale, a village to a country, a second to a lifetime, and use a logarithmic scale when sizes span many powers of ten","ages":[10,14],"type":"CONCEPTUAL","evidence":["Place the heights of an ant, a person, a tree and a mountain on a powers-of-ten line","Say how many times bigger China's population is than a city of 1 million, to the nearest power of ten","Read a chart with a logarithmic axis"],"check":"Could your child say roughly how many times heavier an elephant is than a cat, as a power of ten, and explain their estimate?","standards":["cn-2022:math-number-sense"]},{"id":"cx_mag_fermi","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Fermi Estimates","description":"Estimate quantities nobody has told you by breaking them into pieces you can guess (how many litres of water does our school drink in a year? how many piano tuners in a city?), multiplying rough figures, and judging whether the answer is within a factor of ten","ages":[11,14],"type":"META","evidence":["Estimate how many breaths they take in a year","Write down each assumption in a Fermi estimate","Compare their estimate with a real figure and explain any gap"],"check":"Could your child estimate how many grains of rice the family eats in a year, showing each step and assumption?","standards":["cn-2022:math-number-sense","cn-2022:math-modelling"]},{"id":"cx_mag_percent_news","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Percentages in the News","description":"Read percentage claims carefully: 'up 200%' means tripled, a rise from 2% to 3% is one percentage point but a 50% increase, and a percentage means little without knowing the starting number","ages":[11,14],"type":"META","evidence":["Explain the difference between '1 percentage point' and '50%' for a rise from 2% to 3%","Rewrite 'sales up 300%' as a multiple","Ask for the base number behind a percentage claim"],"check":"If a news story says 'cases rose 100%', could your child explain what that means and what else they would want to know?","standards":["cn-2022:math-data"]},{"id":"cx_mag_per_person","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Totals, Per-Person and Per-Year","description":"Know when to compare totals and when to compare rates: a big country has more of everything, so emissions, wealth or deaths often make sense only per person or per year","ages":[11,14],"type":"CONCEPTUAL","evidence":["Compare two countries' emissions as totals and per person","Explain why a city with more crimes may be safer per person","Turn a total over 10 years into a yearly figure"],"check":"Could your child explain why China can be the largest emitter of carbon dioxide in total but not per person?","standards":["cn-2022:math-number-sense","cn-2022:math-data"]},{"id":"mt_VVn1IXjkzn","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Accuracy and Error Bounds","description":"Understand that a rounded measurement stands for a range (a length of 8 cm to the nearest cm is between 7.5 and 8.5), and work out how errors carry through a calculation","ages":[12,14],"type":"PROCEDURAL","evidence":["Give the bounds of 2.4 m measured to 1 decimal place","Write the range as an inequality","Find the largest possible area of a rectangle measured as 5 cm by 3 cm"],"check":"Could your child explain why a sign saying 'population 20,000' doesn't mean exactly 20,000 people, and give the likely range?","standards":["uk-nc-2013:KS3.Maths.Num.14"]},{"id":"mt_bO-njVOige","subject":"Mathematics","domain":"Estimation & Magnitude","name":"Standard Form","description":"Write very large and very small numbers in standard form (A × 10ⁿ), convert to and from ordinary numbers, and compare them, as used for distances in space and sizes of cells","ages":[12,14],"type":"PROCEDURAL","evidence":["Write 3,400,000 as 3.4 × 10⁶","Write 0.00052 in standard form","Say which is bigger, 2 × 10⁸ or 9 × 10⁷"],"check":"Could your child write the distance to the Sun, about 150,000,000 km, in standard form?","standards":["ccss-math:8.EE.3","ccss-math:8.EE.4","uk-nc-2013:KS3.Maths.Num.8"]},{"id":"mt_ZJC7JnnPCu","subject":"Mathematics","domain":"Mathematical Thinking","name":"Choosing Methods and Tools","description":"Choose deliberately how to work: objects and drawings, number lines, mental methods, jottings, written methods, protractors, calculators or spreadsheets, and know when each is quicker or more reliable","ages":[5,11],"type":"META","evidence":["Say why 50 × 4 is quicker mentally than on a calculator","Choose a number line for a time problem and explain why","Use a calculator for 37.6 × 14.9 and check it by estimating"],"check":"Given a mix of problems, could your child sort them into 'in my head', 'on paper' and 'calculator' and explain their choices?","standards":[]},{"id":"mt_j5YqQnN6xe","subject":"Mathematics","domain":"Mathematical Thinking","name":"Explaining and Proving Why","description":"Explain how an answer was found and why a method works, first by showing with objects and words, then with clear multi-step arguments; spot errors in others' reasoning and say what a counter-example shows","ages":[5,14],"type":"META","evidence":["Explain why the sum of two odd numbers is always even","Find the mistake in a worked solution","Give a counter-example to 'all multiples of 3 are odd'"],"check":"Could your child convince you, without just giving examples, that adding two even numbers always gives an even number?","standards":[]},{"id":"mt_mywsN77hGZ","subject":"Mathematics","domain":"Mathematical Thinking","name":"Precise Mathematical Language","description":"Use mathematical words, symbols and units precisely, from 'more' and 'fewer' at 5 to 'factor', 'denominator', 'acute' and 'ratio' later, and say exactly what a number refers to","ages":[5,11],"type":"META","evidence":["Always give units in measurement answers","Explain the difference between 'factor' and 'multiple'","Correct 'the answer is 12' to 'the area is 12 cm²'"],"check":"When your child explains an answer, do they use the right maths words and say what the units are?","standards":[]},{"id":"mt_SmghasIvbT","subject":"Mathematics","domain":"Mathematical Thinking","name":"Solving Multi-Step Problems","description":"Make sense of a problem before calculating: what is asked, what is known, what is irrelevant, then plan the steps, choose operations, keep track of progress and check the answer fits; from short guided problems at 5 to long ones mixing fractions, ratio and algebra at 11","ages":[5,11],"type":"META","evidence":["Retell a problem in their own words before solving it","Break a three-step problem into parts and say the plan","Spot information in a problem that isn't needed"],"check":"When stuck on a long word problem, could your child say what they know, what they need, and a first step to try?","standards":["ccss-math:3.OA.8"]},{"id":"mt_fZTn0W_iZR","subject":"Mathematics","domain":"Mathematical Thinking","name":"Spotting Patterns and Structure","description":"Notice repeating patterns and structure (order doesn't change a sum, 9 × n digits add to 9, fractions, decimals and percentages are one family) and use them to shortcut work, predict results and generalise a rule","ages":[5,11],"type":"META","evidence":["Continue a repeating colour or shape pattern and describe it","Explain a shortcut found by noticing a pattern","Predict the 10th shape in a growing pattern without drawing it"],"check":"Could your child spot the pattern in 1 + 3, 1 + 3 + 5, 1 + 3 + 5 + 7 and predict the next total?","standards":["uk-nc-2013:Maths/Y2/GPD/1"]},{"id":"mt_IM1G_7QzTa","subject":"Mathematics","domain":"Mathematical Thinking","name":"Turning Situations into Maths","description":"Model real situations mathematically, the heart of China's 应用题 tradition: represent the situation with objects, a drawing, a bar model, a table or an equation; solve; then interpret the answer back in the situation and ask whether it makes sense. Grows from acting out stories at 5 to modelling with ratio, scale and formulas at 11","ages":[5,11],"type":"META","evidence":["Represent a shopping problem with a bar model before calculating","Explain what a calculated answer of 3.6 buses means for a school trip","Choose between a table and an equation for a problem and explain why"],"check":"Given a real problem, such as planning snacks for a party of 14 with a budget, could your child turn it into calculations, solve it, and check the plan makes sense?","standards":["cn-2022:math-modelling"]},{"id":"mt_gu0NPDvlhY","subject":"Mathematics","domain":"Mathematical Thinking","name":"Listing All Possibilities","description":"List every possible combination or arrangement systematically, such as outfits from tops and trousers, two-digit numbers from given digits or handshakes in a group, so none are missed or repeated; a 数学广角 staple in Chinese primary maths","ages":[7,11],"type":"PROCEDURAL","evidence":["List all outfits from 3 tops and 2 trousers","Make every two-digit number from 1, 3 and 5 without repeats","Work out how many handshakes 5 people make"],"check":"Could your child find all the ways to make a two-scoop ice cream from 4 flavours, and explain how they know they haven't missed any?","standards":["cn-2022:math-reasoning"]},{"id":"cx_math_logic_puzzles","subject":"Mathematics","domain":"Mathematical Thinking","name":"Logical Reasoning Puzzles","description":"Deduce answers from clues by elimination, often with a grid: who owns which pet, which box holds the prize; from China's 数学广角 推理 problems, training ordered thinking","ages":[7,11],"type":"META","evidence":["Solve a three-person, three-pet puzzle with a grid","Explain each step of a deduction","Write a simple logic puzzle for someone else"],"check":"Could your child solve 'Amy doesn't have the cat; Ben has the dog; who has the fish?' and explain their reasoning?","standards":["cn-2022:math-reasoning"]},{"id":"cx_math_optimisation","subject":"Mathematics","domain":"Mathematical Thinking","name":"Finding the Best Way","description":"Look for the most efficient plan: the order of tasks that saves time (boiling water while washing cups), the fewest trips, the fewest weighings to find a fake coin; China's 数学广角 优化 problems","ages":[8,11],"type":"META","evidence":["Plan the order of making tea to take the least time","Work out the fastest way to fry 3 pancakes in a pan that holds 2","Find a fake coin among 9 in two weighings"],"check":"Could your child plan a morning routine that does some jobs at the same time and work out how many minutes it saves?","standards":["cn-2022:math-reasoning"]},{"id":"cx_math_assumption","subject":"Mathematics","domain":"Mathematical Thinking","name":"Solving by Tables and Assumption","description":"Solve puzzles like 'chickens and rabbits in a cage' (鸡兔同笼: 35 heads and 94 legs) by making a table, by guessing and adjusting, or by assuming everything is one kind and correcting, before meeting equations","ages":[9,12],"type":"META","evidence":["Solve a chickens-and-rabbits problem with a table","Solve it again by assuming all are chickens","Explain why each extra rabbit adds 2 legs"],"check":"Given '10 bikes and trikes have 24 wheels; how many trikes?', could your child solve it without algebra and explain the method?","standards":["cn-2022:math-reasoning","cn-2022:math-modelling"]},{"id":"cx_zh_pinyin_spelling","subject":"Chinese","domain":"Pinyin","name":"Blending Pinyin Syllables","description":"Blend an initial, a final and a tone into a syllable (b–à → bà), including the three-part blend with a medial (g–u–ā → guā), and write the syllable for a heard word with tone marks in the right place","ages":[5,7],"type":"PROCEDURAL","evidence":["Blend unfamiliar pinyin syllables accurately at sight","Write the pinyin for a simple spoken word, with the tone mark on the right vowel","Apply the ü rules after j, q, x, y (ju, qu, xu, yu)"],"check":"Could your child read a pinyin syllable they have never seen and write the pinyin for a word you say?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_pinyin_sounds","subject":"Chinese","domain":"Pinyin","name":"Initials, Finals and Tones","description":"Know the pinyin initials (b, p, m, f…), single and compound finals (a, o, e, ai, ang…) and the four tones plus the neutral tone, and hear the tone of a spoken syllable","ages":[5,6],"type":"PROCEDURAL","evidence":["Read aloud every initial and final from a pinyin chart","Say which of the four tones a familiar syllable such as mā, má, mǎ, mà carries","Hear that a change of tone changes the word (妈 vs 马)"],"check":"Could your child read the pinyin chart aloud and tell you which tone a syllable you say has?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_pinyin_reading","subject":"Chinese","domain":"Pinyin","name":"Reading with Pinyin Support","description":"Use pinyin printed above characters to read stories and look up unknown characters, as a bridge to reading characters rather than as an end in itself","ages":[5,7],"type":"PROCEDURAL","evidence":["Read a short pinyin-annotated story aloud without help","Use the pinyin to work out an unfamiliar character, then recognise it next time without pinyin","Gradually read familiar characters without looking at the pinyin"],"check":"Could your child read a short story with pinyin above the characters, and does the pinyin help them learn characters rather than replace them?","standards":["cn-2022:chinese-accumulation","cn-2022:chinese-whole-book"]},{"id":"cx_zh_pinyin_typing","subject":"Chinese","domain":"Pinyin","name":"Typing Chinese with Pinyin","description":"Type Chinese on a phone or computer with a pinyin input method: enter syllables, choose the right character among homophones, and use whole-word input to go faster","ages":[8,10],"type":"PROCEDURAL","evidence":["Type a few sentences with a pinyin input method","Pick the correct character from the candidate list when several share a sound","Spot and fix a wrong homophone in their own typed text"],"check":"Could your child type a short message in Chinese and catch it when the input method picks the wrong character?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_first","subject":"Chinese","domain":"Characters & Handwriting","name":"First Characters and Pictographs","description":"Recognise a first set of common characters (人, 口, 日, 月, 山, 水, 大, 小…) and see how some began as pictures of things","ages":[4,6],"type":"CONCEPTUAL","evidence":["Recognise about 100 common characters in books and on signs","Match pictographs such as 日, 月, 山 and 木 to the pictures they came from","Point out familiar characters on packaging, shop signs and in picture books"],"check":"Could your child point out characters they know on a sign or a book cover, and tell you what 山 or 日 once looked like?","standards":["cn-2022:chinese-accumulation","cn-2022:chinese-literacy-targets"]},{"id":"cx_zh_char_strokes","subject":"Chinese","domain":"Characters & Handwriting","name":"Basic Strokes","description":"Name and write the basic strokes (横, 竖, 撇, 捺, 点, 提, 折, 钩) and see that every character is built from them","ages":[5,6],"type":"PROCEDURAL","evidence":["Write each basic stroke with the right direction","Name the strokes in a simple character such as 大 or 木","Count the strokes in a simple character"],"check":"Could your child name the strokes in 木 and write each one in the right direction?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_stroke_order","subject":"Chinese","domain":"Characters & Handwriting","name":"Stroke Order","description":"Follow the main stroke-order rules (horizontal before vertical, left before right, top before bottom, outside before inside, close the box last, middle before sides) and use them on new characters","ages":[5,7],"type":"PROCEDURAL","evidence":["Write familiar characters in the correct stroke order","Explain the rule that applies when writing 国 or 小","Work out a sensible order for a new character from the rules"],"check":"Could your child write 国 in the right order and say why the last stroke closes the box?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_growth","subject":"Chinese","domain":"Characters & Handwriting","name":"Growing a Character Vocabulary","description":"Steadily build the number of characters read and written, roughly 1,600 read by age 8, 2,500 by 10 and 3,000 by 12 (with about 2,500 written), mainly through wide reading and use rather than copying lists","ages":[6,12],"type":"PROCEDURAL","evidence":["Read a children's book of their age with few unknown characters","Write the characters they need for everyday writing without looking them up","Learn new characters mostly from reading, using radicals and context"],"check":"Could your child read a book meant for their age with only the occasional character they don't know?","standards":["cn-2022:chinese-accumulation","cn-2022:chinese-literacy-targets"]},{"id":"cx_zh_char_pen","subject":"Chinese","domain":"Characters & Handwriting","name":"Neat Pen Handwriting","description":"Write characters with pencil and pen correctly, neatly and at a reasonable speed: good posture and grip, balanced proportions inside a 田字格 grid, then steady lines of writing","ages":[6,10],"type":"PROCEDURAL","evidence":["Sit and hold the pen correctly while writing","Write characters well-proportioned in a 田字格 or 米字格","Write a paragraph legibly and at a reasonable pace without the grid"],"check":"Could your child copy a short paragraph neatly in a reasonable time, with every character well balanced?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_radicals","subject":"Chinese","domain":"Characters & Handwriting","name":"Radicals and Components","description":"Recognise common radicals and components (氵, 木, 口, 扌, 讠, 亻, 艹…), know what each usually signals, and split a character into its parts","ages":[6,8],"type":"CONCEPTUAL","evidence":["Name the radical in characters such as 河, 林, 唱 and 打","Say what a radical hints at (氵 for water, 木 for wood or trees)","Split a compound character into its left–right or top–bottom parts"],"check":"Could your child look at 河, 湖 and 海 and tell you what they have in common and why?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_building","subject":"Chinese","domain":"Characters & Handwriting","name":"How Characters Are Built","description":"Understand that most characters are phono-semantic compounds (形声字), with one part hinting at meaning and one at sound (清, 晴, 请, 睛), alongside pictographs and compound-meaning characters, and use this to guess and remember new characters","ages":[7,10],"type":"CONCEPTUAL","evidence":["Explain the meaning part and the sound part in a 形声字 such as 晴","Group a family of characters that share a sound part (青: 清, 晴, 请, 睛) and tell them apart by their radicals","Make a reasonable guess at an unknown character's meaning or sound from its parts"],"check":"Could your child explain why 清, 晴, 请 and 睛 sound alike yet mean different things?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_similar","subject":"Chinese","domain":"Characters & Handwriting","name":"Similar-Looking and Same-Sounding Characters","description":"Tell apart characters that look alike (己/已/巳, 未/末) or sound alike (在/再, 的/地/得) and choose the right one in writing","ages":[7,10],"type":"CONCEPTUAL","evidence":["Explain the difference between pairs such as 未 and 末","Choose correctly between 的, 地 and 得 in their own sentences","Find and correct homophone mistakes in a passage"],"check":"Could your child explain when to write 在 and when to write 再, and catch the mistake in a sentence that mixes them up?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_dictionary","subject":"Chinese","domain":"Characters & Handwriting","name":"Using a Chinese Dictionary","description":"Look up a character in a dictionary or app three ways: by pinyin when you know the sound, by radical and stroke count when you don't, and then read the definitions and example words to pick the right meaning","ages":[7,9],"type":"PROCEDURAL","evidence":["Find a character by its pinyin in a printed dictionary","Find a character whose sound is unknown by its radical and remaining strokes","Choose the meaning that fits the sentence when a character has several"],"check":"Could your child find a character they can't read in a dictionary, and choose which of its meanings fits the sentence?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_brush","subject":"Chinese","domain":"Characters & Handwriting","name":"Introduction to Brush Calligraphy","description":"Try the brush: hold it upright, load ink, write the basic strokes and simple characters in 楷书, and look at famous calligraphy (颜真卿, 柳公权, 王羲之) as an art form","ages":[8,12],"type":"PROCEDURAL","evidence":["Hold a brush correctly and control pressure to thicken and thin a stroke","Write a few simple characters in regular script","Describe what they notice in a famous piece of calligraphy"],"check":"Could your child write a simple character with a brush and say what they like about a famous piece of calligraphy?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_char_traditional","subject":"Chinese","domain":"Characters & Handwriting","name":"Simplified and Traditional Characters","description":"Know that characters were simplified in mainland China in the 1950s, that traditional characters are still used in Hong Kong, Macau and Taiwan, and recognise common traditional forms (國, 學, 書, 龍)","ages":[10,14],"type":"CONCEPTUAL","evidence":["Explain why two scripts exist and where each is used","Recognise common traditional characters and their simplified forms","Read a short traditional-character sign or title with help"],"check":"Could your child tell you why 国 and 國 are the same character, and where each is used today?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_read_shared","subject":"Chinese","domain":"Reading","name":"Shared Picture-Book Reading","description":"Listen to picture books read aloud, follow the story through words and pictures, and talk about what happens and how the characters feel","ages":[4,6],"type":"PROCEDURAL","evidence":["Listen to a whole picture book and retell what happened","Point to pictures that show what the words say","Say how a character feels and why"],"check":"Could your child retell a picture book you have read together and say how the main character felt?","standards":["cn-2022:chinese-whole-book","cn-2022:chinese-literary"]},{"id":"cx_zh_read_aloud","subject":"Chinese","domain":"Reading","name":"Reading Aloud with Feeling","description":"Read a text aloud correctly and fluently in Putonghua, pausing at punctuation and changing tone to show feeling, without adding, skipping or repeating characters","ages":[6,9],"type":"PROCEDURAL","evidence":["Read an unseen passage of their level aloud without stumbling","Pause properly at commas and full stops and raise the voice for questions","Change pace and tone to match a happy, sad or tense part"],"check":"Could your child read a new passage aloud smoothly, pausing at the punctuation and sounding the way the story feels?","standards":["cn-2022:chinese-accumulation","cn-2022:chinese-literary"]},{"id":"cx_zh_read_books_first","subject":"Chinese","domain":"Reading","name":"First Whole Books","description":"Read whole books on their own (fairy tales, fables, children's novels such as 《小猪唏哩呼噜》 or 《没头脑和不高兴》), keep track of a story across chapters, and talk about what they liked","ages":[7,9],"type":"PROCEDURAL","evidence":["Finish a chapter book independently","Keep track of characters and events across chapters","Recommend a book to a friend and say why"],"check":"Has your child finished a whole chapter book on their own recently, and could they tell you why they liked it?","standards":["cn-2022:chinese-whole-book"]},{"id":"cx_zh_read_practical","subject":"Chinese","domain":"Reading","name":"Practical Reading","description":"Read everyday texts to get something done: notices, instructions, timetables, menus, maps and product labels, finding the information needed and acting on it","ages":[7,11],"type":"PROCEDURAL","evidence":["Follow written instructions to make or do something","Find a time, place or price in a notice or timetable","Explain what a label or warning sign is telling them to do"],"check":"Could your child read a bus timetable or a set of instructions and use it without your help?","standards":["cn-2022:chinese-practical"]},{"id":"cx_zh_read_context","subject":"Chinese","domain":"Reading","name":"Working Out Words from Context","description":"Work out what an unfamiliar word or sentence means from the words around it, from life experience and from character parts, and check with a dictionary when it matters","ages":[7,10],"type":"PROCEDURAL","evidence":["Explain an unfamiliar word using clues in the surrounding sentences","Say what a sentence really means beyond its literal words","Decide when a guess is good enough and when to look a word up"],"check":"When your child meets a word they don't know, could they make a good guess from the sentence before reaching for the dictionary?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_read_main","subject":"Chinese","domain":"Reading","name":"Grasping the Main Content","description":"Sum up what a passage is mainly about, follow how its paragraphs connect, and pick out the sentences that carry the key point","ages":[8,11],"type":"PROCEDURAL","evidence":["Say in a sentence or two what a passage is mainly about","Explain how the paragraphs are ordered (time, place, cause and effect)","Find the key sentence of a paragraph"],"check":"After reading a passage, could your child sum it up in two sentences and point to its key sentence?","standards":["cn-2022:chinese-practical","cn-2022:chinese-literary"]},{"id":"cx_zh_read_silent","subject":"Chinese","domain":"Reading","name":"Silent Reading","description":"Read silently at a good pace without moving lips or pointing, keeping track of meaning, and skim or slow down depending on the purpose","ages":[8,10],"type":"PROCEDURAL","evidence":["Read a few pages silently and answer questions about them","Read silently noticeably faster than aloud","Skim to find one piece of information and read closely when it matters"],"check":"Could your child read a chapter silently and then tell you what happened in it?","standards":["cn-2022:chinese-accumulation","cn-2022:chinese-whole-book"]},{"id":"cx_zh_read_literary","subject":"Chinese","domain":"Reading","name":"Appreciating Literary Language","description":"Notice how writers use vivid words, rhetoric (比喻, 拟人, 排比) and detail to create images and feelings, and explain the effect in their own words","ages":[9,12],"type":"CONCEPTUAL","evidence":["Pick out a vivid sentence and explain the picture it creates","Identify metaphor, personification and parallelism in a text","Explain how a writer's choice of detail makes a character or scene feel real"],"check":"Could your child point to a sentence they found beautiful in a story and explain what makes it work?","standards":["cn-2022:chinese-literary"]},{"id":"cx_zh_read_classics","subject":"Chinese","domain":"Reading","name":"The Four Great Classical Novels","description":"Know the Four Great Classical Novels (《西游记》, 《水浒传》, 《三国演义》, 《红楼梦》): their stories and best-known characters, first through children's editions and later through the originals, as shared cultural ground","ages":[9,14],"type":"CONCEPTUAL","evidence":["Retell a famous episode such as 三打白骨精 or 草船借箭","Describe the main characters of at least two of the novels","Recognise references to them in everyday speech, film and games"],"check":"Could your child tell you a favourite episode from 《西游记》 or 《三国演义》 and describe a main character?","standards":["cn-2022:chinese-whole-book","cn-2022:chinese-literary"]},{"id":"cx_zh_read_critical","subject":"Chinese","domain":"Reading","name":"Critical Reading","description":"Read with questions: separate facts from opinions, find the writer's claim and evidence, notice what is left out, and decide whether they are convinced","ages":[10,14],"type":"META","evidence":["Separate statements of fact from opinions in a text","Identify a writer's main claim and the evidence behind it","Explain whether the evidence is enough and what is missing"],"check":"Could your child tell you what an article is trying to persuade them of and whether its evidence holds up?","standards":["cn-2022:chinese-critical"]},{"id":"cx_zh_read_info","subject":"Chinese","domain":"Reading","name":"Reading Explanatory Texts","description":"Read explanatory and science writing (说明文): find what is being explained, follow its order, and see how methods such as examples, comparisons, numbers and diagrams make it clear","ages":[10,13],"type":"PROCEDURAL","evidence":["Say what an explanatory text explains and in what order","Identify methods such as giving examples, comparing and using numbers","Use information from a text and its diagram together to answer a question"],"check":"Could your child read a short science article and explain to you how the thing it describes works?","standards":["cn-2022:chinese-practical"]},{"id":"cx_zh_read_books_long","subject":"Chinese","domain":"Reading","name":"Reading Long Books and Classics","description":"Read longer novels and classics (《城南旧事》, 《骆驼祥子》, 《朝花夕拾》, translated world classics) with a plan, keep notes, and form and defend a view of the whole book","ages":[10,14],"type":"PROCEDURAL","evidence":["Plan and finish a long book over several weeks","Keep reading notes on characters, themes or questions","Give a reasoned view of the whole book in discussion"],"check":"Could your child finish a long novel over a few weeks and tell you what they think the book is really about?","standards":["cn-2022:chinese-whole-book"]},{"id":"cx_zh_read_modern","subject":"Chinese","domain":"Reading","name":"Modern Chinese Literature","description":"Read short works by major modern Chinese writers (鲁迅, 冰心, 老舍, 朱自清, 沈从文…) and connect them to the times they were written in","ages":[11,14],"type":"CONCEPTUAL","evidence":["Retell and discuss a short story or essay by a modern Chinese writer","Describe something of the era the work comes from","Compare the styles of two modern writers"],"check":"Could your child tell you about a story or essay by 鲁迅 or 朱自清 and what it shows about its time?","standards":["cn-2022:chinese-literary"]},{"id":"cx_zh_read_argument","subject":"Chinese","domain":"Reading","name":"Reading Argumentative Essays","description":"Read argumentative essays (议论文) and commentary: identify the thesis, the arguments and the kinds of support (examples, reasoning, quotation), and compare two views on the same question","ages":[12,14],"type":"CONCEPTUAL","evidence":["Identify the thesis and supporting arguments of an essay","Name the kind of support used and judge how well it works","Compare two essays that take different sides on one issue"],"check":"Could your child read two opinion pieces on the same issue and explain where they really disagree?","standards":["cn-2022:chinese-critical"]},{"id":"cx_zh_cl_first","subject":"Chinese","domain":"Classical Poetry & Prose","name":"First Classical Poems","description":"Learn a small handful of short, much-loved classical poems by heart, such as 《咏鹅》, 《静夜思》, 《春晓》 and 《悯农》, enjoying their rhythm and rhyme and knowing roughly what each is about","ages":[4,7],"type":"PROCEDURAL","evidence":["Recite a few short classical poems with natural rhythm","Say in plain words what each poem is about","Notice the rhyme at the end of lines"],"check":"Could your child recite 《静夜思》 and tell you, in their own words, why the poet is looking at the moon?","standards":["cn-2022:chinese-classical"]},{"id":"cx_zh_cl_idioms","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Chengyu","description":"Understand and use common four-character idioms (成语), knowing the story behind many of them (画蛇添足, 守株待兔, 亡羊补牢), and use them where they fit rather than to decorate","ages":[7,11],"type":"LANGUAGE","evidence":["Explain the meaning and origin story of several common chengyu","Use a chengyu correctly in their own speech or writing","Spot when a chengyu is used wrongly or just for show"],"check":"Could your child explain 画蛇添足 with its story and use it correctly in a sentence of their own?","standards":["cn-2022:chinese-accumulation","cn-2022:chinese-classical"]},{"id":"cx_zh_cl_canon","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Building a Personal Poetry Canon","description":"Gradually build a modest personal store of classical poems and lines, chosen partly by the child, understood first and memorised because they are worth carrying, rather than chasing a long recitation list","ages":[8,14],"type":"META","evidence":["Know by heart a small set of poems they understand and like","Quote a fitting line in a real situation (seeing the moon, saying goodbye, facing difficulty)","Explain why they chose a particular poem to keep"],"check":"Does your child have a few poems or lines they know by heart and actually reach for in real moments?","standards":["cn-2022:chinese-classical"]},{"id":"cx_zh_cl_stories","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Fables and Allusions","description":"Know classic Chinese fables and stories (寓言 such as 刻舟求剑 and 自相矛盾, legends such as 精卫填海 and 愚公移山) and recognise when people allude to them","ages":[8,11],"type":"CONCEPTUAL","evidence":["Retell several classic fables and say what lesson each carries","Recognise an allusion to a well-known story in a text or conversation","Compare a Chinese fable with one from another culture (e.g. Aesop)"],"check":"Could your child retell 自相矛盾 and explain why we still use it to describe arguments today?","standards":["cn-2022:chinese-classical"]},{"id":"cx_zh_cl_imagery","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Imagery and Feeling in Poems","description":"See how classical poems carry feeling through images (moon for homesickness, willow for parting, plum blossom for resilience) and picture the scene a poem paints","ages":[8,11],"type":"CONCEPTUAL","evidence":["Describe the scene a poem paints in their own words","Explain what a common image such as the moon or willow usually suggests","Say what feeling a poem expresses and which words carry it"],"check":"Could your child describe the picture in a short poem and say what the poet was feeling?","standards":["cn-2022:chinese-classical","cn-2022:chinese-literary"]},{"id":"cx_zh_cl_poets","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Great Poets and Their Times","description":"Know a few great poets as people in their times (李白's freedom, 杜甫's concern for ordinary people during war, 苏轼's humour in hardship, 李清照) and how their lives shaped their poems","ages":[9,12],"type":"CONCEPTUAL","evidence":["Tell something about the life of three major poets","Connect a poem to what was happening in the poet's life","Compare the voices of two poets"],"check":"Could your child tell you how 李白 and 杜甫 were different, as people and as poets?","standards":["cn-2022:chinese-classical"]},{"id":"cx_zh_cl_wenyan_first","subject":"Chinese","domain":"Classical Poetry & Prose","name":"First Classical Chinese Prose","description":"Read very short passages of classical Chinese (文言文) with notes, such as 《司马光》 or 《守株待兔》, by reading aloud for rhythm and matching each phrase to modern Chinese","ages":[10,12],"type":"PROCEDURAL","evidence":["Read a short classical passage aloud with sensible pauses","Retell it in modern Chinese with the help of notes","Notice how much shorter classical Chinese is than modern Chinese"],"check":"Could your child read 《司马光》 aloud and tell you the story in modern Chinese?","standards":["cn-2022:chinese-classical"]},{"id":"cx_zh_cl_forms","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Forms of Classical Poetry","description":"Recognise the main forms (五言/七言绝句, 律诗, 词 with its 词牌, 元曲) by length, rhythm and rhyme, and notice the parallel couplets (对仗) in regulated verse and in festival couplets (对联)","ages":[10,13],"type":"CONCEPTUAL","evidence":["Identify a poem as a jueju, lüshi or ci from its shape","Find the parallel lines in a regulated poem","Write or complete a simple couplet"],"check":"Could your child tell a 绝句 from a 词 just by looking, and spot the matching lines in a couplet?","standards":["cn-2022:chinese-classical"]},{"id":"cx_zh_cl_function_words","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Common Classical Words","description":"Know the most frequent classical function words and patterns (之, 乎, 者, 也, 其, 而, 以, 于; one character often being a whole word; words whose meaning has changed) well enough to read new short passages with a dictionary","ages":[11,14],"type":"LANGUAGE","evidence":["Explain common uses of 之, 其 and 而 in context","Point out a word whose classical meaning differs from today's (e.g. 走 meaning 'run')","Read an unseen short passage with a dictionary and notes"],"check":"Could your child explain what 之 means in a couple of different sentences, and why 走 in an old text might mean 'run'?","standards":["cn-2022:chinese-classical"]},{"id":"cx_zh_cl_classics","subject":"Chinese","domain":"Classical Poetry & Prose","name":"Reading Classical Texts with Notes","description":"Read short selections from classical works such as 《论语》, 《孟子》 and 《世说新语》 with notes, discuss what the ideas meant then and whether they still hold now","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain a 《论语》 saying in their own words","Retell an anecdote from 《世说新语》 and say what it shows about a person","Argue whether an old idea still applies today"],"check":"Could your child explain a saying from 《论语》 and tell you whether they agree with it?","standards":["cn-2022:chinese-classical","cn-2022:chinese-critical"]},{"id":"cx_zh_comp_punctuation","subject":"Chinese","domain":"Composition","name":"Chinese Punctuation","description":"Use Chinese punctuation correctly: 句号, 逗号, 问号 and 感叹号 first, then 顿号, 冒号, 引号 for speech and 书名号 for titles, and see how punctuation changes meaning","ages":[6,10],"type":"PROCEDURAL","evidence":["Use full stops, commas, question marks and exclamation marks correctly","Use the enumeration comma (、) in lists and quotation marks for speech","Put titles of books and articles in 《》"],"check":"Could your child punctuate a short passage with dialogue in it, including the 、 and the 《》?","standards":["cn-2022:chinese-accumulation"]},{"id":"cx_zh_comp_picture","subject":"Chinese","domain":"Composition","name":"Writing About a Picture","description":"Look at a picture or a moment from life and write a few connected sentences about it (看图写话), saying who, where, what happened, and adding something they imagined or felt","ages":[6,8],"type":"PROCEDURAL","evidence":["Write three or four connected sentences about a picture","Include who, where and what is happening","Add a detail of feeling or imagination of their own"],"check":"Could your child look at a picture and write a few joined-up sentences about it that include how someone feels?","standards":["cn-2022:chinese-practical","cn-2022:chinese-literary"]},{"id":"cx_zh_comp_diary","subject":"Chinese","domain":"Composition","name":"Keeping a Diary","description":"Write regular short diary entries or journals about their own days, thoughts and feelings, in their own voice and without worrying about a set format","ages":[7,10],"type":"PROCEDURAL","evidence":["Write a diary entry with the date and a real event from their day","Include what they thought or felt, not just what happened","Keep a diary or journal going for several weeks"],"check":"Does your child sometimes write about their own day in a diary or journal, saying what they thought, not just what they did?","standards":["cn-2022:chinese-practical"]},{"id":"cx_zh_comp_practical","subject":"Chinese","domain":"Composition","name":"Notes, Letters and Notices","description":"Write practical texts for real purposes: a note left for family (留言条), an invitation, a letter or email, a notice or a short report, with the right format and tone for the reader","ages":[7,12],"type":"PROCEDURAL","evidence":["Write a clear note or message that tells the reader what they need to know","Write a letter or email with greeting, body and sign-off","Write a notice or invitation with time, place and what to bring"],"check":"Could your child write a note, email or invitation that someone could act on without asking any questions?","standards":["cn-2022:chinese-practical"]},{"id":"cx_zh_comp_imagine","subject":"Chinese","domain":"Composition","name":"Imaginative Writing","description":"Invent stories, fairy tales and 'what if' pieces with characters and a problem to solve, and continue or rewrite stories they have read","ages":[8,11],"type":"PROCEDURAL","evidence":["Write an original story with characters, a problem and a resolution","Continue or rewrite the ending of a story they have read","Use imagination that is surprising but still makes sense in the story"],"check":"Could your child write a story of their own, or a new ending to one they know, that surprises you?","standards":["cn-2022:chinese-literary"]},{"id":"cx_zh_comp_narrate","subject":"Chinese","domain":"Composition","name":"Narrating an Event","description":"Write about something that happened, in a clear order, with a beginning, the key moment told in detail and an ending, so the reader can follow and feel it","ages":[8,11],"type":"PROCEDURAL","evidence":["Tell an event in a clear order with a beginning, middle and end","Slow down and add detail at the most important moment","Show feelings through actions, words and expressions"],"check":"Could your child write about something that happened to them so that you can picture the key moment?","standards":["cn-2022:chinese-practical","cn-2022:chinese-literary"]},{"id":"cx_zh_comp_revise","subject":"Chinese","domain":"Composition","name":"Revising Your Own Writing","description":"Reread and improve their own writing: fix wrong characters and sentences, cut what doesn't help, add what's missing, and use feedback, including the standard 修改符号","ages":[8,14],"type":"META","evidence":["Find and correct wrong characters and broken sentences in their own draft","Make a draft clearer by cutting, adding or reordering","Use a reader's feedback to improve a piece"],"check":"When your child finishes a piece of writing, do they reread it and make real improvements, not just tidy the handwriting?","standards":["cn-2022:chinese-accumulation","cn-2022:chinese-practical"]},{"id":"cx_zh_comp_describe","subject":"Chinese","domain":"Composition","name":"Describing People, Places and Things","description":"Write descriptions that bring a person, place or object to life (写人, 写景, 状物), choosing telling details and using the senses rather than stock phrases","ages":[9,12],"type":"PROCEDURAL","evidence":["Describe a person through appearance, actions and words so their character shows","Describe a place using several senses and a clear order","Replace a stock phrase with a fresh, specific detail"],"check":"Could your child describe someone you both know so well that you'd recognise them without the name?","standards":["cn-2022:chinese-literary"]},{"id":"cx_zh_comp_explain","subject":"Chinese","domain":"Composition","name":"Explaining in Writing","description":"Write explanations and short reports that make something clear to a reader: how something works, how to do something, or what they found out, using order, examples, numbers and diagrams","ages":[10,13],"type":"PROCEDURAL","evidence":["Write instructions someone else can follow successfully","Explain how something works in a clear order","Write a short report of an investigation or a visit"],"check":"Could your child write instructions or an explanation that someone else can follow without asking questions?","standards":["cn-2022:chinese-practical"]},{"id":"cx_zh_comp_voice","subject":"Chinese","domain":"Composition","name":"Writing with Your Own Voice","description":"Write what they really saw, thought and felt in their own words, rather than template essays, borrowed model sentences or invented feelings meant to please a marker","ages":[10,14],"type":"META","evidence":["Write about a real experience with honest, specific feelings","Avoid stock openings, borrowed model paragraphs and set formulas","Have a recognisable personal way of writing"],"check":"Does your child's writing sound like them, with things they really noticed, rather than phrases copied from model essays?","standards":["cn-2022:chinese-literary"]},{"id":"cx_zh_comp_argue","subject":"Chinese","domain":"Composition","name":"Writing an Argument","description":"Write an argument: take a clear position on a real question, support it with reasons and evidence, deal fairly with the other side and reach a conclusion","ages":[12,14],"type":"PROCEDURAL","evidence":["State a clear position on a debatable question","Support it with reasons, examples and evidence","Answer a strong objection fairly rather than ignoring it"],"check":"Could your child write a page arguing for a view on a real question, including what someone who disagrees would say?","standards":["cn-2022:chinese-critical"]},{"id":"cx_zh_oral_retell","subject":"Chinese","domain":"Oral Communication","name":"Listening and Retelling Stories","description":"Listen carefully to a story or explanation, then retell it in order in their own words, and tell their own stories to others","ages":[4,8],"type":"PROCEDURAL","evidence":["Retell a story they heard in the right order","Answer questions about what they listened to","Tell a story of their own that a listener can follow"],"check":"Could your child listen to a story and then tell it back to you in order, in their own words?","standards":["cn-2022:chinese-oral"]},{"id":"cx_zh_oral_putonghua","subject":"Chinese","domain":"Oral Communication","name":"Speaking Clear Putonghua","description":"Speak Putonghua clearly in full sentences at a comfortable volume, while valuing any home dialect the family speaks","ages":[4,7],"type":"PROCEDURAL","evidence":["Speak in full sentences that others can understand","Speak loud enough for the setting, neither mumbling nor shouting","Know that Putonghua and local dialects are both part of Chinese"],"check":"Could your child explain something to an adult they don't know, clearly and in full sentences?","standards":["cn-2022:chinese-oral"]},{"id":"cx_zh_oral_everyday","subject":"Chinese","domain":"Oral Communication","name":"Polite Everyday Conversation","description":"Handle everyday talk politely and effectively: greeting, asking for help, making a phone or video call, asking the way, apologising and saying thank you","ages":[5,8],"type":"PROCEDURAL","evidence":["Ask a shop assistant or a stranger for help politely","Make a phone or video call and say clearly who they are and what they want","Apologise and thank people naturally"],"check":"Could your child ask a shop assistant where something is, or make a phone call to a relative, without help?","standards":["cn-2022:chinese-oral"]},{"id":"cx_zh_oral_discuss","subject":"Chinese","domain":"Oral Communication","name":"Discussing in a Group","description":"Take part in group discussion in class or at home: take turns, listen and respond to what others said, give reasons, and help the group reach a decision","ages":[8,11],"type":"PROCEDURAL","evidence":["Wait their turn and respond to the previous speaker","Give a reason for their view and ask others for theirs","Help a group sum up what it has agreed"],"check":"In a family discussion, does your child respond to what others actually said and give reasons for their own view?","standards":["cn-2022:chinese-oral","cn-2022:chinese-critical"]},{"id":"cx_zh_oral_speech","subject":"Chinese","domain":"Oral Communication","name":"Speaking to an Audience","description":"Prepare and give a short talk, introduction or speech to a group: know the point, organise it, speak without reading word for word, and adjust to the audience","ages":[9,13],"type":"PROCEDURAL","evidence":["Give a two- to three-minute talk with a clear point and order","Speak from notes rather than reading a script","Make eye contact and adjust when the audience looks lost"],"check":"Could your child give a short talk to a group, from notes, that the listeners can follow?","standards":["cn-2022:chinese-oral"]},{"id":"cx_zh_oral_debate","subject":"Chinese","domain":"Oral Communication","name":"Debating","description":"Take part in a structured debate in Chinese: argue an assigned side with evidence, rebut the other side's points directly and respectfully, and be willing to change their own mind","ages":[11,14],"type":"PROCEDURAL","evidence":["Argue an assigned side with prepared reasons and evidence","Rebut an opponent's specific point rather than repeating their own","Say afterwards which of the other side's arguments was strongest"],"check":"Could your child argue a side they were given, answer the other side's actual points, and admit which of them was good?","standards":["cn-2022:chinese-oral","cn-2022:chinese-critical"]},{"id":"mt__KHQttMde3","subject":"English","domain":"Phonics & Word Reading","name":"Blending Sounds to Read Words","description":"Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes","ages":[4,7],"type":"PROCEDURAL","evidence":["Sound out and blend unfamiliar phonically regular words (e.g. /sh/-/o/-/p/ → 'shop')","Read words containing taught GPCs without excessive sounding out","Distinguish between similarly spelled words by identifying differing letter sounds (e.g. 'big' vs 'bag')"],"check":"When your child comes across a word they haven't seen before, can they sound it out bit by bit and blend the parts together to read it — even if it takes a moment?","standards":["ccss-ela:RF.1.3.b","ccss-ela:RF.K.3","ccss-ela:RF.K.3.d","uk-nc-2013:Eng_App1_Y1_06","uk-nc-2013:Eng_Y1_RWR_01","uk-nc-2013:Eng_Y1_RWR_03"]},{"id":"mt_9-OHslmt1g","subject":"English","domain":"Phonics & Word Reading","name":"Consonant Digraphs","description":"Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)","ages":[4,7],"type":"PROCEDURAL","evidence":["Read words with consonant digraphs (e.g. 'shop', 'chip', 'that')","Identify the sound made by ph (/f/) and wh (/w/) in words","Spell words ending in -ck (e.g. 'duck') and -tch (e.g. 'match')"],"check":"When your child sees words like 'shop', 'chip', 'ring', or 'photo', can they spot that two letters together make one sound and read the whole word correctly?","standards":["ccss-ela:RF.1.3.a","uk-nc-2013:Eng_App1_Y1_02","uk-nc-2013:Eng_App1_Y1_05","uk-nc-2013:Eng_App1_Y1_10","uk-nc-2013:Eng_App1_Y1_11","uk-nc-2013:Eng_App1_Y1_51","uk-nc-2013:Eng_App1_Y1_52"]},{"id":"mt_frDIaXzWbx","subject":"English","domain":"Phonics & Word Reading","name":"Knowing all letters","description":"Recognise and name all uppercase and lowercase letters of the alphabet; name the letters in order and use letter names to distinguish between alternative spellings","ages":[4,6],"type":"PROCEDURAL","evidence":["Name all 26 letters in both cases when shown in random order","Recite the alphabet from A to Z","Use letter names to explain spelling choices (e.g. 'Is it c or k in cat?')"],"check":"Can your child point to any letter — capital or small — and tell you its name? And can they say the alphabet in order from A to Z?","standards":["ccss-ela:RF.K.1.d","uk-nc-2013:Eng_App1_Y1_01","uk-nc-2013:Eng_Y1_WT_04","uk-nc-2013:Eng_Y1_WT_05"]},{"id":"mt_PvU3eoikev","subject":"English","domain":"Phonics & Word Reading","name":"Onsets & Rimes","description":"Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words","ages":[4,7],"type":"PROCEDURAL","evidence":["Blend onset and rime to say a word (e.g. /c/ + /at/ → 'cat')","Identify the first, middle, or last sound in a CVC word","Change one sound to make a new word (e.g. change /c/ in 'cat' to /b/ → 'bat')"],"check":"If you slowly say the sounds '/d/ /o/ /g/', can your child blend them together and say 'dog'? And if you say 'cat', can they tell you the three separate sounds: /k/ /a/ /t/?","standards":["uk-nc-2013:Eng_App1_Y1_04"]},{"id":"mt_4GiE83rJF_","subject":"English","domain":"Phonics & Word Reading","name":"Rhyming words","description":"Recognise and produce rhyming words; join in with predictable phrases and rhymes in stories and poems; learn to appreciate and recite poems by heart","ages":[4,6],"type":"PROCEDURAL","evidence":["Identify which words rhyme from a set (e.g. cat, bat, dog)","Generate a word that rhymes with a given target","Join in with repeated refrains and rhyming patterns during shared reading"],"check":"When you read a rhyming book to your child, do they join in and predict the rhyming words — and can they come up with their own rhyme for a simple word like 'cat'?","standards":["ccss-ela:RF.K.2.a","uk-nc-2013:Eng_Y1_RC_04","uk-nc-2013:Eng_Y1_RC_05"]},{"id":"mt_F978c32kDr","subject":"English","domain":"Phonics & Word Reading","name":"Single Letter Sounds","description":"Know the primary sound for each consonant and the short and long sounds for the five major vowels; respond speedily to single-letter graphemes","ages":[4,6],"type":"PROCEDURAL","evidence":["Say the most common sound for each consonant when shown the letter","Distinguish short vowel sounds in CVC words (e.g. /a/ in 'cat' vs /e/ in 'bed')","Associate long and short vowel sounds with common single-letter spellings"],"check":"Can your child look at a letter and quickly say its sound — like 's' makes /s/, 'a' can make a short /a/ as in 'apple' or a long /ā/ as in 'cake'?","standards":["ccss-ela:RF.K.3.a","ccss-ela:RF.K.3.b","uk-nc-2013:Eng_App1_Y1_01","uk-nc-2013:Eng_App1_Y1_07","uk-nc-2013:Eng_App1_Y1_08","uk-nc-2013:Eng_Y1_RWR_02"]},{"id":"mt_1KCwbGvm1F","subject":"English","domain":"Phonics & Word Reading","name":"Understanding print","description":"Demonstrate understanding that print carries meaning, follows left-to-right top-to-bottom directionality, and is organised page by page in books","ages":[4,6],"type":"CONCEPTUAL","evidence":["Track words with a finger moving left to right across the page","Turn pages in the correct sequence when handling a book","Point to where reading starts on a page"],"check":"When your child looks at a page in a picture book, do they know to start at the top-left and follow the words left to right, then move down to the next line?","standards":["ccss-ela:RF.K.1","ccss-ela:RF.K.1.a","ccss-ela:RF.K.1.b"]},{"id":"mt_BtMbZibZUj","subject":"English","domain":"Phonics & Word Reading","name":"Vowel Digraphs and Trigraphs","description":"Read and spell words with common vowel teams — digraphs (ai, ay, ee, ea, oa, oo, oi, oy, ow, ou, ew, aw, au) and trigraphs (igh, air, ear, are) — knowing that one spelling can stand for more than one sound","ages":[4,7],"type":"PROCEDURAL","evidence":["Read words with vowel digraphs (e.g. 'tree', 'boat', 'rain', 'coin')","Distinguish between different sounds for the same digraph (e.g. 'oo' in 'book' vs 'moon')","Spell words using common vowel digraph patterns"],"check":"When your child reads a word like 'rain', 'boat', or 'moon', can they recognise the vowel pair that makes a special sound and read the whole word correctly?","standards":["ccss-ela:RF.1.3.c","uk-nc-2013:Eng_App1_Y1_03","uk-nc-2013:Eng_App1_Y1_15","uk-nc-2013:Eng_App1_Y1_16","uk-nc-2013:Eng_App1_Y1_23","uk-nc-2013:Eng_App1_Y1_24","uk-nc-2013:Eng_App1_Y1_25","uk-nc-2013:Eng_App1_Y1_30","uk-nc-2013:Eng_App1_Y1_31","uk-nc-2013:Eng_App1_Y1_32","uk-nc-2013:Eng_App1_Y1_33","uk-nc-2013:Eng_App1_Y1_41","uk-nc-2013:Eng_App1_Y1_46","uk-nc-2013:Eng_App1_Y1_47","uk-nc-2013:Eng_App1_Y1_48","uk-nc-2013:Eng_App1_Y1_49","uk-nc-2013:Eng_App1_Y1_34","uk-nc-2013:Eng_App1_Y1_35","uk-nc-2013:Eng_App1_Y1_36","uk-nc-2013:Eng_App1_Y1_37","uk-nc-2013:Eng_App1_Y1_38","uk-nc-2013:Eng_App1_Y1_39","uk-nc-2013:Eng_App1_Y1_40","uk-nc-2013:Eng_App1_Y1_44","uk-nc-2013:Eng_App1_Y1_45","uk-nc-2013:Eng_App1_Y1_50"]},{"id":"mt__CMXZiPfTV","subject":"English","domain":"Phonics & Word Reading","name":"Common Word Endings","description":"Read and spell words with common endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-, where the root word does not change","ages":[5,7],"type":"PROCEDURAL","evidence":["Read suffixed words fluently (e.g. 'jumping', 'wanted', 'faster')","Identify the root word when a suffix is added","Read words with prefix un- (e.g. 'unhappy', 'undo')"],"check":"When your child sees familiar words with different endings — like 'jumped', 'running', 'biggest', or 'unhappy' — can they spot the root word and read the whole thing correctly?","standards":["uk-nc-2013:Eng_App1_Y1_12","uk-nc-2013:Eng_App1_Y1_13","uk-nc-2013:Eng_App1_Y1_14","uk-nc-2013:Eng_Y1_WT_06","uk-nc-2013:Eng_Y1_WT_08","uk-nc-2013:Eng_App1_Y1_53","uk-nc-2013:Eng_Y1_WT_07"]},{"id":"mt_YKkCM63fSC","subject":"English","domain":"Phonics & Word Reading","name":"High-Frequency and Tricky Words","description":"Read common high-frequency words automatically by sight, and spell common exception words (said, was, people, the days of the week) that don't follow regular patterns","ages":[5,8],"type":"PROCEDURAL","evidence":["Read common exception words instantly without sounding out (e.g. 'the', 'said', 'was', 'you')","Note unusual correspondences between spelling and sound in exception words","Recognise at least 20-30 high-frequency words in connected text"],"check":"Can your child instantly recognise everyday words like 'said', 'was', 'they', 'come', and 'because' without needing to sound them out every time?","standards":["uk-nc-2013:Eng/KS1/Y2/S/1c","uk-nc-2013:Eng_App1_Y2_26","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_3","uk-nc-2013:Eng_Y1_WT_02","uk-nc-2013:Eng_Y1_WT_03"]},{"id":"mt_a6m7PqTuJN","subject":"English","domain":"Phonics & Word Reading","name":"R-Controlled Vowel Sounds","description":"Read and spell words containing r-controlled vowels (ar, er, ir, ur, or, ore) and vowel-r patterns where 'r' modifies the vowel sound","ages":[5,6],"type":"PROCEDURAL","evidence":["Read words with r-controlled vowels (e.g. 'car', 'bird', 'fork', 'her')","Recognise that 'r' changes the vowel sound (e.g. 'cat' vs 'cart')","Spell words with common r-controlled patterns"],"check":"When your child reads words like 'car', 'bird', 'nurse', or 'fork', can they recognise that the 'r' after the vowel changes its sound, and read the word correctly?","standards":["uk-nc-2013:Eng_App1_Y1_22","uk-nc-2013:Eng_App1_Y1_26","uk-nc-2013:Eng_App1_Y1_27","uk-nc-2013:Eng_App1_Y1_28","uk-nc-2013:Eng_App1_Y1_29","uk-nc-2013:Eng_App1_Y1_42","uk-nc-2013:Eng_App1_Y1_43"]},{"id":"mt_ZhvwM6LMBL","subject":"English","domain":"Phonics & Word Reading","name":"Reading fluently","description":"Read aloud accurately, at a natural pace and with expression, rereading familiar texts to build speed and confidence and self-correcting when something doesn't make sense","ages":[5,10],"type":"PROCEDURAL","evidence":["Read a phonically appropriate text with 90%+ accuracy","Reread familiar texts with improved pace and expression","Read emergent-reader texts with purpose and understanding"],"check":"When your child reads a book aloud at their level, can they get through most words without stumbling — sounding less like they're decoding and more like they're telling a story?","standards":["ccss-ela:RF.K.4","ccss-ela:RI.1.10","ccss-ela:RL.1.10","uk-nc-2013:Eng/KS1/Y2/WR/1","uk-nc-2013:Eng/KS1/Y2/WR/7","uk-nc-2013:Eng/KS1/Y2/WR/8","uk-nc-2013:Eng_Y1_RWR_08","uk-nc-2013:Eng_Y1_RWR_09","ccss-ela:RF.1.4","ccss-ela:RF.1.4.a","ccss-ela:RF.1.4.b","ccss-ela:RF.1.4.c","ccss-ela:RF.2.4","ccss-ela:RF.2.4.a","ccss-ela:RF.2.4.b","ccss-ela:RF.2.4.c","ccss-ela:RF.3.4","ccss-ela:RF.3.4.a","ccss-ela:RF.3.4.b","ccss-ela:RF.3.4.c","ccss-ela:RF.4.3","ccss-ela:RF.4.3.a","ccss-ela:RF.4.4","ccss-ela:RF.4.4.a","ccss-ela:RF.4.4.b","ccss-ela:RF.4.4.c","ccss-ela:RI.4.10","ccss-ela:RL.4.10","uk-nc-2013:Eng.UKS2.Read.Word.1","uk-nc-2013:Eng/KS1/Y2/WR/6","uk-nc-2013:Eng_LKS2_Read_Comp_6","uk-nc-2013:Eng_LKS2_Read_Word_1"]},{"id":"mt_C7abt7pRr6","subject":"English","domain":"Phonics & Word Reading","name":"Split Digraphs and Magic E","description":"Read and spell words containing split digraphs (a-e, e-e, i-e, o-e, u-e) where a final 'e' makes the preceding vowel long","ages":[5,7],"type":"PROCEDURAL","evidence":["Read words with split digraphs (e.g. 'cake', 'bike', 'home', 'cube')","Compare minimal pairs showing the effect of the split digraph (e.g. 'cap' vs 'cape')","Spell words with split digraphs correctly"],"check":"Does your child know that the 'e' at the end of words like 'cake', 'bike', or 'home' changes the vowel sound in the middle — making it say its name instead of its short sound?","standards":["ccss-ela:RF.1.3.c","uk-nc-2013:Eng_App1_Y1_17","uk-nc-2013:Eng_App1_Y1_18","uk-nc-2013:Eng_App1_Y1_19","uk-nc-2013:Eng_App1_Y1_20","uk-nc-2013:Eng_App1_Y1_21"]},{"id":"mt_UvNrOXny1i","subject":"English","domain":"Phonics & Word Reading","name":"Syllables","description":"Count, blend and segment syllables in spoken words, and read longer written words by breaking them into syllable chunks, each with a vowel sound","ages":[5,9],"type":"PROCEDURAL","evidence":["Clap out syllables in spoken words (e.g. 'butterfly' = 3 claps)","Blend syllables to form words (e.g. 'rain' + 'bow' → 'rainbow')","Segment a word into its syllable parts orally"],"check":"Can your child clap out the syllables in words — two claps for 'pen-cil' or three for 'com-pu-ter' — and split a spoken word into its parts?","standards":["ccss-ela:RF.K.2.b","uk-nc-2013:Eng_App1_Y1_09","ccss-ela:RF.1.3.d","ccss-ela:RF.1.3.e","ccss-ela:RF.2.3.c","ccss-ela:RF.3.3.c","uk-nc-2013:Eng/KS1/Y2/WR/3"]},{"id":"mt_OgJPbGkrYk","subject":"English","domain":"Phonics & Word Reading","name":"Alternative Spellings for Sounds","description":"Read and spell alternative spellings for sounds already known (/dʒ/ as ge, dge, g; /s/ as c; /n/ as kn, gn; /r/ as wr), choosing the likely spelling for a word","ages":[6,9],"type":"PROCEDURAL","evidence":["Read words with less common spellings for familiar sounds: 'badge', 'giraffe', 'city', 'knock', 'gnaw', 'write', 'treasure'","Identify that the same phoneme can be represented by different graphemes (e.g., /dʒ/ spelled g, ge, dge)","Select the correct alternative GPC to decode an unfamiliar word in context"],"check":"Does your child know that the /j/ sound can be spelled different ways — like in 'jump', 'cage', and 'bridge' — and can they read words with these less common spellings?","standards":["ccss-ela:RF.1.2.a","ccss-ela:RF.1.3","ccss-ela:RF.1.3.a","ccss-ela:RF.1.3.b","ccss-ela:RF.1.3.c","ccss-ela:RF.2.3","ccss-ela:RF.2.3.a","ccss-ela:RF.2.3.b","ccss-ela:RF.2.3.e","uk-nc-2013:Eng/KS1/Y2/WR/1","uk-nc-2013:Eng/KS1/Y2/WR/2","uk-nc-2013:Eng_App1_Y2_01","uk-nc-2013:Eng_App1_Y2_02","uk-nc-2013:Eng_App1_Y2_03","uk-nc-2013:Eng_App1_Y2_04","uk-nc-2013:Eng_App1_Y2_05","uk-nc-2013:Eng_App1_Y2_06","uk-nc-2013:Eng_App1_Y2_07","uk-nc-2013:Eng_App1_Y2_08","uk-nc-2013:Eng_App1_Y2_09","uk-nc-2013:Eng_App1_Y2_14","uk-nc-2013:Eng_App1_Y2_15","uk-nc-2013:Eng_App1_Y2_16","uk-nc-2013:Eng_App1_Y2_17","uk-nc-2013:Eng_App1_Y2_18","uk-nc-2013:Eng_App1_Y2_19","uk-nc-2013:Eng_App1_Y2_20","ccss-ela:L.1.2d","ccss-ela:L.1.2e","ccss-ela:L.2.2d","ccss-ela:L.3.2e","ccss-ela:L.3.2f","uk-nc-2013:Eng/KS1/Y2/S/1a","uk-nc-2013:Eng/KS1/Y2/S/1b","uk-nc-2013:Eng/KS1/Y2/S/1f","uk-nc-2013:Eng/KS1/Y2/S/3","uk-nc-2013:Eng_App1_Y2_24","uk-nc-2013:Eng_App1_Y2_25","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_2"]},{"id":"mt_14OR-MhGJ9","subject":"English","domain":"Phonics & Word Reading","name":"Decoding unfamiliar words","description":"Work out unfamiliar longer words by splitting them into syllables and familiar parts (root, prefix, suffix), trying likely sounds, and checking that the result makes sense in the sentence","ages":[7,9],"type":"PROCEDURAL","evidence":["Read exception words from the Y3-4 statutory word list accurately (e.g. 'business', 'caught', 'knowledge', 'different')","Identify unusual letter-sound correspondences in exception words and explain why the word does not follow common GPC rules","Use growing knowledge of morphology and etymology to attempt unfamiliar exception words (e.g. recognise the root 'know' in 'knowledge')"],"check":"Can your child read trickier exception words — like 'ordinary', 'promise', 'recent', or 'island' — without being thrown off by the parts that don't follow the usual spelling rules?","standards":["ccss-ela:RF.2.3.f","ccss-ela:RF.3.3.d"]},{"id":"mt_WBfj79OqXz","subject":"English","domain":"Handwriting & Transcription","name":"Forming Letters and Digits","description":"Sit comfortably, hold a pencil well, and form lower-case and capital letters and the digits 0–9 correctly, starting and finishing each in the right place","ages":[4,6],"type":"PROCEDURAL","evidence":["Hold a pencil with a comfortable tripod or near-tripod grip","Write all 26 lowercase letters with correct starting points and direction","Maintain consistent letter size on lined paper"],"check":"When your child sits down to write, do they hold their pencil comfortably and form each letter the right way — starting from the right place and going in the right direction?","standards":["uk-nc-2013:Eng_Y1_WH_01","uk-nc-2013:Eng_Y1_WH_02","ccss-ela:L.K.1a","uk-nc-2013:Eng_Y1_WH_03","uk-nc-2013:Eng_Y1_WH_05","uk-nc-2013:Eng_Y1_WH_04"]},{"id":"mt_02DH7sGXCi","subject":"English","domain":"Handwriting & Transcription","name":"Fluent, Legible Handwriting","description":"Write legibly at a steady speed, with letters of consistent size and spacing, joining letters where it helps — fast enough to take notes and draft by hand","ages":[6,10],"type":"PROCEDURAL","evidence":["Join 'in', 'un', 'it' with a diagonal stroke connecting the letters","Leave letters like 'b' unjoined when followed by certain letters, explaining why","Write with consistent letter sizing on lined paper, ascenders and descenders in proportion"],"check":"Is your child starting to join up their letters when writing, so that their handwriting flows more smoothly rather than each letter standing completely separate?","standards":["ccss-ela:L.1.1a","uk-nc-2013:Eng.UKS2.Write.Trans.Hand.1a","uk-nc-2013:Eng.UKS2.Write.Trans.Hand.1b","uk-nc-2013:Eng/KS1/Y2/H/1","uk-nc-2013:Eng/KS1/Y2/H/2","uk-nc-2013:Eng/KS1/Y2/H/3","uk-nc-2013:Eng/KS1/Y2/H/4","uk-nc-2013:Eng_LKS2_Write_Trans_Hand_1","uk-nc-2013:Eng_LKS2_Write_Trans_Hand_2"]},{"id":"mt_BhYJZUsErp","subject":"English","domain":"Spelling & Word Study","name":"Segmenting words into sounds","description":"Segment spoken words into sounds and write a letter or letters for each, then spell simple sentences from dictation using the spellings already learned","ages":[4,8],"type":"PROCEDURAL","evidence":["Write CVC words from dictation (e.g. 'cat', 'bed', 'hot')","Segment words into individual sounds before choosing letters to write","Spell simple words phonetically drawing on sound-letter knowledge"],"check":"Can your child listen to a simple word like \"cat\" or \"ship\" and write down the letters for each sound they hear?","standards":["ccss-ela:L.1.2d","ccss-ela:L.1.2e","ccss-ela:L.K.2c","ccss-ela:L.K.2d","uk-nc-2013:Eng_App1_Y1_04","uk-nc-2013:Eng_App1_Y2_01","uk-nc-2013:Eng_Y1_WT_01","uk-nc-2013:Eng/KS1/Y2/S/4","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_6","uk-nc-2013:Eng_Y1_WT_10"]},{"id":"mt_HrgDjxcWvf","subject":"English","domain":"Spelling & Word Study","name":"Prefixes and suffixes","description":"Read, spell and understand words built from a root plus prefixes (un-, dis-, mis-, re-, pre-) and suffixes (-ly, -ful, -ation, -ous, -ise, -ify), including the spelling changes suffixes cause (hope → hoping, happy → happiness, run → running)","ages":[6,10],"type":"PROCEDURAL","evidence":["Read words with common prefixes (dis-, mis-, re-, pre-) and suffixes (-ation, -ous, -ly) by identifying the root word first","Apply morphological knowledge to attempt unfamiliar words (e.g. recognise 'happy' inside 'unhappiness')","Explain how a prefix or suffix changes the meaning or word class of a root word (e.g. 'care' → 'careless' → 'carelessly')"],"check":"When your child sees a word like 'disappear' or 'comfortable', can they spot the root word and figure out what the prefix or suffix is adding to its meaning?","standards":["ccss-ela:RF.2.3.d","ccss-ela:RF.3.3.a","ccss-ela:RF.3.3.b","ccss-ela:L.2.4b","uk-nc-2013:Eng.App2.Y3.Word.1","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.1","uk-nc-2013:Eng_App1_Sp_Y34_04","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_1","ccss-ela:L.1.2d","uk-nc-2013:Eng/KS1/Y2/S/2","uk-nc-2013:Eng_App1_Y2_10","uk-nc-2013:Eng_App1_Y2_11","uk-nc-2013:Eng_App1_Y2_12","uk-nc-2013:Eng_App1_Y2_13","uk-nc-2013:Eng_App1_Y2_21","uk-nc-2013:Eng_App1_Sp_Y34_01","uk-nc-2013:Eng_App1_Sp_Y34_02","uk-nc-2013:Eng_App1_Sp_Y34_03","uk-nc-2013:Eng_App1_Sp_Y34_05","uk-nc-2013:Eng_App1_Sp_Y34_06","uk-nc-2013:Eng_App1_Sp_Y34_07","uk-nc-2013:Eng_App1_Sp_Y34_08","uk-nc-2013:Eng_App1_Sp_Y34_09","uk-nc-2013:Eng_App1_Sp_Y34_10","uk-nc-2013:Eng.App2.Y5.Word.2","uk-nc-2013:Eng.App2.Y5.Word.1","ccss-ela:L.3.4c","uk-nc-2013:Eng.App2.Y3.Word.3"]},{"id":"mt_6W5zzDIGZH","subject":"English","domain":"Spelling & Word Study","name":"Checking Spelling with Tools","description":"Check spelling with a dictionary or spell-checker, and know what a spell-checker misses (homophones, real words used wrongly, names), so the final check is still your own","ages":[7,11],"type":"PROCEDURAL","evidence":["Locate a word in a dictionary using its first two or three letters (e.g., find 'beautiful' by looking up 'be-')","Check and correct a misspelling by comparing with the dictionary entry (e.g., look up 'freind' → 'friend')","Use a glossary or beginning dictionary to confirm spelling of a word used in own writing"],"check":"If your child isn't sure how to spell a word, can they look it up in a dictionary by using the first two or three letters to find it quickly?","standards":["ccss-ela:L.2.2e","ccss-ela:L.3.2g","ccss-ela:L.4.4c","ccss-ela:L.5.4c","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.5","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.6","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_5"]},{"id":"mt_O2dS6gvClw","subject":"English","domain":"Spelling & Word Study","name":"Commonly Misspelt Words","description":"Spell commonly misspelt and irregular words (necessary, separate, rhythm, knee, island), using word origins, silent-letter patterns and memory tricks rather than memorising lists","ages":[7,14],"type":"PROCEDURAL","evidence":["Spell at least 20 words from the Y3-4 statutory list correctly (e.g., accident, believe, different, favourite, imagine)","Identify tricky parts of statutory words and use a strategy to remember them (e.g., 'separate' has 'a rat' in the middle)","Use statutory list words accurately in own writing across subjects"],"check":"Can your child spell the tricky words on their school's Year 3 and 4 word list — like \"enough,\" \"believe,\" or \"separate\" — from memory when writing?","standards":["uk-nc-2013:Eng_App1_Sp_Y34_18","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_3","uk-nc-2013:Eng_App1_Sp_Y56_12","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.2","uk-nc-2013:Eng_App1_Sp_Y56_10","uk-nc-2013:Eng.UKS2.Write.VGP.2b","uk-nc-2013:Eng_App1_Sp_Y56_06","uk-nc-2013:Eng_App1_Sp_Y56_07","uk-nc-2013:Eng_App1_Sp_Y56_08","uk-nc-2013:Eng_App1_Sp_Y56_09","ccss-ela:L.6.2b","ccss-ela:L.7.2b","uk-nc-2013:KS3-ENG-W-2c"]},{"id":"mt_37QCuGOxFe","subject":"English","domain":"Spelling & Word Study","name":"Homophones","description":"Distinguish and spell common homophones and commonly confused words (their/there/they're, affect/effect, practice/practise), which spell-checkers often miss","ages":[7,10],"type":"PROCEDURAL","evidence":["Spell pairs of homophones correctly in context (e.g., 'there/their/they're', 'brake/break', 'grate/great')","Choose the correct homophone to complete a sentence (e.g., 'The dog wagged its/it's tail')","Spell words with the /eɪ/ sound as ei, eigh, or ey (e.g., vein, eight, they, neighbour)"],"check":"When your child writes, do they use the right spelling for words that sound the same but mean different things — like \"brake\" (on a bike) and \"break\" (snap something)?","standards":["uk-nc-2013:Eng_App1_Sp_Y34_15","uk-nc-2013:Eng_App1_Sp_Y34_17","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_2","ccss-ela:L.4.1g","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.3","uk-nc-2013:Eng_App1_Sp_Y56_11"]},{"id":"mt_VLu59hpQ4T","subject":"English","domain":"Vocabulary","name":"Shades of Meaning","description":"Distinguish shades of meaning among similar words (glance, stare, peer), use synonyms and antonyms, and choose words that show how certain you are (might, should, must, perhaps)","ages":[5,11],"type":"LANGUAGE","evidence":["Compare similar verbs by acting them out (e.g. 'walk', 'march', 'strut', 'prance')","Order adjectives by intensity (e.g. big, huge, gigantic)","Connect vocabulary to personal experiences (e.g. note things at school that are 'colourful')"],"check":"Does your child notice the difference between similar words — for example, knowing that \"scorching\" is stronger than \"warm,\" or that \"trotted\" is different from \"sprinted\"?","standards":["ccss-ela:L.1.5c","ccss-ela:L.1.5d","ccss-ela:L.2.5","ccss-ela:L.2.5b","ccss-ela:L.3.5b","ccss-ela:L.3.5c","ccss-ela:L.K.5c","ccss-ela:L.K.5d","ccss-ela:L.4.5c","ccss-ela:L.5.5c","uk-nc-2013:Eng.App2.Y6.Word.2","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.7","ccss-ela:L.4.1c","uk-nc-2013:Eng.App2.Y5.Sent.2","uk-nc-2013:Eng.UKS2.Write.VGP.1e"]},{"id":"mt_oL9s_bufDp","subject":"English","domain":"Vocabulary","name":"Sorting & Categorising Words","description":"Sort words into categories, define words by their category and key features ('a duck is a bird that swims'), and relate words to their opposites","ages":[5,9],"type":"CONCEPTUAL","evidence":["Group words or objects by category (e.g. animals, foods, colours)","Identify and produce opposite pairs (e.g. 'big/small', 'hot/cold', 'go/stop')","Explain why items belong together in a category"],"check":"Can your child sort a group of words into categories — for example, separating fruits from vegetables — and tell you the opposite of common words like \"hot\" or \"fast\"?","standards":["ccss-ela:L.1.5a","ccss-ela:L.2.5a","ccss-ela:L.K.5a","ccss-ela:L.K.5b","ccss-ela:L.1.5b","ccss-ela:L.1.5c","ccss-ela:L.3.4d","uk-nc-2013:Eng/KS1/Y2/C/1f","uk-nc-2013:Eng_LKS2_Read_Comp_3"]},{"id":"mt_NP101Zl-4g","subject":"English","domain":"Vocabulary","name":"Using New Vocabulary","description":"Ask about and discuss unfamiliar words, link them to words already known, and use new words picked up from reading and conversation in your own speech and writing","ages":[5,11],"type":"LANGUAGE","evidence":["Incorporate new vocabulary from read-alouds into conversations","Attempt to use interesting or topic-specific words in own writing","Use newly learned words appropriately in different contexts"],"check":"When your child learns a new word from a book or conversation, do they try to use it themselves — in their writing or when they're talking?","standards":["ccss-ela:L.1.6","ccss-ela:L.2.6","ccss-ela:L.3.6","ccss-ela:L.K.6","ccss-ela:L.1.4","ccss-ela:L.1.4a","ccss-ela:L.2.4","ccss-ela:L.2.4a","ccss-ela:L.3.4a","ccss-ela:L.4.4a","ccss-ela:L.5.4a","ccss-ela:L.K.4","ccss-ela:L.K.4a","ccss-ela:RI.1.4","ccss-ela:RI.K.4","ccss-ela:RL.K.4","uk-nc-2013:Eng/KS1/Y2/C/1f","uk-nc-2013:Eng_LKS2_Read_Comp_10","uk-nc-2013:Eng_LKS2_Read_Comp_3","uk-nc-2013:Eng_LKS2_Read_Comp_7","uk-nc-2013:Eng_LKS2_Read_Comp_9","uk-nc-2013:Eng_Y1_RC_06"]},{"id":"mt_aw0PldeT_L","subject":"English","domain":"Vocabulary","name":"Word Parts as Clues","description":"Use word parts — root words, inflections (look/looked/looking), common affixes and the two halves of compound words — as clues to an unknown word's meaning","ages":[5,9],"type":"CONCEPTUAL","evidence":["Recognise that -ed signals past tense (e.g. 'jumped' = already happened)","Explain how un- makes a word mean the opposite (e.g. 'unhappy' = not happy)","Use word parts to figure out the meaning of an unfamiliar word"],"check":"If your child sees an unfamiliar word like \"unhelpful\" or \"jumped,\" can they use the beginning or ending of the word to work out what it means?","standards":["ccss-ela:L.1.4b","ccss-ela:L.2.4c","ccss-ela:L.K.4b","uk-nc-2013:Eng.App2.Y1.Word.3","ccss-ela:L.1.4c","ccss-ela:L.3.4b","uk-nc-2013:Eng.App2.Y2.Word.1","uk-nc-2013:Eng.App2.Y2.Word.2","uk-nc-2013:Eng.App2.Y2.Word.3","ccss-ela:L.2.4d","uk-nc-2013:Eng_App1_Y1_54"]},{"id":"mt_86DyHo9zO3","subject":"English","domain":"Vocabulary","name":"Formal and Informal English","description":"Recognise and choose formal or informal English — vocabulary, grammar and tone — to suit audience and purpose, and understand dialects and registers as varieties of English rather than mistakes","ages":[7,13],"type":"LANGUAGE","evidence":["Identify whether a spoken or written example uses formal or informal language (e.g., 'Dear Sir' vs 'Hey mate')","Rewrite an informal sentence in a more formal way (e.g., change 'Can I have some?' to 'May I please have some?')","Explain why formal language might be used in one situation and informal in another (e.g., a letter to the headteacher vs a note to a friend)"],"check":"Does your child understand the difference between how they'd write a text to a friend versus a formal letter — and can they explain why the language would be different?","standards":["ccss-ela:L.2.3","ccss-ela:L.2.3a","ccss-ela:L.3.3b","ccss-ela:L.4.3c","ccss-ela:SL.4.6","uk-nc-2013:Eng.App2.Y6.Word.1","ccss-ela:L.5.3b","ccss-ela:L.6.1e","ccss-ela:L.6.3b","uk-nc-2013:KS3-ENG-GV-1d","uk-nc-2013:KS3-ENG-GV-1e"]},{"id":"mt_SUOhjmRqv9","subject":"English","domain":"Vocabulary","name":"Figurative Language and Idioms","description":"Tell literal from figurative language, explain similes and metaphors, and interpret common idioms, proverbs and cultural allusions (an Achilles' heel)","ages":[8,11],"type":"CONCEPTUAL","evidence":["Identify whether 'It's raining cats and dogs' is literal or nonliteral and explain what it means","Read a passage and circle three phrases used nonliterally, restating each in literal terms","Explain the difference between 'She was on fire' (figurative — performing well) and 'The log was on fire' (literal)"],"check":"When your child reads a phrase like \"it's raining cats and dogs\" or \"she had butterflies in her stomach,\" do they know it doesn't mean what the words literally say?","standards":["ccss-ela:L.4.5b","ccss-ela:L.5.5b","ccss-ela:L.4.5a","ccss-ela:L.5.5a","ccss-ela:RL.5.4","ccss-ela:RL.4.4"]},{"id":"mt_x_Lg4RASVU","subject":"English","domain":"Vocabulary","name":"Greek and Latin Roots for Word Meaning","description":"Use Greek and Latin roots and affixes (tele, graph, port, -able/-ible, -cious/-tious, -tion) to work out what unfamiliar words mean and how they are spelt","ages":[8,11],"type":"CONCEPTUAL","evidence":["Identify common Greek and Latin roots in unfamiliar words and use root meaning to infer word meaning, e.g. 'aqua' (water) in aquarium/aquatic, 'dict' (say) in predict/dictionary","Break a multi-morpheme word into prefix + root + suffix to determine meaning, e.g. un- (not) + believe + -able = not able to be believed","Use knowledge of Greek-origin prefixes (auto-, tele-, micro-) and Latin-origin prefixes (inter-, trans-, sub-) to decode and define unfamiliar vocabulary in context"],"check":"If your child comes across an unfamiliar word containing a Greek or Latin root they recognise — like \"port\" in \"transport\" or \"bio\" in \"biology\" — can they use that to work out the meaning?","standards":["ccss-ela:L.4.4b","ccss-ela:L.5.4b","uk-nc-2013:Eng.UKS2.Write.Trans.Spell.4","uk-nc-2013:Eng_App1_Sp_Y56_01","uk-nc-2013:Eng_App1_Sp_Y56_02","uk-nc-2013:Eng_App1_Sp_Y56_03","uk-nc-2013:Eng_App1_Sp_Y56_04","uk-nc-2013:Eng_App1_Sp_Y56_05"]},{"id":"mt_WZnwITSWr8","subject":"English","domain":"Vocabulary","name":"Vocabulary Strategies","description":"Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning","ages":[8,14],"type":"PROCEDURAL","evidence":["Use context clues (the overall meaning of a sentence, a word’s position or function) to infer the meaning of an unfamiliar word","Break down a word using known Greek or Latin roots and affixes to deduce its meaning (e.g., 'malevolent' = mal- (bad) + volent (wishing))","Look up a word in a dictionary to verify or refine an inferred meaning"],"check":"When your child encounters an unfamiliar word in a book or article, can they work out its meaning using context clues, word roots, or a dictionary — and then check whether their guess was right?","standards":["ccss-ela:L.6.4","ccss-ela:L.6.4a","ccss-ela:L.6.4b","ccss-ela:L.7.4","ccss-ela:L.7.4a","ccss-ela:L.7.4b","ccss-ela:L.8.4","ccss-ela:L.8.4a","ccss-ela:L.8.4b","uk-nc-2013:KS3-ENG-R-2a"]},{"id":"mt_OLwNsTI6C7","subject":"English","domain":"Vocabulary","name":"Academic Vocabulary","description":"Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects","ages":[9,14],"type":"PROCEDURAL","evidence":["Use academic vocabulary (e.g., analyse, evaluate, justify, convey, imply) accurately and appropriately in essay writing","Incorporate domain-specific terms from a subject studied (e.g., 'photosynthesis', 'legislature') into explanatory writing","Draw a new word or phrase from a text read and use it consciously in own writing or speech"],"check":"Does your child pick up new words from books and lessons and actually use them in their own writing and conversation — not just understand them when someone else uses them?","standards":["ccss-ela:L.6.6","ccss-ela:L.7.6","ccss-ela:L.8.6","uk-nc-2013:KS3-ENG-GV-1c","ccss-ela:L.4.6","ccss-ela:L.5.6","ccss-ela:RI.4.4","ccss-ela:RI.5.4"]},{"id":"mt_N8CpN1EJrP","subject":"English","domain":"Grammar & Punctuation","name":"Building sentences","description":"Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing","ages":[4,6],"type":"CONCEPTUAL","evidence":["Distinguish between complete sentences and fragments","Compose a complete sentence with a subject and verb","Expand a simple sentence by adding detail"],"check":"If your child says something like \"The dog\", can they tell you that's not a complete sentence — and add words to make it say something like \"The dog ran fast\"?","standards":["ccss-ela:L.K.1f","uk-nc-2013:Eng.App2.Y1.Sent.1","ccss-ela:L.K.1b","uk-nc-2013:Eng_Y1_WVGP_05","uk-nc-2013:Eng.App2.Y1.Term.1","uk-nc-2013:Eng_Y1_WVGP_06","ccss-ela:L.K.2","uk-nc-2013:Eng.App2.Y1.Punc.1","uk-nc-2013:Eng_Y1_WVGP_01"]},{"id":"mt_mKAZTqItRG","subject":"English","domain":"Grammar & Punctuation","name":"Apostrophes","description":"Read and write apostrophes for contractions (can't, I'll, it's) and for possession, including plural possession (the girls' bags, the children's toys), and tell a possessive 's from a plural s","ages":[5,10],"type":"PROCEDURAL","evidence":["Use apostrophes correctly in both 'don't' and 'Sam's bag' within the same piece of writing","Explain the difference between apostrophe for contraction and apostrophe for possession","Correct misplaced or missing apostrophes in a set of sentences"],"check":"When your child writes a word like \"don't\" or \"it's\", do they put the apostrophe in the right place — and can they also write something like \"the dog's bowl\" to show the bowl belongs to the dog?","standards":["uk-nc-2013:Eng_Y1_RWR_07","ccss-ela:L.1.2b","uk-nc-2013:Eng/KS1/Y2/S/1d","uk-nc-2013:Eng_App1_Y2_22","ccss-ela:L.3.2d","ccss-ela:L.4.2d","uk-nc-2013:Eng.App2.Y4.Punc.2","uk-nc-2013:Eng_App1_Sp_Y34_16","uk-nc-2013:Eng_LKS2_Write_Trans_Spell_4","uk-nc-2013:Eng_LKS2_Write_VGP_8"]},{"id":"mt_QEr24lqzvH","subject":"English","domain":"Grammar & Punctuation","name":"Capitals and End Punctuation","description":"Begin sentences, names, days of the week and 'I' with a capital letter, and end each sentence with the mark that fits it — full stop, question mark or exclamation mark — for statements, questions, commands and exclamations","ages":[5,8],"type":"PROCEDURAL","evidence":["Write sentences beginning with a capital letter","Choose and use the correct end punctuation for statements, questions, and exclamations","Identify and name full stops, question marks, and exclamation marks when reading"],"check":"When your child writes a sentence like \"the cat sat on the mat\", do they remember to use a capital letter at the start and a full stop at the end — without needing a reminder?","standards":["ccss-ela:L.1.2a","ccss-ela:L.1.2b","ccss-ela:L.2.2a","ccss-ela:L.2.2b","ccss-ela:L.K.2a","ccss-ela:L.K.2b","uk-nc-2013:Eng.App2.Y1.Punc.2","uk-nc-2013:Eng.App2.Y2.Punc.1","uk-nc-2013:Eng_Y1_WVGP_03","uk-nc-2013:Eng.App2.Y1.Punc.3","uk-nc-2013:Eng_Y1_WVGP_04","ccss-ela:L.1.1j","ccss-ela:RF.1.1.a","uk-nc-2013:Eng.App2.Y2.Sent.3","uk-nc-2013:Eng/KS1/Y2/VGP/2a","ccss-ela:L.K.1d"]},{"id":"mt_wq-1OJ_8s5","subject":"English","domain":"Grammar & Punctuation","name":"Joining Ideas in Sentences","description":"Join ideas with conjunctions (and, but, so, because, when, if), relative clauses (who, which, where) and words of time, place and cause, punctuating the joins correctly and fixing fragments and run-on sentences","ages":[5,11],"type":"PROCEDURAL","evidence":["Write 'I stayed inside because it was raining' using a subordinating conjunction","Use 'but' and 'or' to join ideas: 'I wanted to play but it was raining'","Use 'when' and 'if' clauses in writing: 'If it stops raining, we can go outside'"],"check":"When your child writes a story or a message, can they join two ideas with words like \"because\", \"but\", \"when\", or \"if\" — rather than writing every thought as a short separate sentence?","standards":["ccss-ela:L.1.1g","ccss-ela:L.2.1f","ccss-ela:L.3.1h","ccss-ela:L.3.1i","uk-nc-2013:Eng.App2.Y2.Sent.1","uk-nc-2013:Eng/KS1/Y2/VGP/2d","uk-nc-2013:Eng_LKS2_Write_VGP_1","uk-nc-2013:Eng.App2.Y1.Sent.2","uk-nc-2013:Eng/KS1/Y2/VGP/2e","uk-nc-2013:Eng_Y1_WVGP_02","ccss-ela:L.4.2c","ccss-ela:L.5.2b","ccss-ela:L.4.1a","uk-nc-2013:Eng.App2.Y5.Sent.1","uk-nc-2013:Eng.UKS2.Write.VGP.1f","uk-nc-2013:Eng.App2.Y3.Sent.1","uk-nc-2013:Eng_LKS2_Write_VGP_4","ccss-ela:L.1.1i","ccss-ela:L.K.1e","ccss-ela:L.4.1f"]},{"id":"mt_u7Jxjjatkh","subject":"English","domain":"Grammar & Punctuation","name":"Singular, Plural and Agreement","description":"Form plurals (cats, boxes, children, mice) and make verbs and pronouns agree with their subjects (he hops / we hop; we were, not we was) within and across sentences","ages":[5,10],"type":"PROCEDURAL","evidence":["Write 'The dog runs' (singular) and 'The dogs run' (plural) with correct verb agreement","Correct subject-verb agreement errors in sentences: fix 'The children plays' to 'The children play'","Choose the correct verb form to match a singular or plural subject in a gap-fill exercise"],"check":"If your child writes \"she hop\" or \"we hops\", do they catch the mistake — and can they fix it to \"she hops\" and \"we hop\" so the subject and verb match?","standards":["ccss-ela:L.1.1c","uk-nc-2013:Eng/KS1/Y2/VGP/2f","ccss-ela:L.4.2a","ccss-ela:L.K.1c","uk-nc-2013:Eng.App2.Y1.Word.1","uk-nc-2013:Eng.App2.Y1.Word.2","ccss-ela:L.2.1a","ccss-ela:L.2.1b","ccss-ela:L.3.1b"]},{"id":"mt_ntqNLHsj5n","subject":"English","domain":"Grammar & Punctuation","name":"Commas for Clarity","description":"Use commas where they change or clarify meaning: in lists, after an opening phrase, around a name being addressed, and wherever leaving one out could be misread ('Let's eat, Grandma')","ages":[6,11],"type":"PROCEDURAL","evidence":["Write a sentence containing a list of 3+ items separated by commas: 'I bought apples, bananas, and oranges'","Identify where commas should go in an unpunctuated list sentence","Explain that commas separate items in a list so the reader knows each item"],"check":"If your child writes a sentence listing three or more things — like the items they'd pack for a picnic — do they put commas between each item in the list?","standards":["ccss-ela:L.1.2c","ccss-ela:L.3.2b","ccss-ela:L.5.2a","uk-nc-2013:Eng.App2.Y2.Punc.2","uk-nc-2013:Eng/KS1/Y2/VGP/1","uk-nc-2013:Eng.App2.Y5.Punc.2","uk-nc-2013:Eng.UKS2.Write.VGP.2a","ccss-ela:L.5.2b","ccss-ela:L.5.2c"]},{"id":"mt_cU3LcEVkBQ","subject":"English","domain":"Grammar & Punctuation","name":"Describing with Noun Phrases","description":"Build noun phrases that describe and specify — articles and determiners, adjectives in natural order, and prepositional phrases (the old wooden boat in the harbour) — to add precise detail","ages":[6,10],"type":"PROCEDURAL","evidence":["Expand 'the cat' into 'the fluffy black cat' by adding adjectives","Use noun phrases with two or more modifiers in independent writing","Choose precise adjectives to make a noun phrase more vivid: e.g., 'a tiny, shivering kitten'"],"check":"When your child describes something in writing — like a pet or a toy — do they add extra describing words, such as \"the small, fluffy rabbit\" rather than just \"the rabbit\"?","standards":["uk-nc-2013:Eng.UKS2.Write.VGP.1d","ccss-ela:L.4.1e","ccss-ela:L.4.1d","ccss-ela:L.1.1h","uk-nc-2013:Eng.App2.Y3.Word.2"]},{"id":"mt_sZXPK1FnRB","subject":"English","domain":"Grammar & Punctuation","name":"Pronouns","description":"Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition","ages":[6,9],"type":"CONCEPTUAL","evidence":["Replace a repeated noun with a pronoun: 'The dog was happy. He wagged his tail.'","Use I/me correctly in subject and object position in a sentence","Choose the correct possessive pronoun (my/his/her/their) to match the noun it replaces"],"check":"When your child retells a story or describes what a friend did, do they use words like \"he\", \"she\", \"they\", or \"his\" correctly — instead of repeating the person's name every single time?","standards":["uk-nc-2013:Eng.App2.Y4.Text.2","uk-nc-2013:Eng_LKS2_Write_VGP_3"]},{"id":"mt_enj1sMcfOT","subject":"English","domain":"Grammar & Punctuation","name":"Verb Tenses","description":"Use past, present and future tenses, including progressive (was running) and perfect (has finished) forms and common irregular verbs (went, told), and keep tense consistent unless the meaning calls for a shift","ages":[6,11],"type":"CONCEPTUAL","evidence":["Write a passage consistently in past tense without switching to present","Use progressive forms correctly: 'was running', 'is jumping' to show ongoing actions","Identify verbs in a sentence and change them from past to present tense or vice versa"],"check":"If your child is writing about something that happened yesterday versus something happening right now, do they change the verb — for example, writing \"she jumped\" for the past and \"she is jumping\" for right now?","standards":["ccss-ela:L.3.1d","ccss-ela:L.4.1b","ccss-ela:L.5.1b","uk-nc-2013:Eng.App2.Y3.Text.3","uk-nc-2013:Eng.UKS2.Write.VGP.1c","uk-nc-2013:Eng_LKS2_Write_VGP_2","ccss-ela:L.5.1c","ccss-ela:L.5.1d"]},{"id":"mt_j351evNNnB","subject":"English","domain":"Grammar & Punctuation","name":"Adjectives, Adverbs and Comparisons","description":"Choose between adjectives and adverbs (a quick runner; she ran quickly) and form comparatives and superlatives (bigger, most careful) correctly","ages":[7,9],"type":"CONCEPTUAL","evidence":["Choose the correct form: 'The dog is (slow/slowly)' vs 'The dog walks (slow/slowly)'","Identify whether a word is modifying a noun (adjective) or a verb (adverb) in a given sentence","Expand sentences by adding both an adjective and an adverb: 'The tall boy ran quickly'"],"check":"If your child writes \"she ran quick\" instead of \"she ran quickly\", can they spot that they need an adverb to describe the running — and fix it themselves?","standards":[]},{"id":"mt_-mw3JeIjhU","subject":"English","domain":"Grammar & Punctuation","name":"Punctuating Direct Speech","description":"Punctuate direct speech using inverted commas (speech marks), understanding that direct speech records the exact words spoken and must be enclosed in punctuation marks","ages":[7,10],"type":"PROCEDURAL","evidence":["Place inverted commas around the spoken words in a sentence (e.g., \"Let's go!\" shouted Tom.)","Write a sentence containing direct speech with correct punctuation including a reporting clause (e.g., Mum said, \"Time for bed.\")","Identify direct speech in a text and explain what the inverted commas show"],"check":"When your child writes down something a character said in a story, do they put speech marks around the exact words — like \"Come here,\" she called — and use the correct punctuation inside?","standards":["ccss-ela:L.3.2c","ccss-ela:L.4.2b","uk-nc-2013:Eng.App2.Y3.Punc.1","uk-nc-2013:Eng.App2.Y4.Punc.1","uk-nc-2013:Eng_LKS2_Write_VGP_9"]},{"id":"mt_lsO9O-_eZH","subject":"English","domain":"Grammar & Punctuation","name":"Advanced Punctuation for Clarity","description":"Choose colons, semicolons, dashes, brackets and hyphens deliberately to show how ideas relate — to introduce, link, add an aside or avoid ambiguity (man-eating shark) — and set out lists and titles consistently","ages":[9,14],"type":"PROCEDURAL","evidence":["Use a semicolon to link two closely related independent clauses without a conjunction","Set off a nonrestrictive clause with commas and explain why the commas are needed","Use a colon to introduce an explanation or elaboration, and a dash for a dramatic aside"],"check":"When your child writes a complex piece — like an essay or a detailed story — do they use advanced punctuation like semi-colons, colons, dashes, and ellipses confidently and accurately to shape meaning and style?","standards":["ccss-ela:L.6.2a","ccss-ela:L.7.2a","uk-nc-2013:KS3-ENG-GV-1a","uk-nc-2013:Eng.App2.Y5.Punc.1","uk-nc-2013:Eng.UKS2.Write.VGP.2c","uk-nc-2013:Eng.App2.Y6.Punc.1","uk-nc-2013:Eng.UKS2.Write.VGP.2d","uk-nc-2013:Eng.App2.Y6.Punc.2","uk-nc-2013:Eng.UKS2.Write.VGP.2e","uk-nc-2013:Eng.App2.Y6.Punc.4","uk-nc-2013:Eng.UKS2.Write.VGP.2b","uk-nc-2013:Eng.App2.Y6.Punc.3","uk-nc-2013:Eng.UKS2.Write.VGP.2f","ccss-ela:L.5.2d"]},{"id":"mt_4-vfMgmCVB","subject":"English","domain":"Grammar & Punctuation","name":"Cohesion and Transitions","description":"Link sentences and paragraphs so a reader can follow — pronouns, synonyms, linking adverbials (meanwhile, however, as a result) and repeated key words — building coherence across a whole piece","ages":[9,14],"type":"PROCEDURAL","evidence":["Replace repeated nouns with pronouns or synonyms to maintain cohesion without ambiguity, e.g. 'The explorer found a cave. She examined it carefully'","Use adverbials of sequence (firstly, then, next, finally) and cause (therefore, as a result, consequently) to connect ideas within a paragraph","Identify where cohesion breaks down in a paragraph and insert appropriate linking devices to improve the flow"],"check":"When your child writes a paragraph, do the sentences flow together smoothly — using words like \"however\", \"after this\", or \"in contrast\" to link ideas, rather than every sentence starting with \"And then\"?","standards":["uk-nc-2013:Eng.App2.Y5.Text.1","uk-nc-2013:Eng.UKS2.Write.Comp.2d","uk-nc-2013:Eng.App2.Y5.Text.2","uk-nc-2013:Eng.App2.Y6.Text.1","ccss-ela:W.8.2.c","ccss-ela:W.8.3.c","uk-nc-2013:KS3-ENG-W-1c"]},{"id":"mt_gbTyzvnWzr","subject":"English","domain":"Grammar & Punctuation","name":"Active and passive voice","description":"Choose active or passive voice deliberately — passive to focus on what happened rather than who did it — and notice when writers use it to hide who is responsible ('mistakes were made')","ages":[10,14],"type":"PROCEDURAL","evidence":["Convert active sentences to passive voice and explain the change in emphasis","Identify passive constructions in news reports and scientific writing","Choose between active and passive voice based on purpose and audience"],"check":"When your child wants to write about something without saying who did it — like in a science report — can they switch the sentence round to say \"The experiment was carried out\" instead of \"We carried out the experiment\"?","standards":["uk-nc-2013:Eng.App2.Y6.Sent.1","uk-nc-2013:Eng.UKS2.Write.VGP.1b","ccss-ela:L.8.1b","ccss-ela:L.8.1c","ccss-ela:L.8.1d","uk-nc-2013:KS3-ENG-GV-1a","uk-nc-2013:KS3-ENG-GV-1b"]},{"id":"mt_ZO2iP89cld","subject":"English","domain":"Grammar & Punctuation","name":"Varying Sentence Structure","description":"Expand, combine, and reduce sentences for meaning, reader interest, and style, using techniques such as embedding clauses, using appositives, and varying sentence length","ages":[10,14],"type":"PROCEDURAL","evidence":["Combine two simple sentences into one complex sentence using subordination","Expand a simple sentence by adding descriptive phrases and clauses","Reduce wordy sentences by removing redundant words while preserving meaning"],"check":"When your child revises their writing, can they take a very long sentence and split it up, or take three short choppy sentences and combine them into one — choosing the version that reads best for the audience?","standards":["ccss-ela:L.5.3a","ccss-ela:L.6.3a","ccss-ela:L.7.1b","uk-nc-2013:KS3-ENG-GV-1a","uk-nc-2013:KS3-ENG-GV-1b","ccss-ela:L.7.1a","ccss-ela:L.7.1c"]},{"id":"mt_8-POYyg7GJ","subject":"English","domain":"Reading Comprehension","name":"Predicting what happens next","description":"Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events","ages":[4,10],"type":"META","evidence":["Make a prediction before turning the page and explain reasoning","Discuss why a title fits or hints at the story content","Revise predictions as new information is encountered in the text"],"check":"When you stop midway through a story, can your child make a reasonable guess about what might happen next — and explain why they think so based on what's happened so far?","standards":["uk-nc-2013:Eng_Y1_RC_09","uk-nc-2013:Eng_Y1_RC_11"]},{"id":"mt_sSQlLOnAow","subject":"English","domain":"Reading Comprehension","name":"Characters, settings, and events","description":"Identify characters, settings and major events, and retell stories in sequence with key details, including familiar fairy tales and traditional tales","ages":[5,8],"type":"CONCEPTUAL","evidence":["Name the main characters in a story","Describe where and when a story takes place","Retell a familiar story including beginning, middle, and end events"],"check":"After reading a fairy tale or story together, can your child retell it to you in order — saying who was in it, where it happened, and what the main events were?","standards":["ccss-ela:RL.1.3","ccss-ela:RL.K.2","ccss-ela:RL.K.3","uk-nc-2013:Eng/KS1/Y2/C/1c","uk-nc-2013:Eng_LKS2_Read_Comp_4","uk-nc-2013:Eng_Y1_RC_03","ccss-ela:RL.1.2","ccss-ela:RL.2.5","uk-nc-2013:Eng/KS1/Y2/C/2c","ccss-ela:RI.1.3","ccss-ela:RI.2.10","ccss-ela:RL.2.10","uk-nc-2013:Eng/KS1/Y2/C/1b"]},{"id":"mt_GLY3R3YSlf","subject":"English","domain":"Reading Comprehension","name":"Comparing Stories and Books","description":"Compare characters, settings, events and authors' choices within a story and across different stories and books","ages":[5,11],"type":"META","evidence":["Identify what two stories have in common (e.g. 'Both have a bear character')","Compare information from two books about the same topic","Discuss how characters' experiences are similar or different across stories"],"check":"If your child has read two stories with similar themes — like two tales about a brave hero — can they tell you what was the same and what was different between them?","standards":["ccss-ela:RI.1.9","ccss-ela:RI.2.9","ccss-ela:RI.3.9","ccss-ela:RI.K.9","ccss-ela:RL.1.9","ccss-ela:RL.3.9","ccss-ela:RL.K.9","ccss-ela:RL.5.3","uk-nc-2013:Eng.UKS2.Read.Comp.1f"]},{"id":"mt_gZIo5oiBMt","subject":"English","domain":"Reading Comprehension","name":"Different Types of Texts","description":"Recognise different kinds of text — stories, poems, plays and non-fiction — and their features: author and illustrator, cover and title page, verse, scenes and dialogue","ages":[5,10],"type":"CONCEPTUAL","evidence":["Distinguish between a story, a poem, and a non-fiction book","Point to and name the author and illustrator on the cover","Explain that the author writes the words and the illustrator makes the pictures"],"check":"When you hand your child a book, can they tell you whether it's a story or a fact book — and point out the author's name on the cover?","standards":["ccss-ela:RI.K.6","ccss-ela:RL.1.5","ccss-ela:RL.K.5","ccss-ela:RL.K.6","ccss-ela:RI.1.5","ccss-ela:RI.1.8","ccss-ela:RI.2.4","ccss-ela:RI.K.5","ccss-ela:RI.K.8","ccss-ela:RL.4.5"]},{"id":"mt_mLPEMpYb_R","subject":"English","domain":"Reading Comprehension","name":"Listening to Texts Read Aloud","description":"Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details","ages":[5,10],"type":"PROCEDURAL","evidence":["Answer questions about a story or non-fiction text read aloud by the teacher","Discuss events, characters, or ideas from chapter books read to the class","Ask for clarification when something in a read-aloud is not understood"],"check":"After you read a story aloud to your child, can they answer questions about what happened — like who the main character was, where the story took place, and what the problem was?","standards":["ccss-ela:RI.3.10","ccss-ela:RL.3.10","ccss-ela:SL.1.2","ccss-ela:SL.K.2","uk-nc-2013:Eng.UKS2.Read.Comp.1a","uk-nc-2013:Eng.UKS2.Read.Comp.1b","uk-nc-2013:Eng.UKS2.Read.Comp.1c","uk-nc-2013:Eng.UKS2.Read.Comp.7","uk-nc-2013:Eng/KS1/Y2/C/1a","uk-nc-2013:Eng_LKS2_Read_Comp_1","uk-nc-2013:Eng_Y1_RC_01"]},{"id":"mt_aFvsj35QzC","subject":"English","domain":"Reading Comprehension","name":"Main Topic and Key Details","description":"Identify the main topic of an informational text and of each paragraph, and explain how the key details support it","ages":[5,10],"type":"PROCEDURAL","evidence":["State what a non-fiction text is mostly about in one sentence","List two or three important facts learned from an informational text","Explain how two events or ideas in a text are connected"],"check":"After your child reads a short fact book — like one about animals or space — can they tell you what the main topic was and give you a few key facts they learned from it?","standards":["ccss-ela:RI.2.8","ccss-ela:RI.3.2","ccss-ela:RI.4.2"]},{"id":"mt_E5KC4AnRLW","subject":"English","domain":"Reading Comprehension","name":"Reading between the lines","description":"Make inferences from clues in the text — what characters say and do — about their feelings, thoughts and motives, and justify them with evidence","ages":[5,10],"type":"PROCEDURAL","evidence":["Answer 'who', 'what', 'where' questions about a text using evidence","Infer a character's feelings from their actions (e.g. 'She's sad because she's crying')","Make logical guesses about unstated information using text clues"],"check":"While reading a story, can your child answer questions like \"Why did the character do that?\" or \"How do you think they felt?\" — using clues from the text rather than just guessing?","standards":["ccss-ela:RI.3.1","ccss-ela:RL.3.1","uk-nc-2013:Eng.UKS2.Read.Comp.2b","ccss-ela:RI.4.1","ccss-ela:RL.4.1","uk-nc-2013:Eng.UKS2.Read.Comp.2c","uk-nc-2013:Eng_LKS2_Read_Comp_11"]},{"id":"mt_OlhMP7ShFT","subject":"English","domain":"Reading Comprehension","name":"Text Features, Pictures and Charts","description":"Use headings, contents, glossary and index to find your way around non-fiction, and read illustrations, diagrams, charts, timelines and multimedia together with the text to build meaning","ages":[5,11],"type":"REPRESENTATIONAL","evidence":["Use pictures to predict or confirm story events","Describe what is happening in an illustration and how it relates to the text","Explain how an illustration adds information not stated in words"],"check":"When your child is reading a picture book, do they look at the illustrations to help them understand what's happening in the story — and can they explain how a picture connects to the words on the page?","standards":["ccss-ela:RI.1.6","ccss-ela:RI.1.7","ccss-ela:RI.2.7","ccss-ela:RI.3.7","ccss-ela:RI.K.7","ccss-ela:RL.1.7","ccss-ela:RL.2.7","ccss-ela:RL.3.7","ccss-ela:RL.K.7","ccss-ela:RI.4.7","ccss-ela:RL.5.7","ccss-ela:RL.4.7","ccss-ela:RI.1.2","ccss-ela:RI.1.5","ccss-ela:RI.2.5","ccss-ela:RI.2.6","ccss-ela:RI.3.5","uk-nc-2013:Eng/KS1/Y2/C/1d","uk-nc-2013:Eng_LKS2_Read_Comp_2","uk-nc-2013:Eng.UKS2.Read.Comp.2f","uk-nc-2013:Eng_LKS2_Read_Comp_14"]},{"id":"mt_xjl6AEhnjk","subject":"English","domain":"Reading Comprehension","name":"Characters' Traits, Motives and Viewpoints","description":"Describe characters' traits, motives and points of view using evidence from the text, separate your own view from a character's, and analyse how characters and settings are built","ages":[6,10],"type":"CONCEPTUAL","evidence":["Identify who is telling a story and explain how you know (e.g. 'The wolf is telling the story because he says I')","Describe how a character responds to a problem or challenge using evidence from the text (e.g. 'When the bridge broke, she decided to swim across')","Compare how two characters from different stories react to a similar situation (e.g. how two heroes show bravery in different ways)"],"check":"When your child reads a story told from one character's point of view, can they think about how a different character in the same story might have seen events differently?","standards":["ccss-ela:RL.4.3"]},{"id":"mt_9k1qcpvVi_","subject":"English","domain":"Reading Comprehension","name":"Reading Widely and Choosing Books","description":"Choose books for yourself and read widely and independently across fiction and non-fiction — whole books as well as extracts — and recommend books to others with reasons","ages":[6,14],"type":"META","evidence":["Choose books independently that offer appropriate challenge and genuine interest","Read at least two Shakespeare plays and a range of pre-1914 and contemporary literature during KS3","Maintain a personal reading record and articulate preferences with reasons"],"check":"Does your child read for pleasure across a wide range of books — fiction, non-fiction, poetry, plays — and can they talk enthusiastically about authors, genres, or themes they've discovered on their own?","standards":["ccss-ela:RI.6.10","ccss-ela:RI.7.10","ccss-ela:RI.8.10","ccss-ela:RL.6.10","ccss-ela:RL.7.10","ccss-ela:RL.8.10","uk-nc-2013:KS3-ENG-R-1a","uk-nc-2013:KS3-ENG-R-1b","uk-nc-2013:Eng.UKS2.Read.Comp.1d"]},{"id":"mt_sMAcZW6vWM","subject":"English","domain":"Reading Comprehension","name":"Main Ideas and Summarising","description":"Identify the main ideas across several paragraphs, take organised notes, and summarise a non-fiction text in your own words without adding your own opinions","ages":[7,11],"type":"PROCEDURAL","evidence":["Read a multi-paragraph non-fiction text and state the main idea of each paragraph in one sentence","Summarise a text of 3+ paragraphs in 2-3 sentences capturing the key points","Retrieve specific information from a non-fiction text and record it using a simple table or notes (e.g., 'Name: hedgehog, Habitat: woodland, Diet: insects')"],"check":"When your child reads a long non-fiction article or chapter, can they pull out the most important points and write them as a short summary — rather than just copying chunks of text?","standards":["uk-nc-2013:Eng.UKS2.Read.Comp.2e","uk-nc-2013:Eng.UKS2.Read.Comp.5","uk-nc-2013:Eng_LKS2_Read_Comp_13","uk-nc-2013:Eng_LKS2_Read_Comp_15","ccss-ela:RI.5.2"]},{"id":"mt_aClzPBiS9k","subject":"English","domain":"Reading Comprehension","name":"Poetic forms and conventions","description":"Recognise forms of poetry (haiku, free verse, narrative poems, ballads, sonnets) and how rhyme, rhythm, metre, stanzas and sound devices create effects","ages":[7,14],"type":"CONCEPTUAL","evidence":["Identify the form of a poem (e.g., sonnet, haiku, ballad) and explain its key structural features","Analyse how a poet uses rhythm or sound devices to reinforce meaning or mood","Explain how enjambment or a caesura affects the pace and emphasis of a line"],"check":"When your child reads a poem, can they identify its form — like a sonnet or a ballad — and explain how the poet's use of rhyme, rhythm, and imagery contributes to the poem's meaning or emotional impact?","standards":["ccss-ela:RL.6.5","ccss-ela:RL.7.5","uk-nc-2013:KS3-ENG-R-3b","uk-nc-2013:Eng.UKS2.Read.Comp.1g","uk-nc-2013:Eng.UKS2.Read.Comp.1h","uk-nc-2013:Eng_LKS2_Read_Comp_6","uk-nc-2013:Eng_LKS2_Read_Comp_8"]},{"id":"cx_eng_whole_books","subject":"English","domain":"Reading Comprehension","name":"Reading Whole Books","description":"Read a whole chapter book over days or weeks: keep track of plot and characters across chapters, pick up where you left off, and talk or write about the book as a whole","ages":[7,11],"type":"PROCEDURAL","evidence":["Finishes a chapter book read over several sittings","Recalls what happened earlier in the book when picking it up again","Says what the whole book was about and how the main character changed"],"check":"Could your child read a chapter book from start to finish over a few weeks and tell you what the whole book was about?","standards":[]},{"id":"mt_v33BwiyRnd","subject":"English","domain":"Reading Comprehension","name":"Themes, Morals and Messages","description":"Work out the theme or lesson of a story, fable, myth or poem from its details, notice themes that recur across cultures (good vs evil, the trickster, the quest), and summarise a story objectively","ages":[7,11],"type":"CONCEPTUAL","evidence":["State the lesson or moral of a fable in one sentence (e.g. 'The Tortoise and the Hare teaches that slow and steady wins the race')","Explain what a story's central message is using at least two details from the text as support","Distinguish the central message from a summary of events — explain what the story means, not just what happens"],"check":"After reading a fable like \"The Tortoise and the Hare\", can your child tell you the lesson the story is teaching — and point to a moment in the story that shows that lesson?","standards":["uk-nc-2013:Eng.UKS2.Read.Comp.1e","uk-nc-2013:Eng_LKS2_Read_Comp_5","ccss-ela:RL.4.2","ccss-ela:RL.5.2","ccss-ela:RL.4.9","ccss-ela:RL.5.9"]},{"id":"mt_II6iw4BmJI","subject":"English","domain":"Reading Comprehension","name":"Analysing Text Structure","description":"Analyse how a text is organised — chapters, scenes, stanzas and sections; chronology, cause and effect, problem and solution — and how that structure shapes its meaning","ages":[8,14],"type":"CONCEPTUAL","evidence":["Explain how a non-chronological structure (e.g., flashback, frame narrative) creates suspense or surprise","Analyse the role of a specific paragraph in developing and refining a key concept in a non-fiction text","Compare how two texts use different structures (e.g., epistolary vs. linear narrative) and the effect of each"],"check":"When your child analyses a poem or novel, can they explain how the author's structural choices — like starting in the middle of the action, or ending with a repeated image — shape the overall meaning of the text?","standards":["ccss-ela:RI.6.5","ccss-ela:RI.7.5","ccss-ela:RI.8.5","ccss-ela:RL.6.5","ccss-ela:RL.7.5","ccss-ela:RL.8.5","uk-nc-2013:KS3-ENG-R-3a","ccss-ela:RL.5.5","ccss-ela:RI.4.5","ccss-ela:RI.5.5"]},{"id":"mt_OltpfaX7l6","subject":"English","domain":"Reading Comprehension","name":"Author's Purpose and Audience","description":"Identify why a text was written and who it was written for, separate the author's point of view from your own, and use the text's context to understand it","ages":[8,14],"type":"CONCEPTUAL","evidence":["Read an opinion article and state the author's point of view, then state one's own and explain how they differ","Identify whether an author's purpose is to inform, persuade, or entertain, citing evidence from the text","Explain how word choices in an informational text reveal the author's attitude toward the topic"],"check":"When your child reads a fact book or an article, can they tell you what the author's purpose was — like whether they were trying to inform, persuade, or entertain — and whether they agree with the author's viewpoint?","standards":["ccss-ela:RI.6.6","ccss-ela:RI.7.6","ccss-ela:RI.8.6","uk-nc-2013:KS3-ENG-R-2c"]},{"id":"mt_V6456X6pJE","subject":"English","domain":"Reading Comprehension","name":"Fact vs opinion","description":"Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints","ages":[8,11],"type":"CONCEPTUAL","evidence":["Identify and label statements as fact or opinion in a newspaper article","Explain why a statement is a fact by citing verifiable evidence or why it is an opinion","Recognise persuasive techniques that present opinions as if they were facts"],"check":"When your child reads a newspaper article or non-fiction text, can they point out which parts are facts and which parts are the author's opinions — and explain how they can tell the difference?","standards":["uk-nc-2013:Eng.UKS2.Read.Comp.4"]},{"id":"mt_w4wKFP3jud","subject":"English","domain":"Reading Comprehension","name":"How Ideas Connect in Texts","description":"Explain how events, ideas or steps connect in an information text — sequence, cause and effect, comparison — citing what the text says","ages":[8,11],"type":"CONCEPTUAL","evidence":["Read a science text and identify three cause-and-effect relationships using signal words like 'because', 'as a result'","Explain the sequence of steps in a technical procedure using time-order language ('first', 'next', 'finally')","Describe how two paragraphs in a text are connected (e.g. comparison, cause/effect, or sequence)"],"check":"After reading a non-fiction passage — like one about climate or history — can your child explain what caused something to happen, what the effect was, and how the author linked those ideas together?","standards":["ccss-ela:RI.4.3","ccss-ela:RI.5.3"]},{"id":"cx_eng_questioning_texts","subject":"English","domain":"Reading Comprehension","name":"Questioning a Text","description":"Ask questions of what you read — who wrote this and why, what is the evidence, what is left out, who might disagree — rather than trusting a text because it is written down or sounds confident","ages":[8,12],"type":"META","evidence":["Asks who wrote a text and why before deciding whether to trust it","Points out something a text leaves out, or a view it doesn't include","Tells a confident tone apart from good evidence"],"check":"Could your child read an article or an answer and ask who wrote it, what evidence it gives, and what it might be leaving out?","standards":[]},{"id":"mt_8FwtdJzeDh","subject":"English","domain":"Reading Comprehension","name":"Combining Several Sources","description":"Find and combine information from several print and digital sources on one topic, noting where they agree and disagree, in order to write or speak about it knowledgeably","ages":[9,11],"type":"PROCEDURAL","evidence":["Read two informational texts on the same topic and identify information that appears in both, information unique to each, and any contradictions between them","Combine key details from two sources into a coherent summary or short report that draws on both texts","Explain how reading a second text on the same topic added to, confirmed, or challenged understanding gained from the first text"],"check":"If your child is researching a topic using two different books or articles, can they combine the information they've gathered from both to talk or write about the subject more fully than either source alone?","standards":["ccss-ela:RI.4.9","ccss-ela:RI.5.9","ccss-ela:RI.5.7"]},{"id":"mt_j32D5DZX7x","subject":"English","domain":"Reading Comprehension","name":"Firsthand, Secondhand and Multiple Accounts","description":"Compare firsthand and secondhand accounts, and several accounts of the same event, noting what each point of view includes, leaves out or emphasises","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain the difference between a firsthand account (written by someone who experienced the event) and a secondhand account (written by someone who researched it), using specific examples","Compare a diary entry and a textbook passage about the same historical event, identifying what each account includes, omits, and emphasises","Analyse how the perspective of the writer (participant vs observer/researcher) affects the information provided, the language used, and the overall tone"],"check":"If your child reads both a diary entry by someone who was at a historical event and a textbook account of the same event, can they explain what's different about the two — like what details each one includes and why?","standards":["ccss-ela:RI.4.6","ccss-ela:RI.5.6"]},{"id":"mt_k-V37x3zsF","subject":"English","domain":"Reading Comprehension","name":"How authors support their points","description":"Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient","ages":[9,11],"type":"CONCEPTUAL","evidence":["Identify the key points an author makes in an informational text and list the specific reasons and evidence provided to support each point","Evaluate whether the evidence an author uses (facts, statistics, examples, expert opinions) is relevant to the point being made and sufficient to be convincing","Distinguish between well-supported claims backed by evidence and unsupported opinions or assertions in an informational text"],"check":"After reading a persuasive article — like one arguing for or against something — can your child identify the reasons the author gives and say whether each one is convincing and well-supported?","standards":["ccss-ela:RI.4.8","ccss-ela:RI.5.8"]},{"id":"mt_x2sWtfTeYT","subject":"English","domain":"Reading Comprehension","name":"Narrative Perspective and Unreliable Narrators","description":"Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour","ages":[9,14],"type":"CONCEPTUAL","evidence":["Identify the narrative perspective of a text and explain how it limits or expands the reader's knowledge","Explain how dramatic irony arises when the reader knows something a character does not","Compare how the same event might be told differently from two characters' perspectives"],"check":"When your child reads a story with an unreliable narrator — where the person telling the story isn't fully trustworthy — can they spot the clues that suggest the narrator isn't giving the full picture?","standards":["ccss-ela:RI.6.6","ccss-ela:RI.7.6","ccss-ela:RI.8.6","ccss-ela:RL.6.6","ccss-ela:RL.7.6","ccss-ela:RL.8.6","uk-nc-2013:KS3-ENG-R-3c","ccss-ela:RL.4.6","ccss-ela:RL.5.6"]},{"id":"cx_eng_persuasion","subject":"English","domain":"Reading Comprehension","name":"Spotting Persuasion Techniques","description":"Recognise how texts and adverts persuade — emotive and loaded words, exaggeration, repetition, flattery, appeals to fear or belonging, selective facts and rhetorical questions — and explain the effect each is meant to have","ages":[9,13],"type":"CONCEPTUAL","evidence":["Names at least three persuasion techniques in an advert, speech or opinion piece","Explains how a loaded word changes the way a reader feels about something","Rewrites a persuasive sentence in neutral language"],"check":"Could your child look at an advert or a persuasive article and point out the tricks it uses to win them over?","standards":[]},{"id":"mt_dmFnJzxKwz","subject":"English","domain":"Reading Comprehension","name":"Using Evidence from the Text","description":"Quote accurately and cite evidence to support what you say about a text — both what it states and what you infer — and tell strong evidence from weak","ages":[10,14],"type":"PROCEDURAL","evidence":["Identify a relevant quotation to support an inference about a character's feelings","Explain why one piece of evidence is stronger than another for supporting a claim","Use embedded quotations in a written response to back up an analytical point"],"check":"When your child makes a point about a text in class or in writing, do they back it up with a specific quote or reference — and can they explain whether that evidence strongly supports their point or only weakly?","standards":["ccss-ela:RI.6.1","ccss-ela:RI.7.1","ccss-ela:RI.8.1","ccss-ela:RL.6.1","ccss-ela:RL.7.1","ccss-ela:RL.8.1","uk-nc-2013:KS3-ENG-R-2b","uk-nc-2013:Eng.UKS2.Read.Comp.8","ccss-ela:RI.5.1","ccss-ela:RL.5.1"]},{"id":"mt_1GF5MeNZPA","subject":"English","domain":"Reading Comprehension","name":"Critical comparison across texts","description":"Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures","ages":[11,14],"type":"CONCEPTUAL","evidence":["Compare how two novels treat a shared theme (e.g., growing up) using specific evidence from both","Analyse how a modern retelling draws on and transforms elements from a traditional story or myth","Compare conflicting accounts of the same event in two non-fiction texts and evaluate which is more convincing"],"check":"After reading texts from very different times or cultures, can your child compare them thoughtfully — noting not just surface similarities but deeper differences in values, style, and what the author assumed about their reader?","standards":["ccss-ela:RI.6.9","ccss-ela:RI.7.9","ccss-ela:RI.8.9","ccss-ela:RL.7.9","ccss-ela:RL.8.9","uk-nc-2013:KS3-ENG-R-1c","uk-nc-2013:KS3-ENG-R-3e"]},{"id":"mt_gMSFymQlrW","subject":"English","domain":"Reading Comprehension","name":"Evaluating Arguments in Non-Fiction","description":"Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques","ages":[11,14],"type":"CONCEPTUAL","evidence":["Identify the main claim in an argument text and evaluate whether the evidence presented is sufficient","Spot logical fallacies or irrelevant evidence introduced to distract from weak reasoning","Compare two opposing arguments on the same issue and evaluate which is more convincing, with reasons"],"check":"When your child reads a persuasive piece — like an editorial or a speech — can they identify the rhetorical techniques being used, evaluate whether the argument is logically sound, and explain what might be biased or misleading?","standards":["ccss-ela:RI.6.8","ccss-ela:RI.7.8","ccss-ela:RI.8.8","uk-nc-2013:KS3-ENG-R-2b","uk-nc-2013:KS3-ENG-R-3e"]},{"id":"mt_DVSHx3YMkN","subject":"English","domain":"Reading Comprehension","name":"Figurative Language and Literary Devices","description":"Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony","ages":[11,14],"type":"CONCEPTUAL","evidence":["Identify a metaphor or simile in a passage and explain its effect on the reader","Explain how an author's word choice creates a particular tone (e.g., menacing, humorous, melancholic)","Recognise an allusion to a myth, the Bible, or another text and explain what it adds to the meaning"],"check":"When your child reads a passage containing a metaphor, irony, or allusion, can they explain what the author really meant — going beyond the literal words to describe the effect that device creates for the reader?","standards":["ccss-ela:RI.6.4","ccss-ela:RI.7.4","ccss-ela:RI.8.4","ccss-ela:RL.6.4","ccss-ela:RL.7.4","ccss-ela:RL.8.4","uk-nc-2013:KS3-ENG-R-3a","ccss-ela:L.6.5","ccss-ela:L.6.5a","ccss-ela:L.6.5c","ccss-ela:L.7.5","ccss-ela:L.7.5a","ccss-ela:L.7.5c","ccss-ela:L.8.5","ccss-ela:L.8.5a","uk-nc-2013:KS3-ENG-GV-1c"]},{"id":"mt_Hqz5y_tWz2","subject":"English","domain":"Reading Comprehension","name":"Plot Structure and Character Development","description":"Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot","ages":[11,14],"type":"CONCEPTUAL","evidence":["Trace how a character's attitude changes across a story and identify the turning points","Explain how a specific incident in a drama propels the action or provokes a decision","Analyse how the setting influences a character's behaviour or the mood of a scene"],"check":"After reading a novel, can your child explain how the main character changed from the beginning to the end — pointing to specific events that caused that change and how the setting shaped who they became?","standards":["ccss-ela:RL.6.3","ccss-ela:RL.7.3","ccss-ela:RL.8.3","uk-nc-2013:KS3-ENG-R-3c"]},{"id":"mt_wGxq92Na5g","subject":"English","domain":"Reading Comprehension","name":"Tracing Theme Across a Text","description":"Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion","ages":[11,14],"type":"CONCEPTUAL","evidence":["Identify a theme in a novel and explain how specific events develop it across the plot","Distinguish between the topic of a text (what it is about) and the theme (what it is saying)","Write a concise, objective summary of a chapter or article without inserting personal opinion"],"check":"After reading a novel or long poem, can your child explain what it was really about at its deepest level — the central idea or theme — and trace how that idea developed through key moments in the text?","standards":["ccss-ela:RI.6.2","ccss-ela:RI.7.2","ccss-ela:RI.8.2","ccss-ela:RL.6.2","ccss-ela:RL.7.2","ccss-ela:RL.8.2","uk-nc-2013:KS3-ENG-R-2d"]},{"id":"mt_tIi6L1n7kF","subject":"English","domain":"Reading Comprehension","name":"Understanding drama and performance","description":"Understand how dramatists communicate meaning through performance — including staging, direction, set design, lighting, and actors' choices — and how different productions can interpret the same script differently","ages":[11,14],"type":"CONCEPTUAL","evidence":["Explain how a director's staging choices (e.g., set, lighting, blocking) affect the audience's understanding","Compare two productions or adaptations of the same play and evaluate different interpretive choices","Analyse how a filmed or live production stays faithful to or departs from the original script"],"check":"After watching a stage or film production of a play they've read, can your child discuss how specific choices — like the lighting, the actor's tone, or the set design — interpreted the script, and whether they agreed with those choices?","standards":["ccss-ela:RL.6.7","ccss-ela:RL.7.7","ccss-ela:RL.8.7","uk-nc-2013:KS3-ENG-R-3d"]},{"id":"mt_scBgiMKhG_","subject":"English","domain":"English Thinking","name":"Reading for Meaning","description":"Read to make meaning, not just to say the words: draw on what you already know and have experienced, notice when understanding breaks down, and reread or use context to repair it","ages":[5,11],"type":"META","evidence":["Simple View of Reading (Gough & Tunmer)","reading comprehension research on comprehension-decoding separation"],"check":"If your child reads something aloud correctly but then can't tell you what it was about, do they recognise that reading means understanding — not just saying the words?","standards":["ccss-ela:RF.5.4.c","uk-nc-2013:Eng.UKS2.Read.Comp.2a","uk-nc-2013:Eng/KS1/Y2/C/2b","uk-nc-2013:Eng_LKS2_Read_Comp_10","uk-nc-2013:Eng_LKS2_Read_Comp_9","uk-nc-2013:Eng_Y1_RC_08","uk-nc-2013:Eng/KS1/Y2/C/2a","uk-nc-2013:Eng_Y1_RC_02","uk-nc-2013:Eng_Y1_RC_07"]},{"id":"mt_QB4qIGJIIj","subject":"English","domain":"English Thinking","name":"Author's word choices","description":"Notice how an author's word choices — sensory and expressive language, imagery, tone — create effects on you as a reader, and explain why a particular word works","ages":[6,11],"type":"META","evidence":["authorial awareness research","Understanding Author's Purpose (Firkins)","collaborative multilayered text interpretation in 5-8 year olds"],"check":"When your child reads a book or article, do they ever notice and comment on why the author chose to write it a certain way — and what effect that has on them as a reader?","standards":["uk-nc-2013:Eng.UKS2.Read.Comp.3","ccss-ela:RI.3.4","ccss-ela:RL.1.4","ccss-ela:RL.2.4","ccss-ela:RL.3.4","uk-nc-2013:Eng/KS1/Y2/C/1e","uk-nc-2013:Eng/KS1/Y2/C/1g","uk-nc-2013:Eng_LKS2_Read_Comp_7"]},{"id":"mt_lp3qyEujIv","subject":"English","domain":"English Thinking","name":"Inference vs Explicit Meaning","description":"Distinguish between what a text explicitly says and what you have inferred, assumed, or read in — knowing which is which is fundamental to honest comprehension","ages":[7,9],"type":"META","evidence":["inference vs literal comprehension development research","online inference making and comprehension monitoring (PMC 2021)"],"check":"After your child reads a story or article, can they tell you which parts they actually read in the text and which parts they worked out or assumed for themselves?","standards":[]},{"id":"mt_vauULTecMH","subject":"English","domain":"Writing Composition","name":"Narrative Writing","description":"Write stories with a clear beginning, middle and end, growing to developed settings, characters and plot with dialogue and description, planned with techniques borrowed from stories you've read","ages":[5,11],"type":"PROCEDURAL","evidence":["Write a narrative that includes a described setting, at least one developed character, and a clear plot with a problem and resolution","Use dialogue to show what characters say and reveal their personality or feelings","Use descriptive details and temporal words to organise events into a clear sequence with a satisfying ending"],"check":"When your child writes a story, do they bring it to life with descriptions of the setting, details about the characters, and some dialogue — rather than just listing what happened?","standards":["ccss-ela:W.2.3","ccss-ela:W.3.3","ccss-ela:W.3.3a","ccss-ela:W.3.3b","ccss-ela:W.3.3c","ccss-ela:W.3.3d","ccss-ela:W.4.3","ccss-ela:W.4.3a","ccss-ela:W.4.3b","ccss-ela:W.4.3c","ccss-ela:W.4.3d","ccss-ela:W.4.3e","ccss-ela:W.5.3","ccss-ela:W.5.3a","ccss-ela:W.5.3b","ccss-ela:W.5.3c","ccss-ela:W.5.3d","ccss-ela:W.5.3e","uk-nc-2013:Eng.UKS2.Write.Comp.2b","uk-nc-2013:Eng.UKS2.Write.Comp.1c"]},{"id":"mt_4A4RpX-Go9","subject":"English","domain":"Writing Composition","name":"Research Projects","description":"Carry out short research projects to answer a question: gather information from experience and from print and digital sources, take organised notes in your own words, and note where each piece came from","ages":[5,11],"type":"PROCEDURAL","evidence":["Contribute ideas and information to a class writing project","Draw or write facts learned from personal experience about a topic","Help gather information from books or adults for a group research task"],"check":"When your child is given a writing project that involves finding out about something — like an animal or a place — can they look up information and use what they find to write about the topic?","standards":["ccss-ela:RI.1.8","ccss-ela:W.1.7","ccss-ela:W.1.8","ccss-ela:W.2.7","ccss-ela:W.2.8","ccss-ela:W.3.10","ccss-ela:W.K.7","ccss-ela:W.K.8","ccss-ela:W.4.7","ccss-ela:W.4.8","ccss-ela:W.5.7","ccss-ela:W.5.8"]},{"id":"mt_I65kFjWwnF","subject":"English","domain":"Writing Composition","name":"Revising and editing","description":"Read your own writing back critically — does it say what you meant, will the reader follow it, could a word be stronger — act on feedback, and proofread for spelling, grammar and punctuation","ages":[5,11],"type":"PROCEDURAL","evidence":["Re-read own writing and spot a missing full stop or capital letter","Identify and correct a tense inconsistency in a piece of writing","Discuss improvements with a partner and make at least one revision to strengthen the writing"],"check":"When your child finishes a piece of writing, do they proofread it for spelling mistakes, missing punctuation, and errors in grammar — and make corrections before handing it in?","standards":["ccss-ela:W.1.5","ccss-ela:W.K.5","uk-nc-2013:Eng/KS1/Y2/WC/3a","uk-nc-2013:Eng_Y1_WC_04","uk-nc-2013:Eng_Y1_WC_05","ccss-ela:L.3.2a","ccss-ela:W.3.5","ccss-ela:W.4.5","ccss-ela:W.5.5","uk-nc-2013:Eng.UKS2.Write.Comp.3a","uk-nc-2013:Eng.UKS2.Write.Comp.3b","uk-nc-2013:Eng.UKS2.Write.Comp.3c","uk-nc-2013:Eng.UKS2.Write.Comp.3d","uk-nc-2013:Eng.UKS2.Write.Comp.3e"]},{"id":"mt_PJyCGJz5Hv","subject":"English","domain":"Writing Composition","name":"Saying Sentences Before Writing Them","description":"Say out loud what is going to be written; compose sentences orally before writing them down as preparation for independent writing","ages":[5,8],"type":"PROCEDURAL","evidence":["Say a complete sentence aloud before attempting to write it","Rehearse a sentence orally more than once to hold it in memory","Practise sentences with a partner before writing independently"],"check":"Before your child starts writing a sentence, do they say it out loud first — testing how it sounds — before putting pen to paper?","standards":[]},{"id":"mt_nYU6x2E2T8","subject":"English","domain":"Writing Composition","name":"Sharing and Publishing Your Writing","description":"Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing","ages":[5,11],"type":"PROCEDURAL","evidence":["Read own sentences aloud with clear voice and appropriate expression","Share a piece of writing by reading it to the class","Type simple words or sentences using a computer or tablet"],"check":"Can your child read their own writing aloud to the class clearly enough for everyone to hear and follow along — and have they ever typed or published a piece of writing using a computer or tablet?","standards":["ccss-ela:W.2.6","ccss-ela:W.3.6","ccss-ela:W.4.6","ccss-ela:W.5.6","ccss-ela:W.K.6","uk-nc-2013:Eng.UKS2.Write.Comp.4","uk-nc-2013:Eng/KS1/Y2/WC/4","uk-nc-2013:Eng_LKS2_Write_Comp_10","uk-nc-2013:Eng_Y1_WC_06"]},{"id":"mt_91f1XFvGZq","subject":"English","domain":"Writing Composition","name":"Writing opinions","description":"Write opinion pieces that state a clear point of view, give organised reasons linked with connecting words, and end with a conclusion","ages":[5,11],"type":"PROCEDURAL","evidence":["State an opinion clearly (e.g. 'My favourite animal is a dog because...')","Give at least one reason for an opinion","Draw, dictate, or write to express a preference about a book or topic"],"check":"Can your child write a sentence or two giving their opinion about something — like their favourite book or food — and explain why they feel that way?","standards":["ccss-ela:W.3.1","ccss-ela:W.3.1a","ccss-ela:W.3.1b","ccss-ela:W.3.1c","ccss-ela:W.3.1d","ccss-ela:W.4.1","ccss-ela:W.4.1a","ccss-ela:W.4.1b","ccss-ela:W.4.1c","ccss-ela:W.4.1d","ccss-ela:W.5.1","ccss-ela:W.5.1a","ccss-ela:W.5.1b","ccss-ela:W.5.1c","ccss-ela:W.5.1d"]},{"id":"mt__MDiDU9Vck","subject":"English","domain":"Writing Composition","name":"Writing to inform","description":"Write to inform and explain: introduce a topic, develop it with facts, definitions and examples, organise it with paragraphs, headings, lists or tables where useful, and conclude","ages":[5,11],"type":"PROCEDURAL","evidence":["Write or dictate two or three facts about a familiar topic","Label diagrams or drawings with informative details","Name a topic and provide relevant details about it"],"check":"Can your child write a few sentences explaining something they know about — like how butterflies grow or how to make a sandwich — naming the topic and sharing some facts?","standards":["ccss-ela:W.3.2","ccss-ela:W.3.2a","ccss-ela:W.3.2b","ccss-ela:W.3.2c","ccss-ela:W.3.2d","ccss-ela:W.4.2","ccss-ela:W.4.2a","ccss-ela:W.4.2b","ccss-ela:W.4.2c","ccss-ela:W.4.2d","ccss-ela:W.4.2e","ccss-ela:W.5.2","ccss-ela:W.5.2a","ccss-ela:W.5.2b","ccss-ela:W.5.2c","ccss-ela:W.5.2d","ccss-ela:W.5.2e","uk-nc-2013:Eng.App2.Y6.Text.2"]},{"id":"mt_9P9o6d0Qm3","subject":"English","domain":"Writing Composition","name":"Planning Ideas Before Writing","description":"Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing","ages":[6,10],"type":"PROCEDURAL","evidence":["Verbally rehearse sentences before writing them down","Jot key words or ideas in a planning format (e.g., story map) before drafting","Write a simple plan with beginning, middle, and end for a story"],"check":"Before your child starts a piece of writing, do they spend a few minutes planning — jotting down ideas, key words, or a rough structure — rather than jumping straight into writing the first sentence?","standards":["ccss-ela:W.1.1","ccss-ela:W.3.4","ccss-ela:W.4.10","uk-nc-2013:Eng.UKS2.Write.Comp.1b","uk-nc-2013:Eng/KS1/Y2/WC/2a","uk-nc-2013:Eng/KS1/Y2/WC/2b","uk-nc-2013:Eng/KS1/Y2/WC/2c","uk-nc-2013:Eng_LKS2_Write_Comp_1","uk-nc-2013:Eng_LKS2_Write_Comp_2"]},{"id":"mt_v5DyOEpbbr","subject":"English","domain":"Writing Composition","name":"Writing for Audience and Purpose","description":"Decide who the writing is for and why before starting, then choose a form (letter, report, script, note, post), tone and register to fit, writing in many forms beyond stories","ages":[6,14],"type":"META","evidence":["Determine the audience (e.g., peers, teacher, younger children, a public audience) and purpose (to persuade, inform, entertain, or explain) before drafting and explain how these choices affect language and structure","Select an appropriate form for the writing task (letter, report, story, instructions, review) based on audience and purpose","Adjust vocabulary, sentence length, and level of formality to suit the identified audience, e.g. using simpler language for younger readers and more formal language for an official letter"],"check":"Before your child starts a piece of writing, do they think about who will read it and why — adjusting their tone, vocabulary, and format accordingly, like writing more formally for a teacher than for a friend?","standards":["uk-nc-2013:Eng.UKS2.Write.Comp.1a","ccss-ela:W.4.4","ccss-ela:W.5.4","ccss-ela:W.6.4","ccss-ela:W.7.4","ccss-ela:W.8.4","uk-nc-2013:KS3-ENG-W-1a","ccss-ela:W.1.1","uk-nc-2013:Eng/KS1/Y2/WC/1b","uk-nc-2013:Eng/KS1/Y2/WC/1d"]},{"id":"mt_YNe6siFTFq","subject":"English","domain":"Writing Composition","name":"Writing Poetry","description":"Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation","ages":[6,7],"type":"PROCEDURAL","evidence":["Write a simple poem using rhyming couplets or a repeated pattern","Recite a poem from memory with expression and appropriate intonation","Identify rhyme and rhythm patterns in poems read aloud"],"check":"Has your child tried writing a poem — playing with rhyme, rhythm, or repeating patterns — and can they recite one they've learned or written with expression?","standards":["uk-nc-2013:Eng/KS1/Y2/C/1h","uk-nc-2013:Eng/KS1/Y2/WC/1c"]},{"id":"cx_eng_instructions","subject":"English","domain":"Writing Composition","name":"Explaining a Process Clearly","description":"Write clear instructions and explanations of how something works or how to do it — steps in order, precise words, nothing the reader has to guess — and test them by having someone follow them","ages":[7,11],"type":"PROCEDURAL","evidence":["Writes instructions with steps in the right order and nothing missing","Uses precise words for amounts, positions and actions","Revises the instructions after watching someone try to follow them"],"check":"Could your child write instructions for something they know how to do — a game, a recipe, a craft — that someone else could follow without asking questions?","standards":[]},{"id":"mt_AvJMWQbDsr","subject":"English","domain":"Writing Composition","name":"Organising Writing into Paragraphs","description":"Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing","ages":[7,10],"type":"PROCEDURAL","evidence":["Divide a piece of writing into paragraphs, each focused on one main idea or aspect of the topic","Use headings and sub-headings to organise a non-fiction text (e.g., a report about animals with sections 'Habitat', 'Diet', 'Appearance')","Identify where a new paragraph should begin in a given text and explain why (e.g., 'A new paragraph starts here because the topic changes from appearance to diet')"],"check":"When your child writes a longer piece — like a report or a story — do they organise it into paragraphs, with related ideas grouped together and, where appropriate, headings to help the reader navigate?","standards":["uk-nc-2013:Eng.App2.Y3.Text.1","uk-nc-2013:Eng.App2.Y3.Text.2","uk-nc-2013:Eng.App2.Y4.Text.1","uk-nc-2013:Eng.UKS2.Write.Comp.2d","uk-nc-2013:Eng.UKS2.Write.Comp.2e","uk-nc-2013:Eng_LKS2_Write_Comp_4","uk-nc-2013:Eng_LKS2_Write_Comp_6"]},{"id":"mt_LMX-nZETLM","subject":"English","domain":"Writing Composition","name":"Vivid Word Choices","description":"Choose precise and vivid words and phrases to create specific effects in writing","ages":[8,10],"type":"PROCEDURAL","evidence":["Replace vague words in 'The nice man went to the big house' with more precise alternatives and explain the effect","Write two versions of the same scene — one with plain language and one with carefully chosen words for suspense or humour","Select from a word bank the most effective verb and adjective for a given sentence, justifying each choice"],"check":"When your child writes descriptive or creative pieces, do they choose interesting and precise words — like \"sprinted\" instead of \"ran\", or \"crimson\" instead of \"red\" — to create a specific effect?","standards":["ccss-ela:L.4.3a","ccss-ela:L.4.3b","uk-nc-2013:Eng.UKS2.Write.Comp.2a"]},{"id":"mt_ZxdfRbwkKM","subject":"English","domain":"Writing Composition","name":"Writing with Evidence","description":"Draw evidence from literary and informational texts to support analysis, reflection and research in your writing","ages":[9,11],"type":"PROCEDURAL","evidence":["Write a research-based paragraph or short report that cites specific facts, details, and evidence from informational texts to support key points","Synthesise information from two informational sources into a written summary that accurately represents both, noting areas of agreement and difference","Paraphrase information from informational texts accurately and cite sources appropriately, avoiding plagiarism"],"check":"When your child writes a non-fiction piece — like a report on climate change — do they draw on specific facts and evidence from things they've read, weaving that information into their own writing?","standards":["ccss-ela:W.4.9b","ccss-ela:W.5.9b","ccss-ela:W.4.9","ccss-ela:W.4.9a","ccss-ela:W.5.9","ccss-ela:W.5.9a"]},{"id":"mt_curkA82CmO","subject":"English","domain":"Writing Composition","name":"Writing a Précis","description":"Precis longer passages by summarising the main ideas and key information concisely while maintaining the essential meaning and removing non-essential detail","ages":[10,11],"type":"PROCEDURAL","evidence":["Reduce a three-paragraph text to a single paragraph capturing all main points","Identify and remove redundant information while preserving essential meaning","Write a precis that is no more than one-third the length of the original text"],"check":"If your child reads a long article about a topic they're studying, can they write a short summary in their own words that captures the key points without copying sentences?","standards":["uk-nc-2013:Eng.UKS2.Write.Comp.2c"]},{"id":"cx_eng_concise","subject":"English","domain":"Writing Composition","name":"Writing Concisely","description":"Edit writing to say the same thing in fewer, plainer words — cut repetition and filler, prefer concrete words to vague ones, and split overlong sentences — whether the draft is your own or one you were given","ages":[10,14],"type":"PROCEDURAL","evidence":["Cuts a paragraph by a third without losing any of its meaning","Replaces vague words (things, very, really) with precise ones","Spots padding and repetition in a draft written by someone or something else"],"check":"Could your child take a wordy paragraph and rewrite it shorter and clearer without losing anything important?","standards":[]},{"id":"mt_zCUIJLdK_s","subject":"English","domain":"Writing Composition","name":"Developed Informational and Explanatory Writing","description":"Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary","ages":[11,14],"type":"PROCEDURAL","evidence":["Organise an explanatory essay with a clear introduction, logical body paragraphs, and a conclusion","Develop a topic using well-chosen facts, definitions, concrete details, and quotations from sources","Use domain-specific vocabulary and formatting (headings, graphics) to aid the reader's comprehension"],"check":"Can your child write a clear explanation of how something works — like how a volcano erupts or how bread is made — so that someone who's never learned about it would understand?","standards":["ccss-ela:W.6.2","ccss-ela:W.7.2","ccss-ela:W.8.2","ccss-ela:W.8.2.a","ccss-ela:W.8.2.b","ccss-ela:W.8.2.d","ccss-ela:W.8.2.f","uk-nc-2013:KS3-ENG-W-1a","uk-nc-2013:KS3-ENG-W-1b"]},{"id":"mt_Qxyikkkzam","subject":"English","domain":"Writing Composition","name":"Persuasive Writing","description":"Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement","ages":[11,14],"type":"PROCEDURAL","evidence":["Write an argument essay with a clear claim supported by at least three pieces of evidence","Acknowledge and respond to a counterclaim rather than ignoring opposing views","Use linking words and phrases (however, furthermore, consequently) to connect claims, reasons, and evidence"],"check":"If your child wants to convince you to let them stay up later, can they write down clear reasons and examples to support their case rather than just saying \"because I want to\"?","standards":["ccss-ela:W.6.1","ccss-ela:W.7.1","ccss-ela:W.8.1","ccss-ela:W.8.1.a","ccss-ela:W.8.1.b","ccss-ela:W.8.1.c","ccss-ela:W.8.1.d","ccss-ela:W.8.1.e","uk-nc-2013:KS3-ENG-W-1a"]},{"id":"mt_av-uRBrhwT","subject":"English","domain":"Writing Composition","name":"Planning, Revising and Editing Writing","description":"Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar","ages":[11,14],"type":"META","evidence":["Revise a draft to improve paragraph structure, adding or removing material for coherence","Edit sentence-level issues including word choice, grammar, and punctuation before finalising","Reflect on whether the writing achieves its intended effect on the target audience and adjust accordingly"],"check":"After your child finishes a first draft, do they go back and make real improvements — not just fixing spelling, but changing sentences or reorganising ideas to make it better?","standards":["ccss-ela:W.6.5","ccss-ela:W.7.5","ccss-ela:W.8.5","uk-nc-2013:KS3-ENG-W-2a","uk-nc-2013:KS3-ENG-W-2b","uk-nc-2013:KS3-ENG-W-2c"]},{"id":"mt_Qcsl1Z1x0l","subject":"English","domain":"Writing Composition","name":"Research & Source Evaluation","description":"Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail","ages":[11,14],"type":"PROCEDURAL","evidence":["Take notes from multiple sources on a topic and organise them under logical headings","Paraphrase information from a source accurately without copying word-for-word","Assess whether a source is credible and relevant before including it in research writing"],"check":"If your child is preparing for a school project, can they gather notes from several sources and organise them into a logical order before they start writing?","standards":["ccss-ela:W.6.7","ccss-ela:W.6.8","ccss-ela:W.7.7","ccss-ela:W.7.8","ccss-ela:W.8.7","ccss-ela:W.8.8","uk-nc-2013:KS3-ENG-W-1b"]},{"id":"mt_BLzNxSSdWu","subject":"English","domain":"Writing Composition","name":"Writing Character & Dialogue","description":"Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion","ages":[11,14],"type":"PROCEDURAL","evidence":["Open a narrative by establishing setting, point of view, and a hook that engages the reader","Use dialogue, pacing, and descriptive detail to develop characters and advance the plot","Craft a conclusion that reflects on the narrated events rather than simply ending the action"],"check":"When your child writes a story, do they use techniques like describing feelings, building suspense, or showing dialogue to make it interesting to read?","standards":["ccss-ela:W.6.3","ccss-ela:W.7.3","ccss-ela:W.8.3","ccss-ela:W.8.3.a","ccss-ela:W.8.3.b","ccss-ela:W.8.3.d","ccss-ela:W.8.3.e","uk-nc-2013:KS3-ENG-W-1a"]},{"id":"mt_s6-6FYb5UQ","subject":"English","domain":"Writing Composition","name":"Writing Techniques for Effect","description":"Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact","ages":[11,14],"type":"PROCEDURAL","evidence":["Use a rhetorical question or tricolon deliberately in a persuasive piece and explain the intended effect","Employ varied sentence openings and structures to maintain reader interest across a whole piece","Draw on a literary device encountered in reading and apply it consciously in own writing"],"check":"When your child edits a piece of their writing, do they make choices about word order, sentence structure, or vocabulary to make the writing more powerful or clearer?","standards":["ccss-ela:W.6.4","ccss-ela:W.7.4","ccss-ela:W.8.4","uk-nc-2013:KS3-ENG-W-1c","uk-nc-2013:KS3-ENG-W-1d","ccss-ela:RL.6.5","ccss-ela:RL.7.5","uk-nc-2013:KS3-ENG-GV-1b"]},{"id":"mt_f8n4txtLej","subject":"English","domain":"Speaking & Listening","name":"Asking Questions","description":"Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood","ages":[4,11],"type":"PROCEDURAL","evidence":["Ask a question when something is unclear or more information is needed","Answer questions with relevant and specific information","Request clarification politely (e.g. 'Can you explain that again?')"],"check":"If your child doesn't understand something — like instructions for a game or an explanation from a teacher — do they ask a question to find out more rather than just guessing?","standards":["ccss-ela:SL.1.3","ccss-ela:SL.2.3","ccss-ela:SL.3.3","ccss-ela:SL.4.3","ccss-ela:SL.5.3","ccss-ela:SL.K.3","uk-nc-2013:Eng.SL.2"]},{"id":"mt_4A7FYmvVhA","subject":"English","domain":"Speaking & Listening","name":"Describing and Recounting Aloud","description":"Describe people, places and events in detail, and recount an experience or report on a topic in an organised way, speaking clearly at a pace listeners can follow","ages":[4,11],"type":"PROCEDURAL","evidence":["Describe a familiar person or place using several details","Speak clearly and loudly enough for the whole group to hear","Organise ideas logically when sharing information or telling about an event"],"check":"Can your child tell you about something that happened — like a trip or a film — in enough detail that you could really picture it, speaking clearly so you can follow along?","standards":["ccss-ela:SL.1.4","ccss-ela:SL.1.6","ccss-ela:SL.2.4","ccss-ela:SL.2.6","ccss-ela:SL.3.4","ccss-ela:SL.3.6","ccss-ela:SL.K.4","ccss-ela:SL.K.6","uk-nc-2013:Eng.SL.5","uk-nc-2013:Eng.SL.8","ccss-ela:SL.4.4","ccss-ela:SL.5.4"]},{"id":"mt_S0hzjAeLSK","subject":"English","domain":"Speaking & Listening","name":"Expressing & Justifying Opinions","description":"Articulate and justify answers, arguments, and opinions; participate in discussions, presentations, performances, role play, and debates","ages":[4,6],"type":"PROCEDURAL","evidence":["State an opinion and give a reason (e.g. 'I think ... because ...')","Participate in a class presentation or performance with confidence","Explain thinking when answering a question rather than just giving a one-word answer"],"check":"When your child disagrees with something or has an opinion, can they say why they think that and back it up with a reason rather than just saying \"because I just do\"?","standards":["uk-nc-2013:Eng.SL.4","uk-nc-2013:Eng.SL.9","uk-nc-2013:Eng.SL.3","uk-nc-2013:Eng.SL.7"]},{"id":"mt_wwdRhPyz6s","subject":"English","domain":"Speaking & Listening","name":"Group discussions","description":"Take part in discussions about books and ideas: stay on topic, take turns, come prepared, build on what others say, weigh different viewpoints and draw conclusions together","ages":[4,11],"type":"PROCEDURAL","evidence":["Stay on topic during a conversation for multiple turns","Build on what another speaker has said (e.g. 'I agree because...')","Maintain focus and contribute meaningfully in group discussions"],"check":"When your child is chatting with a friend or taking part in a group activity, can they keep a conversation going back and forth — listening, responding, and building on what the other person said?","standards":["uk-nc-2013:Eng.SL.6","ccss-ela:RI.K.10","ccss-ela:RL.K.10","uk-nc-2013:Eng.UKS2.Read.Comp.6","uk-nc-2013:Eng/KS1/Y2/C/2d","uk-nc-2013:Eng/KS1/Y2/C/3","uk-nc-2013:Eng/KS1/Y2/C/4","uk-nc-2013:Eng_LKS2_Read_Comp_16","uk-nc-2013:Eng_Y1_RC_12","uk-nc-2013:Eng_Y1_RC_13","ccss-ela:SL.4.1","ccss-ela:SL.4.1.a","ccss-ela:SL.4.1.b","ccss-ela:SL.4.1.c","ccss-ela:SL.4.1.d","ccss-ela:SL.5.1.a","ccss-ela:SL.5.1.c","ccss-ela:SL.5.1.d","uk-nc-2013:Eng.SL.10","uk-nc-2013:Eng.SL.11","uk-nc-2013:Eng.SL.12"]},{"id":"mt_mB7DVai-Uf","subject":"English","domain":"Speaking & Listening","name":"Listening and responding","description":"Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking","ages":[4,11],"type":"PROCEDURAL","evidence":["Demonstrate attentive listening by making eye contact and responding relevantly","Follow classroom discussion rules (e.g. raise hand, wait for turn)","Show understanding of what was said by paraphrasing or responding appropriately"],"check":"When your child is in a group conversation at school or at the dinner table, do they listen while others are talking and wait for their turn before speaking?","standards":["uk-nc-2013:Eng.SL.1"]},{"id":"mt_ZBMcX2oRor","subject":"English","domain":"Speaking & Listening","name":"Reciting and Performing","description":"Learn poems by heart and recite them, and rehearse and perform poems and play scripts using intonation, volume, pace, silence and gesture","ages":[6,14],"type":"PROCEDURAL","evidence":["Recite a poem from memory with expression and clear enunciation","Add a drawing or visual display to support an oral description or presentation","Present information to the class using complete sentences and audible voice"],"check":"Can your child memorise a short poem and recite it with expression — changing their voice to match the mood of the words?","standards":["ccss-ela:SL.1.4","ccss-ela:SL.1.5","ccss-ela:SL.1.6","ccss-ela:SL.2.5","ccss-ela:SL.2.6","ccss-ela:SL.3.5","ccss-ela:SL.3.6","ccss-ela:SL.4.5","uk-nc-2013:Eng.SL.10","uk-nc-2013:Eng.SL.9","uk-nc-2013:Eng/KS1/Y2/C/1h","uk-nc-2013:KS3-ENG-SE-1d"]},{"id":"mt_iodbOOmEQs","subject":"English","domain":"Speaking & Listening","name":"Evaluating a Speaker's Argument","description":"Identify the reasons and evidence a speaker gives for each point, summarise them, and judge whether the reasoning holds up","ages":[9,11],"type":"PROCEDURAL","evidence":["Listen to a speaker's argument or presentation and list the specific reasons and evidence provided to support each main point","Evaluate whether the reasons a speaker gives are logical and whether the evidence cited is relevant to the claim being made","Ask follow-up questions that probe the strength of a speaker's reasoning, e.g. 'What evidence supports that claim?' or 'Are there other explanations?'"],"check":"When your child listens to someone making an argument or giving reasons for something, can they tell you whether the reasons given actually support what the person is claiming?","standards":["ccss-ela:SL.4.3","ccss-ela:SL.5.3"]},{"id":"mt_-DuXzMVVXQ","subject":"English","domain":"Speaking & Listening","name":"Paraphrasing and Summarising What You Hear","description":"Paraphrase and summarise what you hear — a text read aloud, a talk, a video or other media — capturing the key ideas accurately in your own words","ages":[9,11],"type":"PROCEDURAL","evidence":["Listen to a passage read aloud and restate the main idea and key details in own words without looking at the original text","Paraphrase information from a short video, podcast, or presentation, identifying the central message and supporting details","Distinguish between paraphrasing (restating in own words) and copying, demonstrating the ability to capture meaning without repeating exact wording"],"check":"If your child listens to a short talk or watches a video clip about a topic, can they explain the main points back to you in their own words?","standards":["ccss-ela:SL.4.2","ccss-ela:SL.5.2"]},{"id":"mt_bkvB7QYKwg","subject":"English","domain":"Speaking & Listening","name":"Adapting Speech to Context","description":"Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences","ages":[10,11],"type":"PROCEDURAL","evidence":["Present the same information formally to a panel and informally to peers","Adjust vocabulary and sentence structure when speaking to different audiences","Identify contexts that require formal English and those where informal speech is appropriate"],"check":"Does your child naturally speak differently depending on who they're talking to — for example, more formally with a teacher than with a friend at the playground?","standards":["ccss-ela:SL.5.6"]},{"id":"mt_z07UNAIsNc","subject":"English","domain":"Speaking & Listening","name":"Speaking Formally and Giving Presentations","description":"Give talks and presentations in clear standard English, organising ideas for the audience and using visuals or multimedia only where they help","ages":[10,14],"type":"PROCEDURAL","evidence":["Deliver a 2-3 minute presentation on a topic with a clear opening, organised points, and a conclusion","Adapt language between formal and informal registers depending on the context and audience","Maintain eye contact, appropriate pace, and clear articulation when speaking to a group"],"check":"Can your child give a short prepared speech or presentation in Standard English — staying on point and adjusting their vocabulary to suit the audience?","standards":["uk-nc-2013:KS3-ENG-SE-1a","uk-nc-2013:KS3-ENG-SE-1b","ccss-ela:SL.5.5"]},{"id":"mt_Yrjn8jAt1c","subject":"English","domain":"Speaking & Listening","name":"Formal Debates","description":"Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion","ages":[12,14],"type":"PROCEDURAL","evidence":["Present an argument in a debate with a clear claim supported by evidence","Respond to an opposing point by summarising it fairly before offering a counterargument","Build on a previous speaker’s idea by extending, questioning, or challenging it constructively"],"check":"Has your child taken part in a school debate where they had to argue a position with evidence, respond to the other side's points, and keep to the rules of formal discussion?","standards":["uk-nc-2013:KS3-ENG-SE-1c"]},{"id":"mt_XirhnAB6Ye","subject":"Science","domain":"Scientific Inquiry","name":"Asking scientific questions","description":"Ask simple scientific questions and recognise that they can be answered in different ways including observation, testing, and research","ages":[5,8],"type":"META","evidence":["Ask at least three 'how' or 'why' questions about the natural world","Suggest different ways to answer a question: observing, testing, asking an expert, reading a book","Choose an appropriate method to investigate a specific question"],"check":"When your child wonders about something — like 'why do leaves change colour?' — can they suggest how to find the answer, whether by looking closely, doing a test, or looking it up?","standards":["ngss-k5:K-2-ETS1-1","uk-nc-2013:KS1.Sci.WS.1"]},{"id":"mt_vJO5Bxk4z-","subject":"Science","domain":"Scientific Inquiry","name":"Observing with simple equipment","description":"Observe closely using simple equipment such as hand lenses, and use observations to describe, compare, and identify things","ages":[5,7],"type":"PROCEDURAL","evidence":["Use a hand lens or other simple equipment to make detailed observations","Describe observations using specific vocabulary (colour, shape, size, texture, pattern)","Compare two objects based on careful observation, noting similarities and differences"],"check":"Can your child use a magnifying glass to look carefully at something like a leaf or an insect and describe in detail what they see?","standards":["uk-nc-2013:KS1.Sci.WS.2","uk-nc-2013:KS1.Sci.WS.4"]},{"id":"mt_ZFwPZaDJ0_","subject":"Science","domain":"Scientific Inquiry","name":"Recording Data","description":"Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions","ages":[5,7],"type":"PROCEDURAL","evidence":["Record observations and measurements in a simple table or tally chart","Use drawings or labelled diagrams to record what was observed","Explain how the recorded data helps answer the original question"],"check":"Can your child collect information during an experiment — like counting, measuring, or drawing — and put it into a simple table or chart?","standards":["uk-nc-2013:KS1.Sci.WS.6"]},{"id":"mt_Wa44s-f8Ws","subject":"Science","domain":"Scientific Inquiry","name":"Simple tests and experiments","description":"Perform simple tests and use observations and ideas to suggest answers to questions","ages":[5,7],"type":"PROCEDURAL","evidence":["Carry out a simple test with one thing changing at a time","Observe what happens and describe the result","Use the result to suggest an answer to the original question"],"check":"Can your child do a simple experiment — like testing which paper towel absorbs the most water — and use what they find out to answer the question?","standards":["uk-nc-2013:KS1.Sci.WS.3","uk-nc-2013:KS1.Sci.WS.5"]},{"id":"mt_obF-6VYRya","subject":"Science","domain":"Scientific Inquiry","name":"Changing Your Mind with Evidence","description":"Be willing to change your mind when evidence doesn't support your prediction — a result that surprises you is more valuable than one that confirms what you already thought","ages":[6,8],"type":"META","evidence":["belief revision in children research (PMC 2020)","hypothesis testing and argumentation from evidence in young children"],"check":"If your child predicts what will happen in an experiment and gets a different result, do they accept the evidence rather than deciding the experiment must have gone wrong?","standards":[]},{"id":"mt_Hw70LI5xza","subject":"Science","domain":"Scientific Inquiry","name":"Observation vs Interpretation","description":"Notice the difference between what you observed and what you think it means — 'the ice melted' is an observation; 'the ice melted because of the heat' is an interpretation","ages":[6,7],"type":"META","evidence":["observation vs interpretation in primary science","BERA: children's observation skills in nature"],"check":"When your child does a science activity, can they tell the difference between what they actually saw or measured — and what they think caused it or what it means?","standards":[]},{"id":"mt_QrVF5n7vci","subject":"Science","domain":"Scientific Inquiry","name":"Could there be another explanation?","description":"For any result, ask: is there another explanation? — the first explanation that fits isn't always the right one, and good scientists actively look for alternatives","ages":[7,9],"type":"META","evidence":["prompts to consider alternative possible worlds research (6-7 year olds)","scientific thinking promotes critical thinking (MDPI 2025)"],"check":"When your child comes up with an explanation for something they observed, do they try to think of at least one other possible explanation before deciding they've found the answer?","standards":[]},{"id":"mt_7VrR1GzhrN","subject":"Science","domain":"Scientific Inquiry","name":"Drawing conclusions from evidence","description":"Use evidence to answer the question that was asked: describe the pattern in the results, draw a conclusion that the data actually supports, say how far the results can be trusted, and suggest what to test next","ages":[7,13],"type":"META","evidence":["Write or present a clear report of findings from an investigation","Draw a conclusion that answers the original question, supported by data","Make a prediction for a new situation based on the results, and suggest improvements to the method"],"check":"After finishing an experiment, can your child explain what they found out, what it means, what they'd predict for next time, and how they could improve the test?","standards":["uk-nc-2013:KS2L.Sci.WS.6","uk-nc-2013:KS2L.Sci.WS.7","uk-nc-2013:KS2U.Sci.WS.5","uk-nc-2013:KS3.Sci.WS.AE.2","uk-nc-2013:KS3.Sci.WS.AE.3","uk-nc-2013:KS3.Sci.WS.AE.4","uk-nc-2013:KS2L.Sci.WS.8","uk-nc-2013:KS2L.Sci.WS.9"]},{"id":"mt_qgb76wHN2X","subject":"Science","domain":"Scientific Inquiry","name":"Fair testing","description":"Set up simple practical enquiries, comparative tests, and fair tests, understanding the importance of changing only one variable at a time","ages":[7,11],"type":"PROCEDURAL","evidence":["Explain what makes a test 'fair' (only one variable changes, everything else stays the same)","Identify the variable to change, the variable to measure, and the variables to keep the same","Set up and carry out a comparative or fair test with support"],"check":"If your child wants to find out which soil is best for growing beans, can they set up a fair test where only the soil changes and everything else stays the same?","standards":["uk-nc-2013:KS2L.Sci.WS.1","uk-nc-2013:KS2L.Sci.WS.2","ngss-k5:3-5-ETS1-3","uk-nc-2013:KS2U.Sci.WS.4"]},{"id":"mt_nUnowllzaN","subject":"Science","domain":"Scientific Inquiry","name":"Measuring accurately","description":"Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers","ages":[7,11],"type":"PROCEDURAL","evidence":["Use at least three types of measuring equipment correctly (ruler, thermometer, measuring jug, scales)","Read measurements in standard units (cm, ml, °C, g) with reasonable accuracy","Make systematic observations by following a planned method consistently"],"check":"Can your child use a thermometer to measure temperature accurately, read a ruler in centimetres, and record measurements carefully during an experiment?","standards":["uk-nc-2013:KS2L.Sci.WS.3","uk-nc-2013:KS2U.Sci.WS.2"]},{"id":"mt_7IFpDVNsmt","subject":"Science","domain":"Scientific Inquiry","name":"Recording and Presenting Data","description":"Gather, record and present data in a growing range of forms — tables with headings and units, bar charts, line graphs, scatter graphs, labelled diagrams and classification keys — choosing the form that best shows the pattern in the results","ages":[7,13],"type":"PROCEDURAL","evidence":["Organise data into a clear table with appropriate headings","Create a bar chart or pictogram from collected data","Use labelled diagrams and classification keys to present findings"],"check":"After doing an experiment, can your child put their results into a neat table, draw a bar chart, and add labels to a diagram to show what they found?","standards":["uk-nc-2013:KS2L.Sci.WS.4","uk-nc-2013:KS2L.Sci.WS.5","uk-nc-2013:KS2U.Sci.WS.3"]},{"id":"mt_X0Tr8IYaEd","subject":"Science","domain":"Scientific Inquiry","name":"Correlation vs Causation","description":"Two things happening together doesn't mean one caused the other — recognise the difference between correlation and causation before drawing conclusions","ages":[8,10],"type":"META","evidence":["developmental changes in children's recognition of evidence relevance to causal explanations","causal learning research"],"check":"If your child noticed that children who eat breakfast tend to do better at school, would they understand that breakfast might not be the cause — there could be another reason both things are true?","standards":[]},{"id":"mt_ArVBEpMAPk","subject":"Science","domain":"Scientific Inquiry","name":"Controlling variables","description":"Turn a question into a testable hypothesis that links one variable you change to an outcome you measure, keep every other variable the same, and explain why an investigation that changes two things at once cannot show which one mattered","ages":[9,12],"type":"META","evidence":["Independently plan an investigation identifying the independent, dependent, and controlled variables","Choose the appropriate type of enquiry for the question (fair test, observation over time, pattern seeking, research)","Explain why controlling variables is essential for valid results"],"check":"Can your child plan their own experiment from scratch — deciding what to test, what to measure, what to keep the same, and how many times to repeat it?","standards":["uk-nc-2013:KS2U.Sci.WS.1","uk-nc-2013:KS3.Sci.WS.SA.1","uk-nc-2013:KS3.Sci.WS.SA.2"]},{"id":"mt_AstzvYDU2m","subject":"Science","domain":"Scientific Inquiry","name":"Evidence Supporting Ideas","description":"Identify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence","ages":[9,11],"type":"META","evidence":["Distinguish between a claim and the evidence supporting it","Evaluate whether evidence is strong (fair test, multiple trials) or weak (single observation, no controls)","Identify when evidence supports or refutes a scientific idea and explain why"],"check":"When your child reads a science claim — like 'plants grow faster with music' — can they evaluate whether the evidence actually supports it or if the test wasn't fair?","standards":["uk-nc-2013:KS2U.Sci.WS.6"]},{"id":"mt_1GVAmcwAiO","subject":"Science","domain":"Scientific Inquiry","name":"Science Can Be Revised","description":"Scientific knowledge is provisional — it is the best current explanation based on available evidence, and it can and should be revised when better evidence arrives","ages":[9,11],"type":"META","evidence":["Give an example of a scientific idea that changed when new evidence was found — e.g. people once thought the Sun orbited the Earth","Explain that scientists update their ideas when experiments give unexpected results, and that this is a strength not a weakness","Describe why it is important to keep testing ideas rather than just accepting them because an expert said so"],"check":"Does your child understand that scientific facts can be revised as new discoveries are made — and that this is science working properly, not a sign that scientists were wrong?","standards":[]},{"id":"mt_auJqTemMpI","subject":"Science","domain":"Scientific Inquiry","name":"Repeated tests for reliability","description":"Distinguish between precision (consistency of repeated readings) and accuracy (closeness to true value), use significant figures and standard form correctly, and choose and use appropriate measuring instruments to minimise uncertainty","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains the distinction between precision and accuracy with examples","Rounds measurements to an appropriate number of significant figures","Selects a measuring instrument with appropriate resolution for the context (e.g. choosing a 10 ml measuring cylinder rather than a 1-litre measuring jug for a 5 ml measurement)"],"check":"If your child weighed the same stone five times and got very similar answers but they were all slightly too high, could they explain the difference between being precise and being accurate — and why having lots of repeats doesn’t always fix the problem?","standards":["uk-nc-2013:KS3.Sci.WS.SA.5","uk-nc-2013:KS3.Sci.WS.VUSN.1","uk-nc-2013:KS3.Sci.WS.VUSN.2"]},{"id":"mt_ThTbUuNb3p","subject":"Science","domain":"Scientific Inquiry","name":"Writing Science Reports","description":"Communicate scientific findings in a structured report using appropriate scientific vocabulary, SI units, and standard notation; describe how peer review and replication contribute to the reliability of scientific knowledge","ages":[13,14],"type":"META","evidence":["Writes a structured scientific report including aim, hypothesis, method, results, conclusion, and evaluation using appropriate scientific vocabulary","Uses SI units and standard form consistently throughout a report","Explains what peer review is and why replication by independent researchers is essential for scientific claims to be accepted"],"check":"Could your child write up an experiment with all the right sections and scientific language, and explain why a scientific discovery isn’t accepted straight away — describing what peer review means and why other scientists need to repeat the experiment?","standards":["uk-nc-2013:KS3.Sci.WS.VUSN.3","uk-nc-2013:KS3.Sci.WS.VUSN.4","uk-nc-2013:KS3.Sci.WS.VUSN.5"]},{"id":"mt_nNYo5A-7Bl","subject":"Science","domain":"Technology & Engineering","name":"Comparing Design Solutions","description":"Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design","ages":[5,11],"type":"PROCEDURAL","evidence":["Test two designs that address the same problem and collect data on their performance","Compare the results, identifying strengths and weaknesses of each design","Use data as evidence to recommend which design works better and suggest improvements"],"check":"If your child tests two different paper aeroplane designs, can they compare the results and explain which one flew better and why?","standards":["ngss-k5:K-2-ETS1-3","ngss-k5:3-5-ETS1-2"]},{"id":"mt_hi8cVycbwn","subject":"Science","domain":"Technology & Engineering","name":"Modelling with Sketches","description":"Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem","ages":[5,8],"type":"PROCEDURAL","evidence":["Create a sketch, drawing, or physical model of a design solution","Explain how the shape or structure of the design helps solve the problem","Relate the model to the real-world problem it addresses"],"check":"Can your child draw or build a model to show how they'd design something — like a boat shape that floats well — and explain why the shape matters?","standards":["ngss-k5:K-2-ETS1-2"]},{"id":"mt_ZL9qVVnpwN","subject":"Science","domain":"Technology & Engineering","name":"Communication with Light & Sound","description":"Design and build a device that uses light or sound to solve the problem of communicating over a distance","ages":[6,7],"type":"PROCEDURAL","evidence":["Design a device that uses light or sound to communicate over a distance (e.g. string telephone, torch signals)","Build and test the device, identifying what works and what could be improved","Explain how the device uses properties of light or sound to transmit information"],"check":"Could your child design a simple device — like a string telephone or a mirror signalling system — to send a message to someone far away?","standards":["ngss-k5:1-PS4-4"]},{"id":"cx_tech_design_cycle","subject":"Science","domain":"Technology & Engineering","name":"The Design Cycle","description":"Work through the engineering design cycle on a real problem: work out what is needed, imagine several ideas, plan and sketch one, build it, test it against the goal and improve it — then go round again. A first version that fails is information, not the end","ages":[6,11],"type":"PROCEDURAL","evidence":["Describe the steps of the design cycle in their own words, using something they made","Build, test and improve a simple object (a paper bridge, a boat that carries a load) at least twice, saying what changed each time and why","Explain what a failed test taught them"],"check":"Could your child build something, test it, and then improve it based on what went wrong?","standards":["cn-2022:sci-engineering"]},{"id":"cx_tech_structures","subject":"Science","domain":"Technology & Engineering","name":"Strong Shapes and Structures","description":"Explore why some structures are strong: triangles keep their shape while squares fold flat, arches and domes spread a load, and folding or rolling paper makes it stiffer; test model towers and bridges to find where they fail","ages":[7,10],"type":"CONCEPTUAL","evidence":["Show that a triangular frame resists squashing better than a square one","Build a paper or straw tower or bridge and find where it fails under load","Point out triangles, arches or beams in real bridges, buildings or furniture"],"check":"Could your child explain why bridges and cranes are full of triangles?","standards":["cn-2022:sci-engineering"]},{"id":"mt_yDZbQODIwp","subject":"Science","domain":"Technology & Engineering","name":"Designing Against Natural Hazards","description":"Compare designs that reduce harm from earthquakes, floods, storms and landslides — flexible earthquake-resistant buildings, levees and flood barriers, lightning conductors, early-warning systems — judging each by cost, how well it works and who it protects","ages":[8,11],"type":"PROCEDURAL","evidence":["Describe at least one feature that makes buildings more earthquake-resistant","Explain how tsunami warning systems detect danger and alert communities","Describe how communities prepare for earthquakes and eruptions through drills and evacuation plans"],"check":"If your child saw a documentary about earthquake-proof buildings in Japan, could they explain how engineers design buildings to withstand shaking and how tsunami warnings give people time to evacuate?","standards":["ngss-k5:4-ESS3-2","ngss-k5:3-ESS3-1"]},{"id":"cx_tech_machines","subject":"Science","domain":"Technology & Engineering","name":"How Everyday Machines Work","description":"Take apart (safely) or study everyday devices — a bicycle, a retractable pen, a hand-cranked fan, a toy car — to see how parts such as gears, springs, levers, wheels and motors work together, and explain the job each part does","ages":[8,11],"type":"CONCEPTUAL","evidence":["Name the main parts of a bicycle and explain how pedalling turns the back wheel","Take apart a simple mechanism such as a click pen, put it back together and explain each part","Predict what would happen if one part were missing or broken"],"check":"Could your child take apart a simple gadget and explain what each part does?","standards":["cn-2022:sci-tech-society"]},{"id":"mt_Z5-fSCOBep","subject":"Science","domain":"Technology & Engineering","name":"Simple Design Problems","description":"Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost","ages":[8,11],"type":"PROCEDURAL","evidence":["Define a design problem by describing the need or want it addresses","Specify at least two criteria for a successful solution (e.g. must hold X weight, must cost less than Y)","Identify constraints such as available materials, time limits, or cost"],"check":"Can your child clearly state what problem they're trying to solve with a design, what would make it successful, and what limits they have on materials or time?","standards":["ngss-k5:3-5-ETS1-1"]},{"id":"mt_K1-HopEJAB","subject":"Science","domain":"Technology & Engineering","name":"Building an energy-converting device","description":"Apply scientific ideas to design, test, and refine a device that converts energy from one form to another","ages":[9,10],"type":"PROCEDURAL","evidence":["Design a device that converts one form of energy to another (e.g. electrical to light, kinetic to sound)","Build, test, and identify what works well and what needs improvement","Explain the energy conversion taking place in the device"],"check":"Could your child design and build a simple device — like a rubber-band car or a solar oven — that changes energy from one form to another?","standards":["ngss-k5:4-PS3-4"]},{"id":"cx_tech_tradeoffs","subject":"Science","domain":"Technology & Engineering","name":"Constraints and Trade-offs","description":"Recognise that every design works within constraints — cost, materials, time, safety, size — and that improving one thing often makes another worse (lighter but weaker, cheaper but shorter-lived); choose a balance for a given purpose and justify it","ages":[9,12],"type":"META","evidence":["List the constraints on a design task before starting","Give an example of a trade-off in an everyday product, such as a phone's battery size against its weight","Justify which design they would choose for a given user and budget"],"check":"Could your child explain why no design is best at everything, and why they chose the balance they did?","standards":["cn-2022:sci-engineering"]},{"id":"mt_Q2k3fSwyzQ","subject":"Science","domain":"Technology & Engineering","name":"Levers, Pulleys & Gears","description":"Recognise that some mechanisms including levers, pulleys, and gears allow a smaller force to have a greater effect","ages":[9,10],"type":"CONCEPTUAL","evidence":["Describe how a lever works: effort at one end moves a load at the other, with a pivot in between","Explain how a pulley changes the direction of a force and can make lifting easier","Describe how gears transfer and change the size or direction of forces"],"check":"Can your child explain how a see-saw, a pulley on a flagpole, or the gears on a bicycle make it easier to move heavy things with less effort?","standards":["uk-nc-2013:Y5.Sci.F.3"]},{"id":"cx_tech_sensors","subject":"Science","domain":"Technology & Engineering","name":"Sensors and Automatic Control","description":"Understand how automatic devices sense and respond: a sensor measures something (light, temperature, motion), a controller decides, and an output acts — automatic doors, street lights that switch on at dusk, a thermostat, a rice cooker that switches itself off; build or program a simple input–process–output system","ages":[10,13],"type":"CONCEPTUAL","evidence":["Identify the sensor, the decision and the output in three automatic devices at home or school","Explain how a thermostat keeps a room near a set temperature","Build or program a simple device that reacts to a sensor, such as a light that turns on in the dark"],"check":"Could your child explain how an automatic door knows when to open?","standards":["cn-2022:sci-tech-society","cn-2022:it-control"]},{"id":"cx_tech_society","subject":"Science","domain":"Technology & Engineering","name":"Technology Changes Society","description":"Examine how inventions reshape how people live and work — printing, electricity, cars, the phone, the internet, AI — weighing benefits, side effects and who gains or loses, and recognising that people choose how a technology is used","ages":[10,14],"type":"META","evidence":["Describe how one invention changed daily life, with a benefit and an unintended side effect","Identify who gained and who lost when a technology spread","Argue a position on a current technology question, such as whether phones belong in schools, using evidence"],"check":"Could your child give an example of a technology that brought both benefits and problems, and say who was affected?","standards":["cn-2022:sci-tech-society"]},{"id":"cx_tech_feedback","subject":"Science","domain":"Technology & Engineering","name":"Feedback Loops in Systems","description":"See systems as parts that affect each other in loops: a balancing loop pulls a system back towards a set point (a thermostat, body temperature, predators and prey), while a reinforcing loop makes change snowball (melting ice exposing dark sea that warms faster, compound interest, a video going viral); use loops to explain why systems can stay stable or tip suddenly","ages":[11,14],"type":"CONCEPTUAL","evidence":["Draw a loop diagram for one balancing system and one reinforcing system","Explain the ice–albedo feedback in climate change","Give an everyday example of something that snowballs, and of something that corrects itself"],"check":"Could your child explain the difference between a loop that keeps things steady and one that makes change snowball?","standards":[]},{"id":"mt_auVZZEuXjs","subject":"Science","domain":"Matter & Materials","name":"Describing Material Properties","description":"Name everyday materials (wood, plastic, glass, metal, rock, fabric), describe their properties — hard or soft, stretchy or stiff, shiny or dull, rough or smooth, waterproof or absorbent — test what happens when they are squashed, bent or stretched, and sort them into groups by property","ages":[5,8],"type":"CONCEPTUAL","evidence":["Use at least five property words correctly: hard, soft, stretchy, shiny, rough, smooth, transparent, waterproof","Describe the properties of three different materials using at least two property words each","Explain why a property matters (e.g. 'waterproof means water doesn't soak through')"],"check":"Can your child pick up different objects and describe their properties — like 'this is smooth and shiny' or 'this is rough and bendy'?","standards":["uk-nc-2013:Y1.Sci.EM.3","uk-nc-2013:Y1.Sci.EM.4","uk-nc-2013:Y1.Sci.EM.2","uk-nc-2013:Y2.Sci.UEM.2","ngss-k5:2-PS1-1"]},{"id":"mt_5r47Pvstyn","subject":"Science","domain":"Matter & Materials","name":"Objects vs Materials","description":"Distinguish between an object and the material from which it is made, understanding that objects can be made from different materials","ages":[5,6],"type":"CONCEPTUAL","evidence":["Explain the difference between an object (e.g. a chair) and the material it is made from (e.g. wood)","Give examples of the same object made from different materials (e.g. plastic cup, glass cup)","Identify what material a given object is made from by looking at and touching it"],"check":"If you hold up a wooden spoon and a metal spoon, can your child explain that both are spoons (the object) but made from different materials?","standards":["uk-nc-2013:Y1.Sci.EM.1"]},{"id":"mt_YQkUdIHO8L","subject":"Science","domain":"Matter & Materials","name":"Solids, Liquids & Gases","description":"Compare and group materials as solids, liquids, or gases based on their observable properties and behaviour","ages":[5,9],"type":"CONCEPTUAL","evidence":["Define solids (fixed shape, hard to compress), liquids (flow, take shape of container), gases (spread out, fill space)","Sort at least eight everyday materials into solid, liquid, or gas categories","Explain tricky cases like sand (solid particles) or steam (gas, not visible water droplets)"],"check":"Can your child explain the difference between a solid like ice, a liquid like water, and a gas like steam, and sort everyday things into these three groups?","standards":["uk-nc-2013:Y4.Sci.SM.1"]},{"id":"mt_rTn43s8RNX","subject":"Science","domain":"Matter & Materials","name":"Choosing the Right Material","description":"Identify and compare the suitability of everyday materials for particular uses, explaining why specific materials are chosen for specific purposes","ages":[6,10],"type":"CONCEPTUAL","evidence":["Explain why a specific material is chosen for a purpose based on its properties (e.g. glass for windows because it's transparent)","Compare two materials and decide which is more suitable for a given use with reasoning","Suggest an alternative material for an object and explain why it would or wouldn't work"],"check":"Can your child explain why windows are made of glass and not wood, or why wellies are made of rubber and not paper?","standards":["ngss-k5:2-PS1-2","uk-nc-2013:Y2.Sci.UEM.1","uk-nc-2013:Y5.Sci.PCM.4"]},{"id":"mt_Mf-T-fYRLX","subject":"Science","domain":"Matter & Materials","name":"Dissolving & Solutions","description":"Understand that some materials dissolve in liquid to form a solution, and describe how to recover a substance from a solution by evaporation","ages":[7,10],"type":"CONCEPTUAL","evidence":["Explain that dissolving means a solid mixes completely into a liquid to form a solution","Describe how to recover a dissolved substance by evaporating the liquid","Distinguish between a mixture (can see separate parts) and a solution (looks clear, fully dissolved)"],"check":"Can your child explain what happens when sugar dissolves in tea, and figure out how to get the salt back from salty water?","standards":["uk-nc-2013:Y5.Sci.PCM.2"]},{"id":"mt_Pl-nsjYGZ3","subject":"Science","domain":"Matter & Materials","name":"Heating & Cooling Changes","description":"Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe melting (solid to liquid) and freezing (liquid to solid) with everyday examples","State that water freezes at 0°C and boils at 100°C","Explain that heating adds energy causing particles to move more, leading to state changes"],"check":"Can your child explain what happens to an ice cube when you heat it, and at what temperature water freezes and boils?","standards":["ngss-k5:2-PS1-4","uk-nc-2013:Y4.Sci.SM.2"]},{"id":"mt_GQpqoR5YOc","subject":"Science","domain":"Matter & Materials","name":"Taking Apart & Rebuilding","description":"Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist","ages":[7,8],"type":"CONCEPTUAL","evidence":["Explain that taking apart an object and rebuilding it uses the same pieces in a new arrangement","Describe how the pieces themselves don't change even though the object looks different","Give an everyday example of reusing materials to make something new"],"check":"If your child builds a tower with building bricks and then takes it apart to build a car, can they explain that the same bricks are used but arranged differently?","standards":["ngss-k5:2-PS1-3"]},{"id":"mt_Ge4Wtg6QMM","subject":"Science","domain":"Matter & Materials","name":"Advanced Material Properties","description":"Compare and group everyday materials based on advanced properties: hardness, solubility, transparency, electrical and thermal conductivity, and response to magnets","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define and test for at least four properties: hardness, solubility, conductivity, magnetism","Group a set of materials based on test results for each property","Use results to explain why certain materials are chosen for specific uses (e.g. copper for wires because it conducts electricity)"],"check":"Can your child test materials and sort them by whether they dissolve in water, conduct electricity, or are attracted to a magnet?","standards":["ngss-k5:5-PS1-3","uk-nc-2013:Y5.Sci.PCM.1"]},{"id":"mt_ylruY6VhOf","subject":"Science","domain":"Matter & Materials","name":"Matter Is Made of Particles","description":"Use the particle model — everything is made of particles too small to see, always moving, held together more or less tightly — to explain why solids keep their shape, liquids flow and gases spread out, and draw particle diagrams showing arrangement, spacing and movement","ages":[9,12],"type":"CONCEPTUAL","evidence":["Describe matter as made of particles too small to see with the naked eye","Use a particle model to explain differences: particles tightly packed (solid), loosely arranged (liquid), spread far apart (gas)","Use the particle model to explain a state change (e.g. heating makes particles move faster and spread apart)"],"check":"Can your child explain that everything is made of tiny particles we can't see, and that how tightly packed they are determines whether something is a solid, liquid, or gas?","standards":["ngss-k5:5-PS1-1","ngss-ms:MS-PS1-4","uk-nc-2013:KS3.Sci.Chem.PNM.1","uk-nc-2013:KS3.Sci.Chem.PNM.3","uk-nc-2013:KS3.Sci.Chem.PNM.4"]},{"id":"mt_UKmtuAsSLN","subject":"Science","domain":"Matter & Materials","name":"Reversible and Irreversible Changes","description":"Tell apart changes that can be undone — melting, freezing, dissolving, mixing — from changes that make new materials and usually cannot be reversed, such as burning, rusting, cooking an egg, or vinegar reacting with bicarbonate of soda","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define a reversible change as one where the original materials can be recovered","Give at least three examples of reversible changes: melting, freezing, dissolving, evaporating","Explain how to reverse each example (e.g. freeze melted chocolate, evaporate a solution)"],"check":"Can your child explain that melting chocolate or dissolving sugar can be undone — you can get the original material back — because these are reversible changes?","standards":["uk-nc-2013:Y5.Sci.PCM.5","ngss-k5:5-PS1-4","uk-nc-2013:Y5.Sci.PCM.6"]},{"id":"mt_2b6CB0w3Yx","subject":"Science","domain":"Matter & Materials","name":"Separating Mixtures","description":"Use knowledge of solids, liquids, and gases to decide how mixtures might be separated through filtering, sieving, and evaporating","ages":[9,13],"type":"PROCEDURAL","evidence":["Choose the correct separation method for a given mixture (sieving for large particles, filtering for small, evaporating for dissolved)","Describe a multi-step separation plan for a complex mixture like sand, salt, and water","Explain why each method works based on the properties of the materials"],"check":"If your child has a mixture of sand, salt, and water, can they figure out a step-by-step plan to separate all three using a sieve, filter, and evaporation?","standards":["uk-nc-2013:Y5.Sci.PCM.3","uk-nc-2013:KS3.Sci.Chem.PIS.2"]},{"id":"mt_ehC1wsdmUz","subject":"Science","domain":"Matter & Materials","name":"Conservation of Mass","description":"Measure and provide evidence that the total weight of matter is conserved regardless of the type of change (heating, cooling, or mixing)","ages":[10,11],"type":"CONCEPTUAL","evidence":["State the principle that matter is neither created nor destroyed during physical or chemical changes","Describe an investigation weighing materials before and after a change to show mass is conserved","Explain why dissolved sugar still contributes to the total weight even though it can't be seen"],"check":"If your child dissolves sugar in water, can they explain why the total weight of the water and sugar stays the same even though the sugar seems to disappear?","standards":["ngss-k5:5-PS1-2"]},{"id":"mt_Z_Wu_77ybI","subject":"Science","domain":"Matter & Materials","name":"Atoms, Elements & Compounds","description":"Explain the differences between atoms, elements, and compounds; describe the simple Bohr model of the atom (nucleus with protons and neutrons, electrons in shells); and write and interpret chemical symbols and simple formulae","ages":[11,12],"type":"CONCEPTUAL","evidence":["Defines atom, element, and compound and distinguishes between them with examples","Draws a simple Bohr model of an atom labelling nucleus (protons/neutrons) and electron shells","Reads a chemical formula to identify the elements and number of each atom (e.g. H₂O, CO₂, NaCl)","Identifies the difference between a mixture and a compound"],"check":"If your child saw the formula H₂O on a label, could they explain what it means — which atoms are involved, how many of each, and why water is a compound rather than just a mixture of hydrogen and oxygen?","standards":["ngss-ms:MS-PS1-1","uk-nc-2013:KS3.Sci.Chem.AEC.1","uk-nc-2013:KS3.Sci.Chem.AEC.2","uk-nc-2013:KS3.Sci.Chem.AEC.3"]},{"id":"mt_CyV7crZ8hl","subject":"Science","domain":"Matter & Materials","name":"How Materials Change State","description":"Explain melting, freezing, boiling, condensing, and sublimation using the particle model, interpreting heating and cooling curves to identify melting and boiling points","ages":[11,12],"type":"CONCEPTUAL","evidence":["Describes what happens to particles during each change of state","Reads a heating/cooling curve and identifies the melting point and boiling point from the flat regions","Explains why temperature stays constant during a change of state","Distinguishes between evaporation (from surface, any temperature) and boiling (throughout liquid, at boiling point)"],"check":"If your child was heating a block of ice in a pan and drew a graph of temperature over time, could they explain why the line goes flat at certain points — and what's happening to the particles when it does?","standards":["uk-nc-2013:KS3.Sci.Chem.PNM.2","uk-nc-2013:KS3.Sci.Chem.PNM.4"]},{"id":"mt_Sc_SorJhXW","subject":"Science","domain":"Matter & Materials","name":"Metals vs Non-Metals","description":"Compare the physical and chemical properties of metals and non-metals, explain why metals are malleable and conduct electricity, and order common metals by how readily they react (the reactivity series), using it to predict which metal will displace another","ages":[11,14],"type":"CONCEPTUAL","evidence":["Lists physical properties typical of metals (shiny, malleable, good conductor) and non-metals","Explains why metals are used in wires, cookware, and construction based on their properties","Uses the periodic table to predict whether an element is likely to be reactive or unreactive","Explains what lustre and malleability mean in terms of real-world observations"],"check":"If your child had an unknown substance that was shiny, could be bent without breaking, and conducted electricity, could they identify it as likely a metal and explain how each property points to that conclusion?","standards":["uk-nc-2013:KS3.Sci.Chem.AEC.6","uk-nc-2013:KS3.Sci.Chem.AEC.9","uk-nc-2013:KS3.Sci.Chem.PT.5","uk-nc-2013:KS3.Sci.Chem.MAT.1","uk-nc-2013:KS3.Sci.Chem.MAT.2","uk-nc-2013:KS3.Sci.Chem.PT.6"]},{"id":"mt_1hgck6ucII","subject":"Science","domain":"Matter & Materials","name":"Physical vs Chemical Changes","description":"Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types","ages":[11,13],"type":"CONCEPTUAL","evidence":["Classifies given changes as physical or chemical with justification","Explains what conservation of mass means and why mass is conserved in chemical reactions","Names observable signs that a chemical reaction has occurred (colour change, gas produced, temperature change, precipitate)","Explains why dissolving is a physical change but burning is a chemical change"],"check":"If your child dissolved sugar in tea versus burnt toast in the toaster, could they explain which is a physical change and which is a chemical change — and what test would show that mass is conserved in both cases?","standards":["ngss-ms:MS-PS1-2","ngss-ms:MS-PS1-5","uk-nc-2013:KS3.Sci.Chem.AEC.4","uk-nc-2013:KS3.Sci.Chem.PIS.5"]},{"id":"mt_MBTVB-E-S7","subject":"Science","domain":"Matter & Materials","name":"Pure Substances & Mixtures","description":"Distinguish between pure substances and mixtures, identify formulations as useful mixtures with precise compositions, and use melting and boiling points to test for purity","ages":[11,13],"type":"CONCEPTUAL","evidence":["Explains why a pure substance has a sharp, fixed melting point but a mixture melts over a range","Identifies common formulations (medicines, alloys, paints, fuels) as deliberate mixtures","Explains what impurities do to melting and boiling points","Distinguishes mixtures from compounds at the particle level"],"check":"If your child was checking whether a sample of water was pure, could they explain one test they could do — and say what result would tell them it was definitely pure versus a mixture?","standards":["uk-nc-2013:KS3.Sci.Chem.PIS.1","uk-nc-2013:KS3.Sci.Chem.PIS.3","uk-nc-2013:KS3.Sci.Chem.PIS.4"]},{"id":"mt_wfEfQuHOG-","subject":"Science","domain":"Matter & Materials","name":"The Periodic Table","description":"Describe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains why the periodic table is arranged into periods (rows) and groups (columns)","States that elements in the same group have similar chemical properties","Locates metals, non-metals, and metalloids in the periodic table","Explains how Mendeleev ordered elements by atomic weight and predicted missing elements"],"check":"If your child was looking at a periodic table, could they explain why elements in the same column tend to behave similarly — and say what Mendeleev did that made it so useful to chemists?","standards":["ngss-ms:MS-PS1-1","uk-nc-2013:KS3.Sci.Chem.AEC.7","uk-nc-2013:KS3.Sci.Chem.PT.2","uk-nc-2013:KS3.Sci.Chem.PT.3"]},{"id":"mt_AN2kJE6I0s","subject":"Science","domain":"Matter & Materials","name":"Acids, Alkalis & pH","description":"Define acids and alkalis in terms of hydrogen ion concentration, describe the pH scale (0–14), and explain how indicators are used to identify and measure acidity or alkalinity","ages":[12,13],"type":"CONCEPTUAL","evidence":["States that acids have pH below 7, alkalis have pH above 7, and neutral is pH 7","Explains what hydrogen ions (H⁺) have to do with acidity","Names common indicators (litmus, universal indicator) and describes colour changes","Identifies everyday acids (vinegar, lemon juice) and alkalis (bleach, bicarbonate of soda)"],"check":"If your child used a piece of universal indicator paper to test lemon juice and baking soda solution, could they predict what colour each would turn and explain what that tells you about each substance?","standards":["uk-nc-2013:KS3.Sci.Chem.CR.2","uk-nc-2013:KS3.Sci.Chem.CR.3","uk-nc-2013:KS3.Sci.Chem.CR.4","uk-nc-2013:KS3.Sci.Chem.CR.5"]},{"id":"mt_v0K6GRi4ZL","subject":"Science","domain":"Matter & Materials","name":"Types of Chemical Reaction","description":"Identify and describe four types of chemical reaction: combustion (burning in oxygen), oxidation (gain of oxygen), thermal decomposition (breaking down by heat), and displacement (more reactive metal replaces less reactive one)","ages":[12,13],"type":"CONCEPTUAL","evidence":["Writes a word equation for each type of reaction with an example","Identifies the type of reaction from a given word equation or description","Explains what makes a displacement reaction happen (relative reactivity)","Distinguishes complete combustion (CO₂ and H₂O) from incomplete combustion (CO and soot)"],"check":"If your child saw iron going rusty and a candle burning, could they explain what type of chemical reaction is happening in each case — and write a simple word equation for one of them?","standards":["ngss-ms:MS-PS1-2","uk-nc-2013:KS3.Sci.Chem.CR.1","ngss-ms:MS-PS1-4","uk-nc-2013:KS3.Sci.Chem.ENG.1","uk-nc-2013:KS3.Sci.Chem.ENG.2"]},{"id":"mt_w83U-_noVR","subject":"Science","domain":"Matter & Materials","name":"Ceramics, Polymers & Composites","description":"Describe the properties and uses of ceramics (hard, brittle, heat-resistant), polymers (flexible, lightweight, variable), and composites (combine properties of constituent materials), giving real-world examples of each","ages":[13,14],"type":"CONCEPTUAL","evidence":["Gives the key properties of ceramics, polymers, and composites with examples of each","Explains why a composite material is used rather than a single material in a given application (e.g. carbon-fibre reinforced plastic in bikes)","Identifies natural and synthetic polymers","Explains why polymer properties can be tailored during manufacturing"],"check":"If your child was looking at a racing bicycle made of carbon fibre, could they explain why neither carbon nor plastic alone would work as well — and what makes the combination a composite better than either material on its own?","standards":["ngss-ms:MS-PS1-3","uk-nc-2013:KS3.Sci.Chem.CR.6","uk-nc-2013:KS3.Sci.Chem.MAT.3"]},{"id":"mt_lcf8lx-LkZ","subject":"Science","domain":"Forces & Motion","name":"Contact & Non-Contact Forces","description":"Notice that some forces need contact between two objects (contact forces) while magnetic forces can act at a distance (non-contact forces)","ages":[5,8],"type":"CONCEPTUAL","evidence":["Define contact forces as those needing objects to touch (e.g. push, pull, friction)","Define non-contact forces as those acting at a distance (e.g. magnetism)","Sort examples of forces into contact and non-contact categories"],"check":"Can your child explain why you have to touch a ball to kick it, but a magnet can pull a paperclip without touching it?","standards":["uk-nc-2013:Y3.Sci.FM.2"]},{"id":"mt_B3W5EfimJw","subject":"Science","domain":"Forces & Motion","name":"Pushes & Pulls","description":"Understand that pushes and pulls are forces that can change the speed or direction of an object's motion, and compare the effects of different strengths and directions","ages":[5,6],"type":"CONCEPTUAL","evidence":["Describe a push and a pull as types of force that make objects move, speed up, slow down, or change direction","Compare the effects of a gentle push versus a strong push on the same object","Predict the direction an object will move based on the direction of the applied force"],"check":"Can your child explain that pushing a toy car harder makes it go faster, and pushing it sideways makes it change direction?","standards":["ngss-k5:K-PS2-1","ngss-k5:K-PS2-2"]},{"id":"mt_k7GOtslF-x","subject":"Science","domain":"Forces & Motion","name":"Drawing Force Diagrams","description":"Draw and interpret force diagrams showing forces as labelled arrows — where the arrow's length represents the force's magnitude and its direction shows which way the force acts; show multiple forces on one object; identify from the diagram whether forces are balanced (equal arrows in opposite directions, no resultant) or unbalanced (arrows of different sizes, producing a resultant); represent the resultant with a single arrow","ages":[7,12],"type":"REPRESENTATIONAL","evidence":["Draw a force diagram with labelled arrows showing direction and relative size for at least two forces acting on an object","Use their diagram to explain whether forces are balanced or unbalanced and what will happen to the object","Add a resultant force arrow to a diagram and explain how they calculated it"],"check":"If your child is asked to draw a diagram of all the forces acting on a stationary book on a table, can they draw two arrows — one pointing down for gravity and one pointing up from the table — and explain why, if they're balanced, the book doesn't move?","standards":[]},{"id":"mt_-p_xp4hMvh","subject":"Science","domain":"Forces & Motion","name":"Friction and Air Resistance","description":"Compare how objects move over different surfaces and through air and water, and explain friction, air resistance and water resistance as forces that act against motion — useful in brakes and shoe soles, wasteful in engines, reduced by streamlining","ages":[7,10],"type":"CONCEPTUAL","evidence":["Observe and compare how the same object moves on at least three different surfaces","Describe that rough surfaces slow objects down more than smooth surfaces","Use the word 'friction' to explain why movement differs on different surfaces"],"check":"Can your child explain why a toy car rolls further on a smooth wooden floor than on carpet?","standards":["uk-nc-2013:Y3.Sci.FM.1","uk-nc-2013:Y5.Sci.F.2"]},{"id":"mt_9NvuqZKNiV","subject":"Science","domain":"Forces & Motion","name":"Magnets","description":"Observe that magnets attract some materials (iron, steel) and not others, that every magnet has a north and a south pole, and predict whether two magnets will attract or repel depending on which poles face each other","ages":[7,9],"type":"CONCEPTUAL","evidence":["Demonstrate that magnets attract some materials (iron, steel, nickel) but not others (wood, plastic, copper)","Show that two magnets can either attract (pull together) or repel (push apart)","Test at least six objects and correctly predict which are magnetic"],"check":"Can your child test a magnet on different objects around the house and predict which ones will stick?","standards":["uk-nc-2013:Y3.Sci.FM.3","uk-nc-2013:Y3.Sci.FM.4","ngss-k5:3-PS2-3","ngss-k5:3-PS2-4","uk-nc-2013:Y3.Sci.FM.5","uk-nc-2013:Y3.Sci.FM.6"]},{"id":"mt_3WMADSy0mA","subject":"Science","domain":"Forces & Motion","name":"Balanced & Unbalanced Forces","description":"Investigate how balanced forces leave motion unchanged while unbalanced forces speed objects up, slow them down or turn them, and combine forces acting along a line into a single resultant force with size and direction","ages":[8,12],"type":"PROCEDURAL","evidence":["Define balanced forces (equal in size, opposite in direction — no change in motion) and unbalanced forces (cause motion to change)","Plan a fair test investigating how different force sizes affect an object's motion","Use results as evidence to explain when forces are balanced versus unbalanced"],"check":"Can your child explain why a book sitting on a table doesn't move (balanced forces) but slides when you push it (unbalanced forces)?","standards":["ngss-k5:3-PS2-1","ngss-ms:MS-PS2-1","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.4"]},{"id":"mt_AlLYwCm92a","subject":"Science","domain":"Forces & Motion","name":"Predicting Motion Patterns","description":"Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion","ages":[8,9],"type":"PROCEDURAL","evidence":["Measure an object's motion (distance, speed, direction) under different conditions","Identify a pattern in the data (e.g. steeper ramp = further roll)","Use the pattern to make and test a prediction about future motion"],"check":"If your child rolls a ball down ramps of different heights, can they spot the pattern and predict how far it will roll from a new height?","standards":["ngss-k5:3-PS2-2"]},{"id":"mt_AvrQauS_zX","subject":"Science","domain":"Forces & Motion","name":"Gravity & Falling Objects","description":"Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define gravity as a force of attraction between the Earth and objects","Explain that unsupported objects fall because gravity pulls them towards the Earth","Give examples showing gravity in action (dropping objects, jumping, water flowing downhill)"],"check":"Can your child explain why everything falls downwards when you let go of it, and name the force that causes this?","standards":["ngss-k5:5-PS2-1","uk-nc-2013:Y5.Sci.F.1"]},{"id":"mt_q-1a86ydgU","subject":"Science","domain":"Forces & Motion","name":"Speed & Distance-Time Graphs","description":"Calculate average speed using the equation speed = distance ÷ time, represent journeys on distance-time graphs, and interpret gradient as speed and flat sections as stationary periods","ages":[10,13],"type":"CONCEPTUAL","evidence":["Uses speed = distance ÷ time to calculate average speed with correct units (m/s, km/h)","Draws a distance-time graph for a given journey with correct axes and labels","Reads a distance-time graph to determine speed, stopping points, and direction of travel","Identifies which section of a distance-time graph represents the fastest speed"],"check":"If your child tracked a cycle ride on a map and knew how far they went and how long it took, could they calculate the average speed — and then sketch a rough graph showing the journey including a stop for lunch?","standards":["ngss-ms:MS-PS2-2","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.1","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.2"]},{"id":"mt_56aspHjU19","subject":"Science","domain":"Forces & Motion","name":"Magnetic Fields","description":"Describe magnetic poles (north and south), explain attraction and repulsion between poles, describe magnetic field lines plotted using a compass, and explain the Earth's magnetic field and its practical uses","ages":[11,12],"type":"CONCEPTUAL","evidence":["States the rule for attraction and repulsion of magnetic poles","Draws the magnetic field pattern around a bar magnet from memory or compass readings","Explains why a compass needle points north","Explains that the Earth has a magnetic field and describes how it is used for navigation"],"check":"If your child used a compass and iron filings to map the magnetic field around a bar magnet, could they describe what pattern the field lines make and explain why a compass needle always points roughly north?","standards":["ngss-ms:MS-PS2-5","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.8"]},{"id":"mt_sUVeVXzRuq","subject":"Science","domain":"Forces & Motion","name":"Mass vs Weight","description":"Distinguish between mass (amount of matter, measured in kg) and weight (gravitational force, measured in N), use the equation weight = mass × gravitational field strength, and explain why g differs on other planets and stars","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains the difference between mass and weight with correct units for each","Calculates weight using W = mg with g = 10 N/kg on Earth","Predicts what would happen to an object's weight on the Moon or Jupiter","Explains why mass stays constant but weight changes in different gravitational fields"],"check":"If your child weighed themselves on bathroom scales and was then asked what they would weigh on the Moon, could they explain the difference between mass and weight and work out a rough answer?","standards":["ngss-ms:MS-PS2-4","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.10"]},{"id":"mt_-OndzpVsrv","subject":"Science","domain":"Forces & Motion","name":"Relative Motion","description":"Explain relative motion — how the apparent speed and direction of an object depends on the observer's own motion — using everyday examples such as trains and cars passing","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains why a train moving at the same speed in the same direction as another appears stationary to passengers on that train","Calculates relative speed when two objects move towards or away from each other","Explains why the frame of reference matters when describing motion"],"check":"If your child was on a train and another train passed going the same direction but faster, could they explain why it looks slow even if it's actually travelling at high speed?","standards":["uk-nc-2013:KS3.Sci.Phys.MotionAndForces.3"]},{"id":"mt_2qkn8Lhc8e","subject":"Science","domain":"Forces & Motion","name":"Electromagnets","description":"Describe the magnetic effect of an electric current (a current-carrying wire produces a magnetic field), and investigate how the strength of an electromagnet depends on current, number of coil turns, and core material","ages":[12,13],"type":"CONCEPTUAL","evidence":["Describes that a current-carrying wire produces a circular magnetic field","Lists three factors that affect electromagnet strength: current size, number of coil turns, and core material","Explains why an electromagnet can be switched on and off, unlike a permanent magnet"],"check":"If your child built an electromagnet using a battery, wire, and iron nail, could they describe two ways to make it pick up more paperclips — and explain why it stops working when the circuit is switched off?","standards":["ngss-ms:MS-PS2-3"]},{"id":"mt_vuNjYx3qOy","subject":"Science","domain":"Forces & Motion","name":"Moments, Pressure & Hooke's Law","description":"Calculate the turning effect (moment = force × perpendicular distance), explain how pressure is transmitted equally in liquids (Pascal's principle) and the concept of atmospheric pressure, and describe Hooke's Law (extension ∝ force up to the elastic limit)","ages":[12,14],"type":"CONCEPTUAL","evidence":["Calculates the moment of a force and uses the principle of moments to solve lever problems","Explains why hydraulic systems can multiply force (pressure transmitted equally)","States Hooke's Law and plots force-extension graphs identifying the elastic limit","Calculates spring constant k from a force-extension graph (k = F/x)"],"check":"If your child was using a long spanner to loosen a tight bolt, could they explain why a longer spanner makes it easier — and work out what force would be needed with a spanner of a specific length?","standards":["ngss-ms:MS-PS2-2","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.6","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.9","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.5","ngss-ms:MS-PS2-1","uk-nc-2013:KS3.Sci.WS.SA.3"]},{"id":"mt_tXxxCFl32J","subject":"Science","domain":"Forces & Motion","name":"Newton's First & Second Laws","description":"State and apply Newton's First Law (an object stays at rest or constant velocity unless acted on by a resultant force) and Second Law (force = mass × acceleration), including the relationship between mass, force, and acceleration","ages":[12,13],"type":"CONCEPTUAL","evidence":["States Newton's First Law and gives a real example (e.g. why a moving spacecraft doesn't need engines in space)","Uses F = ma to calculate force, mass, or acceleration given the other two quantities","Explains why a heavier object requires more force to achieve the same acceleration","Explains why seatbelts are needed in cars using Newton's First Law"],"check":"If your child was asked why you need a seatbelt in a car but not when sitting still, could they explain what Newton's First Law says about moving objects — and then calculate how much force a 60 kg person experiences in a sudden stop?","standards":["ngss-ms:MS-PS2-1","ngss-ms:MS-PS2-2","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.7"]},{"id":"mt_fbYbe3YSVj","subject":"Science","domain":"Forces & Motion","name":"Newton's Third Law","description":"State and apply Newton's Third Law: every force has an equal and opposite reaction force acting on a different object, distinguishing action-reaction pairs from balanced forces","ages":[12,13],"type":"CONCEPTUAL","evidence":["States Newton's Third Law correctly, identifying both the action and reaction force and the objects they act on","Gives at least two real-world examples (e.g. rocket propulsion, swimmer pushing off a wall)","Distinguishes a Newton's Third Law pair from balanced forces on the same object","Explains why a gun recoils when fired using Newton's Third Law"],"check":"If your child saw a video of a rocket launching into space, could they explain what force is pushing the rocket upward and where that force comes from — and which law of motion that demonstrates?","standards":["ngss-ms:MS-PS2-1","uk-nc-2013:KS3.Sci.Phys.MotionAndForces.7"]},{"id":"mt__7BVYUN180","subject":"Science","domain":"Forces & Motion","name":"Motors & the Motor Effect","description":"Explain the motor effect as the force on a current-carrying conductor in a magnetic field, and describe how this principle is used in electric motors and loudspeakers","ages":[13,14],"type":"CONCEPTUAL","evidence":["Explains that a current-carrying conductor in a magnetic field experiences a force (the motor effect)","Predicts how reversing the current or reversing the magnetic field affects the direction of the force","Describes how the motor effect is applied in an electric motor and in a loudspeaker"],"check":"If your child looked inside an electric motor or the back of a loudspeaker, could they explain why the coil of wire moves — and what would happen to the movement if you reversed the direction of the current?","standards":["ngss-ms:MS-PS2-5"]},{"id":"mt_iGSfQg3g5c","subject":"Science","domain":"Energy","name":"Sunlight warms things up","description":"Make observations to determine the effect of sunlight on Earth's surface, noticing that sunlight warms the ground, water, and objects","ages":[5,6],"type":"CONCEPTUAL","evidence":["Observe that surfaces in sunlight feel warmer than those in shade","Describe that sunlight provides warmth (heat energy) to Earth's surface","Compare temperatures of surfaces in sun vs shade using touch or a thermometer"],"check":"Can your child feel the difference between a sunny pavement and a shady one, and explain that sunlight warms up surfaces it shines on?","standards":["ngss-k5:K-PS3-1","ngss-k5:K-PS3-2"]},{"id":"mt_X_aDUBh-HF","subject":"Science","domain":"Energy","name":"How energy travels around","description":"Observe and provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents","ages":[7,10],"type":"CONCEPTUAL","evidence":["Give at least one example of energy transfer by each: sound, light, heat, electric current","Explain that energy moves from a source to a destination through these means","Describe how electric currents transfer energy from a battery to a bulb through wires"],"check":"Can your child give examples of how energy moves around — like heat from a radiator warming a room, light from a lamp reaching your eyes, or electricity flowing through a wire?","standards":["ngss-k5:4-PS3-2"]},{"id":"mt_DA7-JYRvtP","subject":"Science","domain":"Energy","name":"Building a simple circuit","description":"Build a simple series circuit with a cell, wires, a bulb or buzzer and a switch; predict whether a bulb will light from whether it is part of a complete loop, and explain that a switch works by opening and closing the loop","ages":[8,9],"type":"PROCEDURAL","evidence":["Build a complete series circuit that lights a bulb or sounds a buzzer","Name each component: cell (battery), wire, bulb, switch, buzzer","Explain the role of each component in making the circuit work"],"check":"Can your child build a working circuit with a battery, wires, and a light bulb, and name each part they're using?","standards":["uk-nc-2013:Y4.Sci.E.2","uk-nc-2013:Y4.Sci.E.4","uk-nc-2013:Y4.Sci.E.3"]},{"id":"mt_d-EKO-pKkP","subject":"Science","domain":"Energy","name":"Conductors and insulators","description":"Recognise some common conductors and insulators, and associate metals with being good conductors of electricity","ages":[8,9],"type":"CONCEPTUAL","evidence":["Define conductors (allow electricity to flow through) and insulators (block electricity)","Test at least six materials and correctly classify them as conductors or insulators","State that metals are generally good conductors and explain why wires are made of metal with plastic coating"],"check":"Can your child test objects in a circuit and explain why metal objects let electricity through but rubber and plastic don't?","standards":["uk-nc-2013:Y4.Sci.E.5"]},{"id":"mt_9nxyFoYD_b","subject":"Science","domain":"Energy","name":"What uses electricity at home","description":"Identify common appliances that run on electricity and understand that electricity is a form of energy that powers devices in everyday life","ages":[8,9],"type":"CONCEPTUAL","evidence":["Name at least ten common appliances that run on electricity","Distinguish between mains-powered and battery-powered appliances","Explain that electricity provides the energy that makes these devices work"],"check":"Can your child walk around the house and point out which things use electricity to work, like the fridge, TV, and lights?","standards":["uk-nc-2013:Y4.Sci.E.1"]},{"id":"mt_loYPGHJ8lm","subject":"Science","domain":"Energy","name":"Reading and drawing circuit diagrams","description":"Draw and read simple circuit diagrams using standard symbols for cells, bulbs, switches, buzzers, and wires; identify whether a circuit is complete or broken from a diagram; match circuit diagrams to physical circuits","ages":[9,11],"type":"REPRESENTATIONAL","evidence":["Draw a circuit diagram for a cell, switch, and bulb using standard symbols","Identify from a diagram whether a switch is open or closed and predict whether the bulb lights","Match a photograph of a physical circuit to the correct circuit diagram from a set of options"],"check":"If your child sees a circuit diagram with symbols for a battery, switch, and light bulb, can they tell you whether the bulb would light up — and draw the diagram for a simple circuit you describe?","standards":["uk-nc-2013:Y6.Sci.E.3"]},{"id":"mt_2Um22lTBZV","subject":"Science","domain":"Energy","name":"Speed and energy","description":"Use evidence to construct an explanation relating the speed of an object to the energy of that object","ages":[9,10],"type":"CONCEPTUAL","evidence":["Explain that a moving object has energy, and the faster it moves the more energy it has","Provide evidence from observations (e.g. faster ball causes more damage/movement)","Use the term 'kinetic energy' or 'energy of motion' appropriately"],"check":"Can your child explain why a fast-moving ball knocks down more skittles than a slow one, using the idea that faster things have more energy?","standards":["ngss-k5:4-PS3-1","ngss-k5:4-PS3-3"]},{"id":"mt_-QY08-88rw","subject":"Science","domain":"Energy","name":"Why circuit components behave differently","description":"Compare and give reasons for variations in how circuit components function, including brightness of bulbs, loudness of buzzers, and switch positions","ages":[10,11],"type":"CONCEPTUAL","evidence":["Explain why adding more components in series reduces brightness/loudness (energy shared)","Compare circuits with different configurations and predict component behaviour","Give reasoned explanations for observed variations in component function"],"check":"If your child adds a second bulb to a series circuit and it gets dimmer, can they explain why the energy is being shared between the two bulbs?","standards":["uk-nc-2013:Y6.Sci.E.2","uk-nc-2013:Y6.Sci.E.1"]},{"id":"mt_2bnXrfS4Iq","subject":"Science","domain":"Energy","name":"Current, voltage, and what they measure","description":"Understand that electric current is the rate of flow of charge (measured in amperes using an ammeter), and that potential difference (voltage) is the energy transferred per unit charge (measured in volts using a voltmeter)","ages":[11,12],"type":"CONCEPTUAL","evidence":["States that current is measured in amperes (A) and is the rate at which charge flows around a circuit","States that potential difference (voltage) is measured in volts (V) and represents energy transferred per unit charge","Correctly connects an ammeter in series and a voltmeter in parallel when building or interpreting a circuit"],"check":"If your child sets up a circuit with an ammeter and a voltmeter, can they explain what each one is measuring and describe the difference between current and voltage?","standards":["ngss-ms:MS-PS2-3"]},{"id":"mt_68pIoiiG4g","subject":"Science","domain":"Energy","name":"Energy can't be created or destroyed","description":"Explain the principle of conservation of energy (energy cannot be created or destroyed, only transferred between stores), and describe how energy is dissipated as thermal energy to the surroundings in all real processes","ages":[11,12],"type":"CONCEPTUAL","evidence":["States the law of conservation of energy","Explains why the total energy in a closed system is always the same even though it changes form","Explains what dissipation means and why it happens in real machines (friction, air resistance)","Gives an example showing why 'wasted' energy is not lost but transferred to the surroundings"],"check":"If your child charged their phone overnight and was asked where the electrical energy goes, could they explain what conservation of energy means — and why the charger gets warm even though that heat isn’t doing any useful work?","standards":["ngss-ms:MS-PS3-5","uk-nc-2013:KS3.Sci.Phys.Energy.2"]},{"id":"mt_Jvg_r4yWaY","subject":"Science","domain":"Energy","name":"Energy stores and transfers","description":"Identify the main energy stores (kinetic, gravitational potential, elastic potential, thermal, chemical, nuclear, electromagnetic) and the pathways by which energy is transferred between stores (mechanically, electrically, by heating, by radiation)","ages":[11,12],"type":"CONCEPTUAL","evidence":["Names and describes at least five energy stores with a real-world example of each","Identifies the energy stores at the start and end of a given process (e.g. a falling ball, a burning match)","Describes the transfer pathway connecting two energy stores in a given scenario","Traces energy through a system identifying all stores and transfers involved"],"check":"If your child watched a ball being thrown upward and then falling back down, could they describe what type of energy the ball has at the top of its arc and at the bottom — and explain what happened to the energy between those two points?","standards":["ngss-ms:MS-PS3-1","ngss-ms:MS-PS3-2","uk-nc-2013:KS3.Sci.Phys.Energy.1"]},{"id":"mt_2_YoprauaJ","subject":"Science","domain":"Energy","name":"Static electricity and sparks","description":"Explain static electricity as the build-up of electric charge through friction, describe how charged objects attract or repel each other, and relate static discharge to everyday phenomena such as lightning","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains that rubbing transfers electrons from one material to another, creating opposite charges","States that like charges repel and unlike charges attract","Links the concept of static discharge to the formation of lightning as a large-scale electric spark"],"check":"Can your child explain why a balloon rubbed on hair sticks to the wall, and connect this to the science of how lightning forms during a thunderstorm?","standards":[]},{"id":"mt_ySnOkVIu22","subject":"Science","domain":"Energy","name":"Conduction, convection, and radiation","description":"Describe and compare the three mechanisms of heat transfer — conduction (particle vibration through solids), convection (fluid movement in liquids/gases), and radiation (infrared waves) — and explain that the rate of transfer depends on temperature difference","ages":[12,13],"type":"CONCEPTUAL","evidence":["Explains the particle-level mechanism for conduction and why metals are good conductors","Describes a convection current using particle theory and gives a real-world example","Explains that all objects emit and absorb infrared radiation and how surface colour affects this","States that a greater temperature difference increases the rate of heat transfer"],"check":"If your child was heating soup on a hob and also warming their hands by a radiator, could they explain which type of heat transfer is happening in each case — and why the soup pot gets hot throughout even though it’s only heated at the bottom?","standards":["uk-nc-2013:KS3.Sci.Phys.Energy.5"]},{"id":"mt_JyfLtl_nhw","subject":"Science","domain":"Energy","name":"Efficiency, Sankey diagrams, and work done","description":"Calculate energy efficiency as the ratio of useful output energy to total input energy, construct and interpret Sankey diagrams, and calculate work done using work = force × distance","ages":[12,13],"type":"PROCEDURAL","evidence":["Calculates efficiency as a percentage from given input and useful output energy values","Draws a Sankey diagram to represent energy transfers in a device, with arrow widths proportional to energy amounts","Uses W = Fd to calculate work done when a force moves through a distance","Identifies which energy transformations in a Sankey diagram are useful and which are wasted"],"check":"If your child heard that a light bulb is 10% efficient and uses 60 J of energy, could they work out how much of that energy actually becomes light — and where the rest goes?","standards":["uk-nc-2013:KS3.Sci.Phys.Energy.3"]},{"id":"mt_H3ZDK0EYNV","subject":"Science","domain":"Energy","name":"Ohm's Law: voltage, current, resistance","description":"Apply Ohm's Law (V = IR) to calculate current, voltage, or resistance in a simple circuit, and explain that resistance opposes the flow of current","ages":[12,13],"type":"PROCEDURAL","evidence":["States Ohm's Law as V = IR and identifies the units for each quantity","Rearranges V = IR to find the unknown value given the other two","Explains that resistance opposes current flow and identifies factors that affect resistance (material, length, thickness)"],"check":"If your child doubles the resistance in a circuit while keeping the battery the same, can they predict what happens to the current and explain using the V = IR formula?","standards":["ngss-ms:MS-PS2-3"]},{"id":"mt_ckpA3oZQ44","subject":"Science","domain":"Energy","name":"Power: watts and energy per second","description":"Define power as the rate of energy transfer (power = energy ÷ time, measured in watts), and compare energy transfer rates in different everyday contexts","ages":[12,13],"type":"CONCEPTUAL","evidence":["States the definition of power and gives its unit (watt)","Uses P = E/t to calculate power, energy, or time given the other two quantities","Compares the power ratings of common appliances and explains what the rating means","Explains why a higher-powered device does the same job faster but uses more energy"],"check":"If your child was comparing a 100 W light bulb with a 10 W LED, could they explain what those numbers mean and calculate how much energy each uses in an hour?","standards":["uk-nc-2013:KS3.Sci.Phys.Energy.4"]},{"id":"mt_loEMaQ8kFA","subject":"Science","domain":"Energy","name":"Series vs parallel circuits","description":"Describe and apply the rules for current, voltage, and resistance in series and parallel circuits, and explain the practical uses of each circuit type","ages":[12,13],"type":"CONCEPTUAL","evidence":["States the rules for current and voltage in series circuits (current same everywhere; voltages add up)","States the rules for current and voltage in parallel circuits (voltages same across each branch; currents add up)","Explains why household wiring uses parallel circuits and identifies the advantage of each type"],"check":"Can your child explain why the lights in your home don't all switch off when you turn off one room's light, but a string of old-fashioned Christmas lights does go off if one bulb breaks?","standards":["ngss-ms:MS-PS2-3"]},{"id":"mt_4i-FKXDDXh","subject":"Science","domain":"Waves, Light & Sound","name":"Light & Seeing in the Dark","description":"Understand that we need light to see, that darkness is the absence of light, and that objects are seen only when a light source lights them; know that looking directly at the Sun damages eyes and how to protect them","ages":[6,8],"type":"CONCEPTUAL","evidence":["Explain that we need light to see objects — without any light source, it is completely dark","Describe an observation showing objects become visible only when light reaches them","Distinguish between light sources (sun, torch, lamp) and objects that just reflect light"],"check":"If you go into a completely dark room with your child, can they explain why they can't see anything until a torch is switched on?","standards":["ngss-k5:1-PS4-2","uk-nc-2013:Y3.Sci.L.1","uk-nc-2013:Y3.Sci.L.3"]},{"id":"mt_p6frRFuxS6","subject":"Science","domain":"Waves, Light & Sound","name":"Transparent, Translucent & Opaque","description":"Investigate the effect of placing objects made of different materials in the path of a beam of light, discovering transparent, translucent, and opaque materials","ages":[6,7],"type":"PROCEDURAL","evidence":["Test at least six materials and classify them as transparent, translucent, or opaque","Define transparent (light passes through clearly), translucent (some light passes, blurry), opaque (no light passes)","Predict whether a given material will let light through based on its appearance"],"check":"Can your child test different materials with a torch and sort them into ones light goes through, ones that block light, and ones in between?","standards":["ngss-k5:1-PS4-3"]},{"id":"mt_VBl1T1sFCM","subject":"Science","domain":"Waves, Light & Sound","name":"Vibrations & Sound","description":"Understand that vibrating materials can make sound, and that sound can make materials vibrate","ages":[6,9],"type":"CONCEPTUAL","evidence":["Describe that sounds are made when objects vibrate (move back and forth quickly)","Give at least three examples of vibrating objects making sound (drum skin, guitar string, voice box)","Demonstrate that sound can cause objects to vibrate (e.g. rice on a drum jumps when you shout near it)"],"check":"Can your child pluck a rubber band and explain that the vibrating band makes the sound, and then hold a ruler on a speaker and see it shake from the music?","standards":["ngss-k5:1-PS4-1","uk-nc-2013:Y4.Sci.Snd.1","uk-nc-2013:Y4.Sci.Snd.2"]},{"id":"mt_Oru08pKlxd","subject":"Science","domain":"Waves, Light & Sound","name":"How Shadows Form","description":"Recognise that shadows are formed when light from a source is blocked by an opaque object, and find patterns in how shadow size changes","ages":[7,8],"type":"CONCEPTUAL","evidence":["Explain that a shadow forms because an opaque object blocks light from reaching a surface","Describe the pattern: shadow gets larger when object moves closer to the light source","Predict the shape and relative size of a shadow given the position of light and object"],"check":"Can your child make shadow puppets and explain why the shadow gets bigger when you move the puppet closer to the torch?","standards":["uk-nc-2013:Y3.Sci.L.4","uk-nc-2013:Y3.Sci.L.5"]},{"id":"mt_gLy3ZgZWiN","subject":"Science","domain":"Waves, Light & Sound","name":"Reflecting Light","description":"Notice that light is reflected from surfaces, and that shiny smooth surfaces reflect light best","ages":[7,8],"type":"CONCEPTUAL","evidence":["Explain that light bounces off surfaces, which is called reflection","Identify that smooth, shiny surfaces (mirrors, still water) reflect light best","Give everyday examples of reflection: mirror, puddle, polished floor"],"check":"Can your child explain why they can see themselves in a mirror or a shiny spoon, and why a rough wall doesn't reflect light the same way?","standards":["uk-nc-2013:Y3.Sci.L.2"]},{"id":"mt_KTSoXcO7OL","subject":"Science","domain":"Waves, Light & Sound","name":"Pitch and Loudness","description":"Find patterns between the pitch of a sound and the object making it (shorter, tighter or smaller makes higher notes), between loudness and the strength of the vibrations, and notice that sounds get fainter further from their source","ages":[8,9],"type":"CONCEPTUAL","evidence":["Describe the pattern: shorter/thinner/tighter objects produce higher-pitched sounds","Demonstrate pitch changes using at least one instrument or everyday object","Explain pitch as how high or low a sound is, determined by how fast the object vibrates"],"check":"Can your child explain why a short guitar string makes a higher sound than a long one, or why a small drum sounds higher than a big one?","standards":["uk-nc-2013:Y4.Sci.Snd.3","uk-nc-2013:Y4.Sci.Snd.4","uk-nc-2013:Y4.Sci.Snd.5"]},{"id":"mt_6w2g7aoPgz","subject":"Science","domain":"Waves, Light & Sound","name":"How We See Objects","description":"Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen","ages":[9,11],"type":"CONCEPTUAL","evidence":["Draw a diagram showing light source → light hits object → reflects into eye","Explain that we see objects because reflected light enters our eyes, not because our eyes send out light","Use this model to explain why we can't see in total darkness (no light to reflect)"],"check":"Can your child draw a diagram showing how light bounces off a book and enters your eye, which is how you actually see the book?","standards":["ngss-k5:4-PS4-2","uk-nc-2013:Y6.Sci.L.2","uk-nc-2013:Y6.Sci.L.3","uk-nc-2013:Y6.Sci.L.1","uk-nc-2013:Y6.Sci.L.4"]},{"id":"mt_ph4xZVMiVq","subject":"Science","domain":"Waves, Light & Sound","name":"Waves & How They Move","description":"Develop a model of waves to describe patterns in terms of amplitude and wavelength, and understand that waves can cause objects to move","ages":[9,12],"type":"CONCEPTUAL","evidence":["Describe a wave using the terms amplitude (height) and wavelength (distance between peaks)","Demonstrate that larger amplitude means more energy (bigger waves move objects more)","Model wave patterns using a slinky, rope, or water and describe what they observe"],"check":"Can your child use a slinky or rope to show how waves work, and explain that bigger waves have more energy and can move things more?","standards":["ngss-k5:4-PS4-1","ngss-ms:MS-PS4-1","uk-nc-2013:KS3.Sci.Phys.Waves.1","uk-nc-2013:KS3.Sci.Phys.Waves.2"]},{"id":"mt_DQk9oDE7gr","subject":"Science","domain":"Waves, Light & Sound","name":"How Sound Waves Travel","description":"Explain that sound is produced by vibrating objects and travels as a longitudinal pressure wave through solids, liquids, and gases; describe reflection of sound (echoes) and absorption; explain why sound cannot travel through a vacuum","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains how a vibrating object creates regions of compression and rarefaction in air","Explains why sound travels fastest in solids and cannot travel in a vacuum","Describes how an echo is produced and gives a practical application (sonar, ultrasound)","Explains what sound absorption means and why soft furnishings reduce echoes"],"check":"If your child heard an echo in a large empty hall, could they explain what causes the echo, why the same sound in a carpeted living room doesn’t echo, and what would happen to sound in outer space?","standards":["uk-nc-2013:KS3.Sci.Phys.Waves.3"]},{"id":"mt_PifbJOuXrG","subject":"Science","domain":"Waves, Light & Sound","name":"Reflection & Refraction","description":"State the law of reflection (angle of incidence = angle of reflection) and explain refraction as the change in speed and direction when light crosses a boundary between two media; apply ray diagrams for plane mirrors and refracting surfaces","ages":[11,12],"type":"CONCEPTUAL","evidence":["States the law of reflection and applies it to draw a reflected ray correctly","Draws a ray diagram for a plane mirror showing a virtual image","Explains why a pencil looks bent in a glass of water using refraction","Explains qualitatively why light bends towards the normal when entering a denser medium"],"check":"If your child put a straw in a glass of water and it looked bent at the surface, could they explain why that happens — drawing a diagram to show the path of light at the water’s surface?","standards":["uk-nc-2013:KS3.Sci.Phys.Waves.1","uk-nc-2013:KS3.Sci.Phys.Waves.4"]},{"id":"mt_qzGADV-NGe","subject":"Science","domain":"Waves, Light & Sound","name":"White Light & Colour","description":"Explain that white light is a mixture of all visible colours (ROYGBIV), describe dispersion through a prism, explain why objects appear coloured (selective reflection and absorption of wavelengths), and describe colour mixing with filters","ages":[11,12],"type":"CONCEPTUAL","evidence":["Lists the colours of the visible spectrum in order of increasing frequency","Explains why a prism disperses white light into a spectrum","Explains why a red object looks red under white light but black under blue light","Predicts the colour of an object seen through a colour filter"],"check":"If your child shone white light through a prism, could they explain why a rainbow of colours appears — and then predict what colour a blue jumper would look under red light and why?","standards":["uk-nc-2013:KS3.Sci.Phys.Waves.5"]},{"id":"mt_-2VNlwAR5z","subject":"Science","domain":"Waves, Light & Sound","name":"Ray Diagrams","description":"Draw ray diagrams to show reflection at a plane mirror and refraction at a boundary, and use them to work out where images form in mirrors and converging lenses and whether the image is upright, inverted, magnified or diminished","ages":[12,13],"type":"REPRESENTATIONAL","evidence":["Draw a ray diagram for a plane mirror showing the incident ray, normal, reflected ray, and virtual image","Draw a ray diagram showing a ray bending towards the normal when passing from air into glass","Use a ray diagram to locate the image formed by a convex lens and describe whether it is real or virtual"],"check":"Can your child draw a diagram showing how a ray of light bounces off a mirror or bends when it passes from air into glass — labelling the angles correctly?","standards":["uk-nc-2013:KS3.Sci.Phys.Waves.4","uk-nc-2013:KS3.Sci.Phys.Waves.5"]},{"id":"mt_XSp-S0wter","subject":"Science","domain":"Waves, Light & Sound","name":"The Electromagnetic Spectrum","description":"Describe the full electromagnetic spectrum from radio waves to gamma rays, in order of increasing frequency and energy; explain that all EM waves travel at the same speed in a vacuum; and describe the uses and hazards of different regions","ages":[12,13],"type":"CONCEPTUAL","evidence":["Lists the seven regions of the EM spectrum in order of increasing frequency","States that all EM waves travel at 3 × 10⁸ m/s in a vacuum","Gives at least one use and one hazard for each region of the spectrum","Explains why some EM waves are more dangerous to living tissue than others (linked to frequency/energy)"],"check":"If your child heard about microwaves, X-rays, and visible light all being part of the same family, could they explain what makes them different from each other and name one useful application and one risk for each?","standards":["ngss-ms:MS-PS4-2","uk-nc-2013:KS3.Sci.Phys.Waves.1","uk-nc-2013:KS3.Sci.Phys.Waves.4"]},{"id":"mt_fDoE-pL6Jv","subject":"Science","domain":"Organisms & Life Processes","name":"Animal Body Groups","description":"Describe and compare the external body structure of common animals across groups (fish, amphibians, reptiles, birds, mammals)","ages":[5,9],"type":"CONCEPTUAL","evidence":["Describe key structural features of at least three animal groups (e.g. scales, feathers, fur)","Compare two animals from different groups, noting at least two differences","Use words like 'wings', 'fins', 'legs', 'tail' correctly when describing an animal"],"check":"Can your child describe how a fish's body is different from a bird's body and explain features like scales, feathers, or fins?","standards":["ngss-k5:1-LS1-1","uk-nc-2013:Y1.Sci.A.3","ngss-k5:K-LS1-1","uk-nc-2013:Y1.Sci.A.1"]},{"id":"mt_oR6dwRj2Ll","subject":"Science","domain":"Organisms & Life Processes","name":"Animal Life Stages","description":"Recognise that animals, including humans, have offspring which grow into adults, and describe basic animal life stages","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe the basic life stages of a human: baby, child, teenager, adult","Give examples of other animals and their young (e.g. kitten → cat, chick → hen)","Explain that offspring grow and change as they develop into adults"],"check":"Can your child describe how a kitten grows into a cat, or how a baby grows into an adult?","standards":["ngss-k5:1-LS1-2","ngss-k5:1-LS3-1","uk-nc-2013:Y2.Sci.A.1"]},{"id":"mt_13CtLTcWUB","subject":"Science","domain":"Organisms & Life Processes","name":"Herbivores, Carnivores & Omnivores","description":"Classify common animals as carnivores (eat meat), herbivores (eat plants), or omnivores (eat both)","ages":[5,7],"type":"CONCEPTUAL","evidence":["Define carnivore, herbivore, and omnivore in own words","Sort at least six common animals into the three diet groups","Give a reason for each sorting decision based on what the animal eats"],"check":"Can your child explain why a cat is a carnivore, a rabbit is a herbivore, and a bear is an omnivore?","standards":["uk-nc-2013:Y1.Sci.A.2"]},{"id":"mt_Sa48W7KXB5","subject":"Science","domain":"Organisms & Life Processes","name":"Living, Dead & Never Alive","description":"Explore and compare the differences between things that are living, dead, and things that have never been alive","ages":[5,7],"type":"CONCEPTUAL","evidence":["Sort a collection of objects into three groups: living, dead (was once alive), never alive","Give reasons for each sorting decision (e.g. 'the leaf was on a tree so it was alive once')","List characteristics of living things such as growing, breathing, reproducing, and moving"],"check":"If you show your child a rock, a fallen leaf, and a caterpillar, can they tell you which is alive, which was once alive, and which was never alive?","standards":["uk-nc-2013:Y2.Sci.LTH.1"]},{"id":"cx_bio_microbes","subject":"Science","domain":"Organisms & Life Processes","name":"Microbes: Tiny Living Things","description":"Know that there are living things too small to see, called microbes or germs: some make us ill (colds, upset stomachs), many are harmless or helpful (making yoghurt and bread, breaking down rotting leaves, living in our gut), and washing hands and covering coughs stop the harmful ones spreading","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explains that microbes are alive but too small to see without a microscope","Gives one example of a harmful microbe and one helpful one","Explains why washing hands with soap stops germs spreading"],"check":"Could your child explain why we wash our hands before eating, and name something good that tiny microbes do?","standards":[]},{"id":"mt_xT6jPzyj92","subject":"Science","domain":"Organisms & Life Processes","name":"Parts of a Plant and What They Do","description":"Identify the roots, stem, leaves and flowers of common plants and the roots, trunk, branches and leaves of trees, and explain what each part does: roots anchor the plant and take in water, the stem carries water up (coloured water in a celery stalk shows it), leaves use sunlight to make food, and flowers make seeds","ages":[5,8],"type":"CONCEPTUAL","evidence":["Label roots, stem, leaves, and flowers on a diagram of a flowering plant","Name the main parts of a tree: roots, trunk, branches, leaves","Explain that roots take in water and leaves catch sunlight"],"check":"If you pick a flower from the garden, can your child point to the roots, stem, leaves, and petals and say what each part does?","standards":["uk-nc-2013:Y1.Sci.P.2","uk-nc-2013:Y3.Sci.P.1","uk-nc-2013:Y3.Sci.P.3"]},{"id":"mt_L1469gt34A","subject":"Science","domain":"Organisms & Life Processes","name":"What Living Things Need","description":"Understand what plants and animals (including humans) need to survive: water, food, air, and suitable conditions","ages":[5,7],"type":"CONCEPTUAL","evidence":["List the basic needs of animals: water, food, air, shelter","List the basic needs of plants: water, light, air, suitable temperature","Explain what happens if one basic need is missing (e.g. 'the plant wilts without water')"],"check":"If you ask your child what a pet dog or a garden plant needs to stay alive, can they list the basic things like water, food, and air?","standards":["ngss-k5:K-LS1-1","uk-nc-2013:Y2.Sci.A.2","uk-nc-2013:Y2.Sci.P.2"]},{"id":"mt_cEzX5r7kp0","subject":"Science","domain":"Organisms & Life Processes","name":"Offspring resemble parents","description":"Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences","ages":[6,11],"type":"CONCEPTUAL","evidence":["Describe at least three features that offspring inherit from parents (e.g. eye colour, petal colour, fur type)","Explain that offspring are similar to parents but not identical copies","Give examples from both plants and animals showing resemblance with variation"],"check":"Can your child look at a family photo and point out features children share with their parents, while also noticing how each child looks a bit different?","standards":["ngss-k5:1-LS3-1","uk-nc-2013:Y6.Sci.EI.2","ngss-k5:3-LS3-1"]},{"id":"mt_0B64gfJf7j","subject":"Science","domain":"Organisms & Life Processes","name":"Seeds & Plant Growth","description":"Observe and describe how seeds and bulbs grow into mature plants through stages of germination and growth","ages":[6,7],"type":"PROCEDURAL","evidence":["Describe the stages: seed absorbs water → root appears → shoot pushes up → leaves open","Compare how a bulb and a seed start growing differently","Record observations of a growing plant over several days using drawings or a simple diary"],"check":"Has your child planted a seed or bulb and been able to describe what happened as it grew — first a root, then a shoot, then leaves?","standards":["uk-nc-2013:Y2.Sci.P.1"]},{"id":"mt_3v0VNkwquK","subject":"Science","domain":"Organisms & Life Processes","name":"What Plants Need to Grow","description":"Understand that plants need water, light, and a suitable temperature to grow and stay healthy","ages":[6,8],"type":"CONCEPTUAL","evidence":["Name three things plants need to grow: water, light, suitable temperature","Predict what happens to a plant kept in the dark, with no water, or in freezing cold","Describe the results of a simple test comparing plants grown in different conditions"],"check":"Can your child explain why a plant on the windowsill grows better than one left in a dark cupboard?","standards":["ngss-k5:2-LS2-1","uk-nc-2013:Y2.Sci.P.2","uk-nc-2013:Y3.Sci.P.2"]},{"id":"mt_7hB8s5eOP1","subject":"Science","domain":"Organisms & Life Processes","name":"Cells to Organ Systems","description":"Describe the hierarchical organisation of multicellular organisms: cells → tissues → organs → organ systems → organism","ages":[7,12],"type":"CONCEPTUAL","evidence":["Places cells, tissues, organs, and organ systems in the correct order of organisation","Gives a specific example of each level (e.g. muscle cell → muscle tissue → heart → circulatory system → human)","Explains why specialised cells are needed in a multicellular organism"],"check":"If your child was asked to explain how the body is built up from the smallest parts to the whole, could they describe the levels from individual cells all the way up to organ systems — with a real example at each level?","standards":["ngss-ms:MS-LS1-2","uk-nc-2013:KS3.Sci.Bio.Cells.7"]},{"id":"mt_4IVWRAZoNC","subject":"Science","domain":"Organisms & Life Processes","name":"Life Cycles of Organisms","description":"Use models and diagrams to show that every living thing has a life cycle with the same shared stages (birth, growth, reproduction, death), and compare how different they can look: complete metamorphosis (egg, larva, pupa, adult in butterflies and beetles), incomplete metamorphosis (egg, nymph, adult in grasshoppers), the frog's water-to-land change, and the gradual growth of mammals, birds and plants","ages":[7,11],"type":"CONCEPTUAL","evidence":["Describe the life cycle of at least two different organisms (e.g. butterfly, frog, plant)","Identify the common stages all life cycles share: birth, growth, reproduction, death","Explain how life cycles can look very different (metamorphosis vs gradual growth) but follow the same pattern"],"check":"Can your child compare the life cycle of a butterfly with that of a frog and explain what stages they all share — being born, growing, having babies, and dying?","standards":["ngss-k5:3-LS1-1","uk-nc-2013:Y3.Sci.P.4","uk-nc-2013:Y5.Sci.LTH.1"]},{"id":"mt_WNBHZ1d94L","subject":"Science","domain":"Organisms & Life Processes","name":"Pollination & Seed Dispersal","description":"Understand the life cycle of flowering plants including pollination, seed formation, and seed dispersal","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe the stages: pollination → fertilisation → seed formation → seed dispersal","Explain at least two methods of seed dispersal (wind, animal, water, explosion)","Describe pollination as the transfer of pollen from one flower to another, often by insects or wind"],"check":"Can your child explain how a flower turns into a fruit with seeds inside, and how those seeds get spread to grow new plants?","standards":["ngss-k5:2-LS2-2","uk-nc-2013:Y3.Sci.P.4"]},{"id":"mt_Tls5qJ4p0L","subject":"Science","domain":"Organisms & Life Processes","name":"Traits: inherited and environmental","description":"Use evidence to support the explanation that traits can be influenced by the environment as well as inheritance","ages":[8,9],"type":"CONCEPTUAL","evidence":["Explain that traits result from both inheritance and environmental factors","Give examples of environmental influence on traits (e.g. sunlight affects plant growth, diet affects animal size)","Distinguish between inherited traits (e.g. eye colour) and environmentally influenced traits (e.g. muscle strength from exercise)"],"check":"Can your child explain why two identical seeds might grow into different-sized plants if one gets more sunlight than the other?","standards":["ngss-k5:3-LS3-2"]},{"id":"mt_yNWt3GQBNp","subject":"Science","domain":"Organisms & Life Processes","name":"Plant & Animal Reproduction","description":"Describe the life process of reproduction in some plants and animals, including sexual and asexual reproduction in plants","ages":[9,13],"type":"CONCEPTUAL","evidence":["Describe sexual reproduction in plants: pollination, fertilisation, seed production","Give examples of asexual reproduction in plants: runners (strawberries), bulbs, cuttings","Compare reproduction in egg-laying animals (birds, frogs) vs live-bearing mammals"],"check":"Can your child explain different ways plants reproduce — not just from seeds but also from cuttings or runners — and how animals reproduce by having babies or laying eggs?","standards":["uk-nc-2013:Y5.Sci.LTH.2","uk-nc-2013:KS3.Sci.Bio.Reproduction.2"]},{"id":"mt_PYPs2yD2sn","subject":"Science","domain":"Organisms & Life Processes","name":"Energy from Food & the Sun","description":"Use models to describe that energy in animals' food was once energy from the sun, transferred through plants or other organisms","ages":[10,11],"type":"CONCEPTUAL","evidence":["Explain that plants capture energy from sunlight to make food (photosynthesis)","Trace an energy pathway: sun → plant → animal → another animal","Explain that animals use food energy for body repair, growth, movement, and warmth"],"check":"Can your child trace the energy in their breakfast cereal all the way back to the sun, explaining each step?","standards":["ngss-k5:5-PS3-1"]},{"id":"mt_3-ii06P4YS","subject":"Science","domain":"Organisms & Life Processes","name":"Plants Grow from Air & Water","description":"Support an argument that plants get the materials they need for growth chiefly from air and water, not from the soil","ages":[10,11],"type":"CONCEPTUAL","evidence":["Explain that plants take in carbon dioxide from air and water from soil to make food (photosynthesis)","Argue that most of a plant's mass comes from air (CO₂) and water, not soil minerals","Describe a simple investigation showing soil mass barely changes while a plant grows significantly"],"check":"If your child knows plants need water and sunlight, can they also explain that most of a plant's 'building material' actually comes from air and water rather than dirt?","standards":["ngss-k5:5-LS1-1"]},{"id":"mt_VfA4xo4kUv","subject":"Science","domain":"Organisms & Life Processes","name":"Cells Under the Microscope","description":"Understand that all living organisms are made of cells and use a light microscope to observe, interpret, and record cell structure","ages":[11,12],"type":"CONCEPTUAL","evidence":["States that all living things are made of cells","Prepares or examines a slide of cells (e.g. onion skin, cheek cells) under a microscope","Draws and labels a diagram of cells observed","Identifies nucleus, cytoplasm, and cell membrane in a microscope image"],"check":"If your child prepared a slide of onion skin and looked at it through a school microscope, could they identify what they were seeing and explain that all living things are made of these tiny units?","standards":["ngss-ms:MS-LS1-1","uk-nc-2013:KS3.Sci.Bio.Cells.1"]},{"id":"mt_bABr-c2DfV","subject":"Science","domain":"Organisms & Life Processes","name":"Parts of Plant and Animal Cells","description":"Describe the functions of the main components of plant and animal cells: cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria, ribosomes, and chloroplasts","ages":[11,12],"type":"CONCEPTUAL","evidence":["Names the main organelles in plant and animal cells","Explains the function of each organelle in their own words","Links organelle function to the needs of the whole cell (e.g. mitochondria produce energy for cell activities)"],"check":"If your child was shown a diagram of a plant cell, could they point to parts like the nucleus, chloroplasts, and cell wall and explain in plain words what each one does?","standards":["ngss-ms:MS-LS1-2","uk-nc-2013:KS3.Sci.Bio.Cells.2"]},{"id":"mt_zM5vu31jgl","subject":"Science","domain":"Organisms & Life Processes","name":"Photosynthesis","description":"Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots","ages":[11,12],"type":"CONCEPTUAL","evidence":["Writes and explains the word equation for photosynthesis","Identifies the raw materials needed and the products made","Explains the role of chlorophyll in capturing light energy","Distinguishes between what plants get from the air (CO₂), soil (water and minerals), and light"],"check":"If your child was asked why plants don't need to eat food like animals do, could they explain how plants make their own food using sunlight, water, and carbon dioxide — and write the equation?","standards":["ngss-ms:MS-LS1-6","uk-nc-2013:KS3.Sci.Bio.Nutrition.6"]},{"id":"mt_fhqBH9scsU","subject":"Science","domain":"Organisms & Life Processes","name":"Plant Cells vs Animal Cells","description":"Compare plant and animal cells, identifying shared features and structures unique to plant cells (cell wall, vacuole, chloroplasts)","ages":[11,12],"type":"CONCEPTUAL","evidence":["Lists features common to plant and animal cells","Identifies structures found only in plant cells and explains why","Draws and annotates labelled diagrams of both cell types showing similarities and differences"],"check":"If your child was shown unlabelled diagrams of a plant cell and an animal cell side by side, could they spot which features are shared and which ones only appear in plant cells — and say why?","standards":["uk-nc-2013:KS3.Sci.Bio.Cells.3","uk-nc-2013:KS3.Sci.Bio.Cells.4"]},{"id":"mt_g9RcQOhU5d","subject":"Science","domain":"Organisms & Life Processes","name":"Single-Celled Organisms","description":"Explain how unicellular organisms such as bacteria and Amoeba carry out all the functions of life within a single cell","ages":[11,12],"type":"CONCEPTUAL","evidence":["Names examples of unicellular organisms","Lists the seven life processes (MRS NERG) and explains how a single cell performs each one","Contrasts how unicellular organisms meet their needs compared to multicellular organisms"],"check":"If your child learned that bacteria are made of just one cell, could they explain how that single cell still manages to feed, grow, and reproduce — doing everything a whole body does?","standards":["uk-nc-2013:KS3.Sci.Bio.Cells.5","uk-nc-2013:KS3.Sci.Bio.Cells.6"]},{"id":"mt_lMLeNLDRO8","subject":"Science","domain":"Organisms & Life Processes","name":"Using a Microscope","description":"Use a light microscope correctly to prepare, focus, and examine biological specimens, including making accurate labelled drawings at an appropriate magnification","ages":[11,12],"type":"PROCEDURAL","evidence":["Sets up a light microscope safely and correctly (course focus then fine focus)","Prepares a wet mount slide with a biological specimen (e.g. onion skin)","Calculates the magnification of an image (magnification = image size ÷ actual size)","Draws an accurate labelled diagram of observed cells with a scale"],"check":"If your child had to use a school microscope to study a biological specimen, could they set it up correctly, find what they're looking for, and produce a labelled scientific drawing of what they see?","standards":["ngss-ms:MS-LS1-1","uk-nc-2013:KS3.Sci.Bio.Cells.1","uk-nc-2013:KS3.Sci.WS.SA.4"]},{"id":"mt_0sELh0MYWb","subject":"Science","domain":"Organisms & Life Processes","name":"DNA & Genes","description":"Describe the double helix structure of DNA (base pairs, complementarity), explain how genes are sections of DNA that code for proteins, introduce the central dogma (DNA → mRNA → protein) conceptually, and discuss the ethical implications of CRISPR gene editing — including potential benefits (genetic disease treatment) and concerns (germline editing, 'designer babies')","ages":[12,14],"type":"CONCEPTUAL","evidence":["Describes DNA as a double helix with four bases (A, T, C, G) where A pairs with T and C pairs with G","Explains that a gene is a section of DNA that codes for a specific protein, and that proteins carry out most of the body's functions","Describes CRISPR as a molecular tool that can cut and edit DNA sequences, and raises at least two distinct ethical considerations about its use in humans"],"check":"If your child heard that scientists have edited a human gene to prevent a hereditary disease, could they explain what DNA actually is, how genes work, and why some people think editing human DNA raises serious ethical questions?","standards":["ngss-ms:MS-LS3-1","uk-nc-2013:KS3.Sci.Bio.Adaptation.5"]},{"id":"mt_i80I-1MLP2","subject":"Science","domain":"Organisms & Life Processes","name":"How Diffusion Works","description":"Explain diffusion as the net movement of particles from a region of higher concentration to lower concentration, and describe its role in moving materials (oxygen, carbon dioxide, glucose) in and between cells","ages":[12,13],"type":"CONCEPTUAL","evidence":["Defines diffusion using particle theory","Explains the direction of diffusion of oxygen and carbon dioxide at the alveoli","Explains how cells get glucose from the blood using diffusion","Identifies factors that affect the rate of diffusion (concentration gradient, surface area, distance)"],"check":"If your child was asked why oxygen moves from the lungs into the blood without the body needing to pump it, could they explain what diffusion is and why it always moves in one particular direction?","standards":["uk-nc-2013:KS3.Sci.Bio.GasExchange.3"]},{"id":"mt_mquPi2IP-J","subject":"Science","domain":"Organisms & Life Processes","name":"Respiration: Releasing Energy","description":"Explain respiration as how cells release energy from food: aerobic respiration uses oxygen (glucose + oxygen → carbon dioxide + water) in the mitochondria; when muscles run short of oxygen they switch to anaerobic respiration, which releases less energy and makes lactic acid (yeast makes alcohol and carbon dioxide instead, which is how bread rises)","ages":[12,14],"type":"CONCEPTUAL","evidence":["Writes and explains the word equation for aerobic respiration","Explains where in the cell aerobic respiration takes place (mitochondria)","Links aerobic respiration to why breathing rate and heart rate increase during exercise","Explains that respiration is not the same as breathing"],"check":"If your child had just finished PE and was breathing hard, could they explain what aerobic respiration is doing inside their muscle cells — and write out the word equation that describes it?","standards":["ngss-ms:MS-LS1-7","uk-nc-2013:KS3.Sci.Bio.GasExchange.6","uk-nc-2013:KS3.Sci.Bio.GasExchange.7"]},{"id":"mt_o7FJPDsHiW","subject":"Science","domain":"Organisms & Life Processes","name":"Predicting Inherited Traits","description":"Explain how alleles are inherited in sexual reproduction and use Punnett squares to predict the probability of offspring inheriting a characteristic, including dominant and recessive alleles","ages":[13,14],"type":"CONCEPTUAL","evidence":["Defines allele, dominant, and recessive in the context of inheritance","Constructs a Punnett square for a monohybrid cross and calculates probability ratios","Explains the difference between genotype and phenotype","Gives an example of a human characteristic controlled by dominant/recessive alleles"],"check":"If your child was asked why two brown-eyed parents can have a blue-eyed child, could they explain what dominant and recessive alleles are and show how it works using a Punnett square?","standards":["ngss-ms:MS-LS3-2","uk-nc-2013:KS3.Sci.Bio.Adaptation.6"]},{"id":"mt_SdIWVjzopp","subject":"Science","domain":"The Human Body","name":"Bones & Muscles","description":"Know that the body has a skeleton made of bones inside it that gives the body its shape and protects important organs like the brain (skull) and heart (ribcage), and that muscles attached to bones allow the body to move","ages":[5,9],"type":"CONCEPTUAL","evidence":["State that bones give the body shape, support, and protection","Name at least three bones or bone groups (e.g. skull, ribcage, spine, leg bones)","Explain that muscles pull on bones to make the body move"],"check":"Can your child feel their own ribs or skull and explain what those bones are protecting inside?","standards":["uk-nc-2013:Y3.Sci.A.2"]},{"id":"mt_tiPyEkm4cU","subject":"Science","domain":"The Human Body","name":"How Breathing Works","description":"Know that we breathe air into our lungs through the nose and mouth, that our lungs take in oxygen from the air which our body needs to stay alive, and that we breathe out carbon dioxide as waste","ages":[5,7],"type":"CONCEPTUAL","evidence":["Trace the path of air: nose/mouth → windpipe → lungs","State that lungs take oxygen from the air, which the body needs","State that we breathe out carbon dioxide, which the body doesn't need"],"check":"After running around, can your child notice their faster breathing and explain that their lungs are taking in air that the body needs?","standards":[]},{"id":"mt_pJ5zsocdNx","subject":"Science","domain":"The Human Body","name":"The Brain Controls the Body","description":"Understand that the brain is the body’s control centre: it receives messages from the senses, thinks and makes decisions, and sends messages through nerves to tell muscles what to do","ages":[5,7],"type":"CONCEPTUAL","evidence":["State that the brain is inside the skull and controls the whole body","Describe the basic loop: senses send information to the brain, the brain decides what to do, and sends messages to muscles","Give an example (e.g. eyes see a ball coming, brain decides to catch it, nerves tell hands to move)"],"check":"Can your child explain what the brain does — that it’s in charge of thinking, feeling, and telling the body what to do?","standards":[]},{"id":"mt_nwSWPTENmv","subject":"Science","domain":"The Human Body","name":"The Five Senses","description":"Explore the five senses in detail: sight uses eyes to detect light, hearing uses ears to detect sound, touch uses skin to feel pressure and temperature, taste uses the tongue to detect flavours, and smell uses the nose to detect odours","ages":[5,9],"type":"CONCEPTUAL","evidence":["Name all five senses and match each to the correct body part","Describe what each sense detects (e.g. eyes detect light, ears detect sound waves)","Give an example of using each sense in everyday life (e.g. smelling food cooking, feeling hot water)"],"check":"If you blindfolded your child and gave them something to smell, taste, and touch, could they name which sense they were using each time and which body part does the job?","standards":["uk-nc-2013:Y1.Sci.A.4"]},{"id":"mt_lp1eTsQen7","subject":"Science","domain":"The Human Body","name":"The Heart & Blood","description":"Understand that the heart is a muscle that pumps blood around the body through tubes called blood vessels, and that we can feel our heartbeat by placing a hand on our chest or fingers on our wrist","ages":[5,7],"type":"CONCEPTUAL","evidence":["Locate their own heartbeat by touch (chest or pulse point)","State that the heart pumps blood through the body continuously","Describe blood vessels as tubes that carry blood to every part of the body"],"check":"Can your child find their own pulse on their wrist or neck, and explain that it’s their heart pumping blood?","standards":[]},{"id":"mt_QhLAeAlHI0","subject":"Science","domain":"The Human Body","name":"Balanced Diet & Food Groups","description":"Know the main food groups (carbohydrates, proteins, fats, vitamins, minerals, fibre, water) and understand that a balanced diet includes the right amounts from each group to keep the body healthy and provide energy, growth materials, and protection from illness","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least five food groups and give an example food for each (e.g. carbohydrates = bread, protein = chicken)","Explain what carbohydrates (energy), proteins (growth and repair), and fats (energy and warmth) do for the body","State that vitamins and minerals protect against illness and help the body work properly"],"check":"If your child looked at their dinner plate, could they identify which foods give energy, which help muscles grow, and which keep them healthy?","standards":["uk-nc-2013:Y3.Sci.A.1"]},{"id":"mt_JpQUM1129q","subject":"Science","domain":"The Human Body","name":"The Digestive Journey","description":"Trace the journey of food through the digestive system: food enters the mouth where teeth break it down and saliva begins digestion, travels down the oesophagus to the stomach, passes through the small intestine where nutrients are absorbed, and waste moves through the large intestine","ages":[7,9],"type":"CONCEPTUAL","evidence":["List the organs in order: mouth, oesophagus, stomach, small intestine, large intestine","Describe what happens at each stage (teeth chew, stomach churns with acid, small intestine absorbs nutrients)","State that the small intestine is where most nutrients pass into the blood, and the large intestine removes water from waste"],"check":"If your child ate a sandwich, could they describe the journey it takes through their body — from mouth to stomach to intestines?","standards":["uk-nc-2013:Y4.Sci.A.1"]},{"id":"mt_I047mKeeaq","subject":"Science","domain":"The Human Body","name":"Types of Teeth","description":"Identify the four types of human teeth (incisors for cutting, canines for tearing, premolars and molars for grinding) and understand that tooth shape is linked to function, just as in other animals — herbivores have flat teeth, carnivores have sharp teeth","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name the four tooth types and describe each one's job: incisors cut, canines tear, premolars/molars grind","Compare human teeth to herbivore teeth (flat, for grinding plants) and carnivore teeth (sharp, for tearing meat)","Explain that humans have all types because we are omnivores — we eat both plants and meat"],"check":"Can your child look in a mirror, point out their different types of teeth, and explain what each type is for?","standards":["uk-nc-2013:Y4.Sci.A.2"]},{"id":"mt_QK-ZZb7UUN","subject":"Science","domain":"The Human Body","name":"Circulation & Breathing Together","description":"Understand how the circulatory and respiratory systems work together: the lungs oxygenate the blood, the heart pumps it around the body, cells use the oxygen and produce carbon dioxide waste, and the blood carries the waste back to the lungs to be breathed out","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the cycle: lungs add oxygen to blood → heart pumps oxygenated blood to body → cells use oxygen → blood returns CO₂ to lungs","Explain why heart rate and breathing rate increase during exercise (muscles need more oxygen)","Measure their own resting and post-exercise heart rate and explain the difference"],"check":"Can your child explain why their heart beats faster when they run — and how their heart and lungs are working together to deliver more oxygen to their muscles?","standards":["uk-nc-2013:Y6.Sci.A.1","uk-nc-2013:Y6.Sci.A.3"]},{"id":"mt_pu2mmK27UA","subject":"Science","domain":"The Human Body","name":"Growing Up & Puberty","description":"Describe the stages of human development from birth to old age: baby, toddler, child, adolescent (puberty), young adult, middle-aged adult, elderly — understanding the physical changes that happen at each stage, especially during puberty","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name and order at least six life stages from birth to old age","Describe key physical changes during puberty (growth spurts, body shape changes, development of adult features)","Explain that puberty is triggered by hormones — chemical messengers released by glands"],"check":"Can your child describe how a person’s body changes as they grow from a baby to an adult to an elderly person — and explain what happens during puberty?","standards":["uk-nc-2013:Y5.Sci.A.1"]},{"id":"mt_4k3HGahK2k","subject":"Science","domain":"The Human Body","name":"Healthy Lifestyle Choices","description":"Understand how lifestyle choices affect the body’s health: a balanced diet, regular exercise, adequate sleep, and avoiding harmful substances (tobacco, alcohol, drugs) help body systems function well, while poor choices increase the risk of disease","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain how regular exercise strengthens the heart, lungs, and muscles","Describe how a poor diet high in sugar and fat can lead to obesity, tooth decay, and heart problems","State at least two harmful effects of smoking (damages lungs, increases heart disease risk) or alcohol (damages liver, affects brain)"],"check":"Can your child explain how what they eat, how much they exercise, and how much they sleep affects how their body works — and why smoking or drugs are harmful?","standards":["uk-nc-2013:Y6.Sci.A.2"]},{"id":"mt_4JpMXUIxeD","subject":"Science","domain":"The Human Body","name":"The Immune System","description":"Know that the body has an immune system that protects against illness: the skin acts as a barrier, white blood cells identify and destroy germs (bacteria and viruses), and vaccines train the immune system to recognise specific diseases before they cause illness","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the skin as the body's first line of defence against germs","Explain that white blood cells detect and fight bacteria and viruses inside the body","Describe how vaccines work: they contain weakened or inactive germs that train the immune system to recognise the real disease"],"check":"Can your child explain how their body fights off germs — and why getting a vaccine helps protect them from getting sick?","standards":[]},{"id":"mt_qzbgwaUQOA","subject":"Science","domain":"The Human Body","name":"The Nervous System","description":"Understand that the nervous system has two parts — the central nervous system (brain and spinal cord) and nerves that branch throughout the body — and that nerve signals travel at high speed to coordinate senses, thought, and movement","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name the two parts of the nervous system: central (brain + spinal cord) and peripheral (nerves throughout the body)","Describe the reflex arc: stimulus → sensory nerve → spinal cord/brain → motor nerve → muscle response","State that nerve signals travel extremely fast, which is why reflexes happen almost instantly"],"check":"Can your child explain how a message travels from their finger to their brain when they touch something hot, and then back to their hand to pull it away?","standards":["ngss-k5:4-LS1-2"]},{"id":"cx_bio_antibiotics","subject":"Science","domain":"The Human Body","name":"Antibiotics, Vaccines & Resistance","description":"Distinguish how medicines fight disease: vaccines train the immune system in advance, antibiotics kill bacteria but do nothing against viruses such as colds and flu, and overusing antibiotics lets the few resistant bacteria survive and multiply (natural selection happening fast), which is why doctors only prescribe them when needed and courses should be finished","ages":[11,14],"type":"CONCEPTUAL","evidence":["Explains the difference between how a vaccine and an antibiotic work","Explains why antibiotics do not cure a cold","Describes antibiotic resistance as natural selection among bacteria"],"check":"If someone asked for antibiotics for the flu, could your child explain why that won't help and why taking antibiotics when not needed makes them stop working for everyone?","standards":[]},{"id":"mt_0NlbulkB5P","subject":"Science","domain":"The Human Body","name":"Digestion & Enzymes","description":"Describe the organs of the human digestive system and how food is physically and chemically digested, including the role of enzymes as biological catalysts","ages":[11,13],"type":"CONCEPTUAL","evidence":["Traces the journey of food from mouth to large intestine, naming each organ and its role","Explains what enzymes do and names where they are produced (salivary glands, stomach, small intestine)","Distinguishes physical digestion (chewing, churning) from chemical digestion"],"check":"If your child ate a meal with you, could they describe what happens to the food step by step as it travels through the body — naming the organs it passes through and what each one does?","standards":["ngss-ms:MS-LS1-7","uk-nc-2013:KS3.Sci.Bio.Nutrition.4","uk-nc-2013:KS3.Sci.Bio.Nutrition.5"]},{"id":"mt_LkOMijDvL7","subject":"Science","domain":"The Human Body","name":"Immunity & Vaccines","description":"Distinguish innate (non-specific, immediate) from adaptive (specific, memory-forming) immunity; explain how B cells produce antibodies that recognise specific antigens, how T cells destroy infected cells, and why immunological memory makes vaccines work; and describe the gut microbiome as a community of trillions of microbes that significantly influences immune function","ages":[11,14],"type":"CONCEPTUAL","evidence":["Distinguishes innate immunity (rapid, non-specific barriers and inflammation) from adaptive immunity (slow, specific, memory-forming)","Explains how B cells produce antibodies that bind to specific antigens on pathogens, targeting them for destruction","Explains immunological memory: after first exposure, memory B and T cells remain, making subsequent response faster and stronger — the basis of vaccine protection"],"check":"If your child was asked why they don't get chickenpox twice, could they explain the difference between just fighting off a germ and actually 'remembering' it — and describe how a vaccine trains the immune system without causing the disease?","standards":["uk-nc-2013:KS3.Sci.Bio.Health.3","uk-nc-2013:KS3.Sci.Bio.Health.4"]},{"id":"mt_okUMpHsV-P","subject":"Science","domain":"The Human Body","name":"Neurons & Brain Structure","description":"Explain how neurons transmit signals as electrochemical impulses across synapses, describe how the brain is organised (lobes and functions, limbic system for emotion), and explain neuroplasticity — why learning and practice physically change brain structure — connecting to optical illusions as evidence that the brain constructs reality rather than passively recording it","ages":[11,13],"type":"CONCEPTUAL","evidence":["Describes the neuron-to-neuron signal pathway: electrical impulse travels along axon, neurotransmitter crosses the synapse, new impulse begins in the next neuron","Names the four lobes of the cerebral cortex (frontal, parietal, temporal, occipital) and gives one function for each","Explains neuroplasticity: repeated neural pathways become stronger and faster — this is the biological mechanism of learning and skill development"],"check":"If your child was asked why practising a skill like piano or football makes you better over time, could they explain what's actually happening physically in the brain — and describe what it means to say the brain 'rewires itself'?","standards":[]},{"id":"mt_sDmrVCfzqt","subject":"Science","domain":"The Human Body","name":"Nutrients in a Healthy Diet","description":"Identify the seven components of a healthy diet — carbohydrates, lipids, proteins, vitamins, minerals, dietary fibre, and water — and explain the role of each in the body","ages":[11,13],"type":"CONCEPTUAL","evidence":["Names all seven dietary components and a food source for each","Explains what each nutrient does in the body (e.g. proteins for growth and repair)","Identifies which nutrients provide energy and which do not"],"check":"If your child was planning a packed lunch, could they explain what each food group does for the body — why we need protein, carbohydrates, fats, vitamins, and minerals?","standards":["uk-nc-2013:KS3.Sci.Bio.Nutrition.1","uk-nc-2013:KS3.Sci.Bio.Nutrition.3","uk-nc-2013:KS3.Sci.Bio.Nutrition.2"]},{"id":"mt_Qkl46lyris","subject":"Science","domain":"The Human Body","name":"Skeleton, Muscles & Joints","description":"Describe the four functions of the skeleton (support, protection, movement, making blood cells in bone marrow) and explain how movement works: muscles pull in antagonistic pairs, tendons join muscle to bone, ligaments hold bones together at joints, and different joints (hinge, ball-and-socket) allow different movements","ages":[11,13],"type":"CONCEPTUAL","evidence":["Lists and explains the four functions of the skeleton with examples","Names key bones and identifies which organs they protect (e.g. ribcage protects heart and lungs)","Explains what bone marrow is and where blood cells are made"],"check":"If your child was asked why we have bones, could they explain that bones do more than just hold us up — describing at least three different things the skeleton does for the body?","standards":["uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.1","uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.3","uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.2"]},{"id":"mt_V9SQS9gLFw","subject":"Science","domain":"The Human Body","name":"Heart, Lungs & Gas Exchange","description":"Describe the structure of the human gas exchange system (trachea, bronchi, bronchioles, alveoli) and explain how the mechanism of breathing — using pressure changes from rib and diaphragm movement — moves air in and out of the lungs","ages":[12,13],"type":"CONCEPTUAL","evidence":["Labels a diagram of the lungs showing trachea, bronchi, bronchioles, and alveoli","Explains that breathing in lowers air pressure in the chest and air rushes in","Describes how the structure of alveoli (large surface area, thin walls, good blood supply) aids gas exchange"],"check":"If your child took a deep breath after running, could they explain what's happening in their lungs — how the air gets in, where the oxygen crosses into the blood, and how carbon dioxide leaves?","standards":["uk-nc-2013:KS3.Sci.Bio.GasExchange.1","uk-nc-2013:KS3.Sci.Bio.GasExchange.2","uk-nc-2013:KS3.Sci.Bio.GasExchange.4","uk-nc-2013:KS3.Sci.Bio.GasExchange.5"]},{"id":"mt_J40cOn7VWn","subject":"Science","domain":"The Human Body","name":"How the Body Stays in Balance","description":"Explain homeostasis as the process of maintaining a stable internal environment; describe the main feedback loop systems (negative feedback) using blood glucose regulation (insulin/glucagon) and body temperature as concrete examples; and connect the endocrine system (hormone-secreting glands) to the nervous system as two complementary communication systems with different speeds and durations","ages":[12,14],"type":"CONCEPTUAL","evidence":["Defines homeostasis and explains why maintaining a stable internal environment is essential for survival","Describes the blood glucose negative feedback loop: glucose rises → pancreas releases insulin → cells take up glucose → glucose falls → insulin release stops","Compares the nervous system (fast, electrical, short-duration signals) with the endocrine system (slower, chemical, longer-duration signals) and gives an example where each is more appropriate"],"check":"If your child ate a large meal of sugary food and was asked what their body does to keep blood sugar from getting dangerously high, could they explain the role of insulin and describe how the feedback system brings levels back to normal?","standards":["uk-nc-2013:KS3.Sci.Bio.Health.1"]},{"id":"mt_tQkCzRcWG7","subject":"Science","domain":"The Human Body","name":"Human Reproduction","description":"Describe the structure and function of the male and female human reproductive systems, and explain the processes of fertilisation, gestation, and birth including the role of the placenta","ages":[12,13],"type":"CONCEPTUAL","evidence":["Labels diagrams of the male and female reproductive systems","Explains the roles of gametes (sperm and egg) in sexual reproduction","Describes what happens during fertilisation and where it occurs","Explains the function of the placenta and the impact of maternal lifestyle on foetal development"],"check":"If your child was studying human reproduction, could they describe how the male and female reproductive systems work together and explain what happens between fertilisation and birth?","standards":["uk-nc-2013:KS3.Sci.Bio.Reproduction.1"]},{"id":"mt_roinupb_7L","subject":"Science","domain":"The Human Body","name":"Cancer & Stem Cells","description":"Explain that cancer occurs when mutations in DNA disable normal cell-cycle controls, causing uncontrolled cell division and tumour formation; describe how stem cells differ from specialised cells and their potential for regenerative medicine; and evaluate the ethical debates around embryonic stem cell research and genetic testing","ages":[13,14],"type":"META","evidence":["Explains cancer as the result of DNA mutations that disable tumour suppressor genes or activate oncogenes, causing unchecked mitosis","Distinguishes stem cells (unspecialised, can differentiate) from specialised cells (fixed function) and explains why stem cells are medically valuable","Presents the embryonic stem cell debate with at least two specific scientific arguments in favour and two ethical objections against, without simply asserting one side is correct"],"check":"If your child was asked to explain what cancer actually is at a cellular level, could they describe what goes wrong with cell division — and explain why some people object to using stem cells from embryos for medical research, even if it could save lives?","standards":[]},{"id":"mt_2R3xRpYhMa","subject":"Science","domain":"The Human Body","name":"Effects of Drugs & Alcohol","description":"Explain the effects of recreational drugs including alcohol, tobacco, and illegal substances on behaviour, health, and body systems, and distinguish between depressants, stimulants, and hallucinogens","ages":[13,14],"type":"CONCEPTUAL","evidence":["Categorises common recreational drugs as depressants, stimulants, or hallucinogens","Explains specific effects of alcohol and tobacco on the body (e.g. liver damage, lung cancer)","Discusses the difference between physical and psychological dependence"],"check":"If your child saw a news story about drug misuse, could they explain what different types of drugs do to the body and behaviour — and why some are more harmful than others?","standards":["uk-nc-2013:KS3.Sci.Bio.Health.2"]},{"id":"mt_pwo81ls_J-","subject":"Science","domain":"Animals & Biodiversity","name":"Animal Camouflage","description":"Know that many animals use camouflage — colours and patterns that help them blend into their surroundings — to hide from predators or to sneak up on prey, like a leaf insect that looks like a leaf or an Arctic hare that turns white in winter","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explains that camouflage means blending in with surroundings","Gives at least 3 examples of camouflaged animals","Explains that camouflage helps animals hide from predators or sneak up on food"],"check":"If your child tries to spot a grasshopper in the garden, can they explain that it's hard to see because its green colour helps it hide in the grass — and give other examples of animals that use camouflage?","standards":[]},{"id":"mt_ppENoD8vf1","subject":"Science","domain":"Animals & Biodiversity","name":"Local Plants & Animals","description":"Identify and name a variety of plants and animals in their habitats, including microhabitats such as under a log or in a pond","ages":[5,8],"type":"CONCEPTUAL","evidence":["Name at least three animals and plants found in a specific local habitat","Explain what a microhabitat is (a very small habitat within a larger one)","Describe conditions in a microhabitat (e.g. 'under a stone is damp and dark, woodlice like that')"],"check":"If you turn over a log in the garden with your child, can they name the little creatures they find and explain why they live there?","standards":["ngss-k5:2-LS4-1","uk-nc-2013:Y2.Sci.LTH.3","ngss-k5:K-LS1-1","uk-nc-2013:Y1.Sci.P.1"]},{"id":"mt_V_wIdRZLsG","subject":"Science","domain":"Animals & Biodiversity","name":"Nocturnal Animals","description":"Know that some animals are nocturnal — active at night and sleeping during the day — and that nocturnal animals often have special features like big eyes (owls, tarsiers), large ears (bats, fennec foxes), or sensitive whiskers to help them find food in the dark","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explains what 'nocturnal' means","Names at least 3 nocturnal animals (e.g., owl, bat, fox, hedgehog, moth)","Describes one feature that helps a nocturnal animal (e.g., big eyes, echolocation, whiskers)"],"check":"If your child hears an owl hooting at bedtime, can they explain that owls are nocturnal — meaning they sleep during the day and come out at night — and that their big eyes help them see in the dark?","standards":[]},{"id":"mt_R7LEuZjTmx","subject":"Science","domain":"Animals & Biodiversity","name":"The World of Minibeasts","description":"Know that insects and other minibeasts (spiders, worms, snails, centipedes) are the most numerous and diverse group of animals on Earth — there are more species of beetle than any other animal — and that they play vital roles as pollinators (bees, butterflies), decomposers (woodlice, worms), and food for other animals","ages":[5,9],"type":"CONCEPTUAL","evidence":["Knows that insects/minibeasts are the most numerous animal group","Names at least 3 roles minibeasts play: pollinators, decomposers, food source","Distinguishes insects (6 legs) from spiders (8 legs) from other minibeasts","Shows appreciation for the importance of invertebrates"],"check":"If your child spots a bee in the garden, can they explain why bees are important — and name at least two other jobs that insects and minibeasts do that help the natural world?","standards":[]},{"id":"mt_muxjw0fxxN","subject":"Science","domain":"Animals & Biodiversity","name":"Wild, Farm & Pet Animals","description":"Understand the difference between wild animals, farm animals, and pets — wild animals find their own food and shelter in nature; farm animals are kept by people for food, wool, or eggs; pets are animals people keep for companionship — and know that wild animals should be observed from a distance","ages":[5,7],"type":"CONCEPTUAL","evidence":["Sorts animals into wild, farm, and pet categories with examples","Explains one key difference between each category","Understands that wild animals should be observed, not approached"],"check":"If your child sees a fox in the garden, can they explain that it's a wild animal — different from their pet cat or a farm sheep — and that wild animals look after themselves and shouldn't be touched?","standards":[]},{"id":"mt_wHN14Unk7h","subject":"Science","domain":"Animals & Biodiversity","name":"Animal Communication & Minds","description":"Understand that animals communicate by sound, dance, light, scent and body language (birdsong, the honeybee's waggle dance, ant scent trails, wolf howls) to find mates, warn of danger and share food, and that many animals think in ways once thought only human: crows and chimpanzees use tools, dolphins and elephants recognise themselves in a mirror","ages":[7,11],"type":"CONCEPTUAL","evidence":["Describes at least 4 different methods of animal communication (sound, dance, light, scent, body language)","Gives a specific animal example for each method","Explains that animals communicate to find mates, warn of danger, or share food locations"],"check":"If your child hears birds singing in the morning, can they explain that birdsong is a way of communicating — and describe at least two other ways different animals send messages to each other?","standards":[]},{"id":"mt_i4bDqjyglj","subject":"Science","domain":"Animals & Biodiversity","name":"Animal Groups & Survival","description":"Construct an argument that some animals form groups that help members survive, such as herds, packs, or colonies","ages":[7,9],"type":"CONCEPTUAL","evidence":["Give at least two examples of animals that live in groups (e.g. wolves, ants, fish schools)","Explain how group living provides survival advantages (protection, finding food, raising young)","Construct a simple argument with evidence for why a specific animal benefits from group behaviour"],"check":"Can your child explain why wolves hunt in packs or why fish swim in schools, and how being in a group helps them survive?","standards":["ngss-k5:3-LS2-1"]},{"id":"mt_bK84sPehyP","subject":"Science","domain":"Animals & Biodiversity","name":"Animal Migration","description":"Know that many animals make incredible journeys called migrations — Arctic terns fly from pole to pole, monarch butterflies travel thousands of miles across North America, wildebeest cross the Serengeti following rain, and humpback whales swim between polar feeding grounds and tropical breeding waters — and that these journeys are linked to food, breeding, and seasons","ages":[7,11],"type":"CONCEPTUAL","evidence":["Defines migration as a regular long journey animals make","Names at least 3 migratory animals with their routes or destinations","Explains that migration is driven by food availability, breeding, or seasonal changes"],"check":"If your child learns about the monarch butterfly's journey, can they explain what migration means and name at least two other animals that make long journeys — and say why they travel?","standards":[]},{"id":"mt_07Geg7LITa","subject":"Science","domain":"Animals & Biodiversity","name":"Camouflage, warning colours, and mimicry","description":"Camouflage, warning colours, and mimicry: how insects survive by hiding or sending visual signals. Stick insects look like twigs, leaf insects look like leaves. Wasps have warning stripes; hoverflies mimic wasps but are harmless. The 'can you spot it?' challenge.","ages":[7,9],"type":"CONCEPTUAL","evidence":["Give at least two examples of insect camouflage such as stick insects resembling twigs or leaf insects resembling leaves","Explain why bright warning colours like a wasp's yellow and black stripes help the insect survive","Describe mimicry by explaining that a harmless insect like a hoverfly copies a dangerous one like a wasp to trick predators"],"check":"If you showed your child pictures of stick insects hiding on branches or hoverflies pretending to be wasps, could they explain why those insects look the way they do?","standards":[]},{"id":"mt_brgde1Vx0P","subject":"Science","domain":"Animals & Biodiversity","name":"Classification Keys","description":"Explore and use classification keys to identify, group, and name living things in local and wider environments","ages":[7,9],"type":"PROCEDURAL","evidence":["Follow a branching classification key to identify an unknown organism","Create a simple yes/no classification key for a set of 6-8 organisms","Use a key to identify organisms in the local environment during a field activity"],"check":"Can your child use a simple yes/no key chart to work out the name of an insect or plant they've found outside?","standards":["uk-nc-2013:Y4.Sci.LTH.2","uk-nc-2013:Y4.Sci.LTH.1"]},{"id":"mt_LRzjbo1Fn6","subject":"Science","domain":"Animals & Biodiversity","name":"How Living Things Adapt","description":"Explain adaptations as features and behaviours that suit a living thing to where it lives: body structures (a camel's fat-storing hump, a cactus's waxy stem, a rainforest leaf's drip tip, streamlined fish), hunting and escaping strategies (pack hunting, ambush, speed), and why the same environment produces similar solutions in unrelated species; understand that adaptations arise over many generations through natural selection, not because an individual tries to change","ages":[7,11],"type":"CONCEPTUAL","evidence":["Define adaptation as a feature that helps an organism survive in its environment","Give at least three examples of adaptations in different organisms and explain how each helps survival","Explain that over many generations, organisms with helpful adaptations survive and reproduce more, leading to evolution"],"check":"Can your child explain how a camel's humps, a cactus's thick skin, or a polar bear's white fur help them survive where they live, and how these adaptations developed over time?","standards":["ngss-k5:3-LS4-3","uk-nc-2013:Y6.Sci.EI.3","ngss-k5:4-LS1-1"]},{"id":"mt_oNWXXAn3cn","subject":"Science","domain":"Animals & Biodiversity","name":"The insect body plan","description":"The insect body plan: all insects share three body parts (head, thorax, abdomen), six legs attached to the thorax, and antennae on the head. Most have wings. They have an exoskeleton — a hard outer shell — instead of bones inside.","ages":[7,11],"type":"CONCEPTUAL","evidence":["Label the three body parts of an insect — head, thorax, and abdomen — on a diagram or real specimen","State that all insects have exactly six legs and that the legs attach to the thorax","Explain that insects have an exoskeleton, a hard outer covering, instead of bones inside their body"],"check":"If your child looked at a picture of a beetle or ant, could they point out the head, thorax, and abdomen, and tell you that all insects have six legs and a hard outer shell?","standards":[]},{"id":"cx_bio_scale_of_life","subject":"Science","domain":"Animals & Biodiversity","name":"How Much Life Is There?","description":"Get the rough shape of life on Earth: about 2 million species have been named, but there are probably around 8 million or more, most of them insects and most still undiscovered; microbes are beyond counting; and by weight, plants make up most of life, while people and our farm animals now far outweigh all wild mammals","ages":[9,11],"type":"CONCEPTUAL","evidence":["Gives rough numbers for named and estimated species and says most are undiscovered","Names insects as the largest group of animal species","Explains that farm animals and humans now outweigh wild mammals, and what that says about human impact"],"check":"Could your child tell you roughly how many kinds of living things scientists have found, how many there might really be, and which group most of them belong to?","standards":[]},{"id":"mt_5_Zr9xXDNH","subject":"Science","domain":"Animals & Biodiversity","name":"The most successful animals on Earth","description":"The most successful animals on Earth: there are roughly one million described insect species, and scientists estimate 5–10 million may exist. More insect species than all other animal groups combined. Why so many? Small body size means less food needed, fast reproduction with many offspring, flight allows reaching new habitats, and the exoskeleton is incredibly versatile.","ages":[9,11],"type":"CONCEPTUAL","evidence":["State that insects are the most species-rich group of animals with about one million known species","Give at least two reasons why insects are so successful such as small size, fast reproduction, or flight","Compare insect diversity to another animal group, explaining that there are far more insect species than mammals or birds"],"check":"Does your child know which group of animals has more species than any other on Earth — and can they explain why insects are so incredibly successful?","standards":[]},{"id":"mt_IY3KwGLZgk","subject":"Science","domain":"Animals & Biodiversity","name":"Classifying Organisms","description":"Describe how living things are classified into broad groups (micro-organisms, plants, animals) according to common observable characteristics, similarities, and differences","ages":[10,11],"type":"CONCEPTUAL","evidence":["Name the broad classification groups: micro-organisms, plants, animals (and fungi if known)","Describe observable characteristics used for classification (e.g. plants make own food, animals move and eat)","Give examples of organisms in each group, including micro-organisms like bacteria"],"check":"Can your child explain the big groups that scientists sort all living things into — like plants, animals, and tiny micro-organisms — and give examples of each?","standards":["uk-nc-2013:Y6.Sci.LTH.1","uk-nc-2013:Y6.Sci.LTH.2"]},{"id":"mt_aO018DkCun","subject":"Science","domain":"Ecosystems & Biomes","name":"Arctic vs Antarctic","description":"Know that the Arctic (North Pole) and Antarctic (South Pole) are very different — the Arctic is a frozen ocean surrounded by land where people and polar bears live, while the Antarctic is a huge ice-covered continent surrounded by ocean where penguins live but no people live permanently","ages":[5,9],"type":"CONCEPTUAL","evidence":["State that the Arctic is a frozen ocean surrounded by land, while the Antarctic is a continent covered in ice surrounded by ocean","Explain that polar bears live in the Arctic and penguins live in the Antarctic, not the other way around","Know that people (like the Inuit) live in the Arctic but nobody lives permanently in Antarctica"],"check":"Can your child explain the big difference between the two poles — that the Arctic is frozen sea with land around it, while the Antarctic is a frozen continent with sea around it?","standards":[]},{"id":"mt_kDKo4lxRKi","subject":"Science","domain":"Ecosystems & Biomes","name":"Cold-Weather Adaptations","description":"Understand how polar animals are adapted to survive extreme cold — blubber (thick fat layer) insulates seals and whales, hollow fur traps air for warmth in polar bears, counter-current heat exchange in penguin flippers prevents heat loss, Arctic foxes grow thick white winter coats for camouflage and warmth, and some animals migrate to avoid the harshest months","ages":[5,9],"type":"CONCEPTUAL","evidence":["Describe at least three cold-weather adaptations: blubber, hollow fur, counter-current heat exchange, white winter coats, or migration","Explain the purpose of each adaptation (e.g. blubber insulates against cold water, white fur provides camouflage in snow)","Use the word adaptation correctly to mean a feature that helps an animal survive in its environment"],"check":"Can your child explain several ways polar animals survive the freezing cold — like a polar bear's hollow fur trapping warm air, a seal's thick blubber, or an Arctic fox changing colour in winter?","standards":[]},{"id":"mt_e6PP4ip39V","subject":"Science","domain":"Ecosystems & Biomes","name":"Plants and animals in their habitats","description":"Use a model to represent the relationship between the needs of different plants and animals and the places they live, connecting organism needs to habitat features","ages":[5,8],"type":"CONCEPTUAL","evidence":["Use a simple model (drawing, diagram) to show how a habitat provides what an organism needs","Match at least three organisms to their habitats and explain why each needs that specific place","Describe what would happen if an organism were placed in a habitat that doesn't meet its needs"],"check":"Can your child explain why a fish needs to live in water but a cactus can live in a desert, by matching what each living thing needs to where it lives?","standards":["ngss-k5:K-ESS3-1","ngss-k5:2-LS4-1","uk-nc-2013:Y2.Sci.LTH.2"]},{"id":"mt_-0cjwyYhce","subject":"Science","domain":"Ecosystems & Biomes","name":"Rainforest Layers","description":"Know that a rainforest has four layers from ground to sky — the forest floor (dark, damp, full of decomposing leaves), the understory (small trees and shrubs in the shade), the canopy (a thick roof of treetops where most animals live), and the emergent layer (the tallest trees poking above the canopy into bright sunlight)","ages":[5,9],"type":"CONCEPTUAL","evidence":["Name the four rainforest layers in order from ground to sky: forest floor, understory, canopy, emergent","Describe one key feature of each layer, such as the canopy being a thick roof of leaves or the forest floor being dark and damp","Explain that most rainforest animals live in the canopy because that is where there is food and light"],"check":"If your child draws a rainforest, can they show the four layers — the dark forest floor, the shady understory, the leafy canopy, and the tallest emergent trees poking into the sky?","standards":[]},{"id":"mt_EygMHKs8Ed","subject":"Science","domain":"Ecosystems & Biomes","name":"Simple Food Chains","description":"Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify different sources of food","ages":[5,7],"type":"CONCEPTUAL","evidence":["Draw a simple food chain with at least three organisms using arrows to show energy flow","Explain that food chains always start with a plant (producer) that makes its own food","Use the terms 'producer' and 'consumer' correctly when describing a food chain"],"check":"Can your child draw a food chain showing how a caterpillar eats a leaf and then a bird eats the caterpillar?","standards":["uk-nc-2013:Y2.Sci.LTH.4"]},{"id":"mt_FZ_ixwU1p1","subject":"Science","domain":"Ecosystems & Biomes","name":"What Is a Rainforest?","description":"Know that a rainforest is a thick, tall forest found in hot, wet places near the Equator where it rains almost every day, creating a warm, damp environment where plants and animals thrive","ages":[5,9],"type":"CONCEPTUAL","evidence":["Describe a rainforest as a forest that is hot and wet, located near the Equator","Explain that it rains very often in a rainforest, which is why the plants grow so tall and thick","Point to the Equator on a globe and say that rainforests are found in the hot belt near it"],"check":"If your child sees a picture of a thick, green jungle with huge trees and dangling vines, can they tell you it's a rainforest and explain that it's hot and rainy there almost every day?","standards":[]},{"id":"mt_oAg79ju344","subject":"Science","domain":"Ecosystems & Biomes","name":"What Is the Ocean?","description":"Know that oceans are huge bodies of salt water covering about 70% of Earth's surface, name and find the five oceans (Pacific, Atlantic, Indian, Southern, Arctic) on a globe, and know that the ocean, from coasts and rock pools to the open sea, is home to an enormous variety of living things","ages":[5,9],"type":"CONCEPTUAL","evidence":["State that oceans cover more of Earth than land does","Explain that ocean water is salty, unlike the fresh water in rivers and lakes","Describe the ocean as home to a huge variety of living things"],"check":"If you asked your child to point to the oceans on a globe, could they show you and explain that most of our planet is covered by salty water where millions of creatures live?","standards":[]},{"id":"mt_f9syMry-0S","subject":"Science","domain":"Ecosystems & Biomes","name":"Why Polar Seasons Are Extreme","description":"Understand why the poles have extreme seasons — Earth's axis is tilted at about 23.5°, so as it orbits the Sun, each pole spends half the year tilted toward the Sun (continuous daylight, warmer summer) and half tilted away (continuous darkness, bitter winter); this tilt also drives the annual cycle of sea ice expanding in winter and retreating in summer, and triggers animal behaviours like migration and breeding","ages":[5,9],"type":"CONCEPTUAL","evidence":["Explain that Earth's axis is tilted at about 23.5° and this tilt causes the extreme polar seasons","Describe how the tilt means each pole faces toward the Sun for half the year (summer/daylight) and away for the other half (winter/darkness)","Connect the seasonal cycle to at least one animal behaviour, such as migration or sea ice retreat affecting hunting"],"check":"Can your child explain WHY the poles have months of daylight in summer and months of darkness in winter — that it's because Earth is tilted on its axis as it goes around the Sun?","standards":[]},{"id":"mt_YynJoQcm_M","subject":"Science","domain":"Ecosystems & Biomes","name":"Biomes of the World","description":"Understand that temperature and rainfall decide what can grow in a place, and that this sorts the land into a few big biomes: tropical rainforest, desert, grassland and savanna, temperate forest, cold coniferous forest, and tundra. Locate each on a world map, describe its plants and a few typical animals (zebras and lions on the savanna, camels and fennec foxes in the desert), and explain how life in each is shaped by its climate","ages":[7,9],"type":"CONCEPTUAL","evidence":["Names and locates at least five biomes on a world map","Explains that temperature and rainfall are what make the biomes different","Describes the typical plants and two or three animals of a desert and of a grassland, and how they cope there","Predicts which biome a place belongs to from a description of its climate"],"check":"If you showed your child a hot, dry place with few plants and a cold, treeless one, could they name each kind of biome and explain how its climate decides what lives there?","standards":[]},{"id":"mt_AxGPeVRm__","subject":"Science","domain":"Ecosystems & Biomes","name":"Coral Reefs","description":"Know that coral reefs are built by tiny living animals called coral polyps, that reefs are home to more species than almost any other ocean habitat, and that they are sometimes called the 'rainforests of the sea'","ages":[7,9],"type":"CONCEPTUAL","evidence":["State that coral is built by tiny living animals called polyps, not made of rock","Describe coral reefs as one of the most biodiverse habitats in the ocean","Explain why reefs are compared to rainforests"],"check":"If your child watched a documentary about coral reefs, could they explain that coral is actually made by tiny living animals, and that reefs are home to an incredible number of different species?","standards":[]},{"id":"mt_oB-L8EVdIP","subject":"Science","domain":"Ecosystems & Biomes","name":"Food Chains & Energy Transfer","description":"Construct and interpret food chains identifying producers, predators, and prey, and understand energy transfer between trophic levels","ages":[7,10],"type":"CONCEPTUAL","evidence":["Construct a food chain with at least four organisms, labelling producer, primary consumer, predator","Define producer, predator, and prey with examples","Interpret a given food chain to predict what happens if one organism is removed"],"check":"Can your child build a food chain for a woodland and point out which organisms are producers, which are predators, and which are prey?","standards":["uk-nc-2013:Y4.Sci.A.3"]},{"id":"mt_sQpIV0-qY7","subject":"Science","domain":"Ecosystems & Biomes","name":"Ocean Depth Zones","description":"Understand that the ocean has different zones depending on depth and light: the sunlight zone near the surface where most life lives, the twilight zone where light fades, and the midnight zone of total darkness","ages":[7,11],"type":"CONCEPTUAL","evidence":["Name the three main ocean zones: sunlight, twilight, and midnight","Explain that light decreases with depth until it disappears completely","State that most ocean life is found in the sunlight zone because plants need light to grow"],"check":"If your child saw a diagram showing the ocean getting darker as you go deeper, could they name the three main zones and explain why most ocean animals live near the sunlit surface?","standards":[]},{"id":"mt_pPGaf8bR8r","subject":"Science","domain":"Ecosystems & Biomes","name":"Rainforest Biodiversity","description":"Understand that rainforests are biodiversity hotspots — covering just 6% of Earth's land surface but containing over 50% of all known plant and animal species — and that this extraordinary richness makes them irreplaceable for global biodiversity and a priority for conservation","ages":[7,11],"type":"CONCEPTUAL","evidence":["State that rainforests cover about 6% of Earth's land but hold over 50% of all species","Explain why this concentration of species makes rainforests a conservation priority","Give specific examples of rainforest biodiversity, such as one hectare containing more tree species than all of northern Europe"],"check":"Can your child explain the mind-boggling fact that rainforests cover only a tiny fraction of Earth but are home to more than half of all species — and why that makes protecting them so important?","standards":[]},{"id":"mt_uVaS12lN1i","subject":"Science","domain":"Ecosystems & Biomes","name":"Reading Food Web Diagrams","description":"Read and interpret food web diagrams — identify producers, primary and secondary consumers, and decomposers; trace energy flow along food chains within the web; predict the effect of removing or adding a species","ages":[7,9],"type":"REPRESENTATIONAL","evidence":["Identify the producer, herbivore, and carnivore in a food web from a diagram","Trace two food chains through the same food web and identify shared species","Predict what would happen to fox numbers if rabbits were removed from a food web diagram"],"check":"If your child is shown a diagram with arrows connecting plants, insects, frogs, and hawks, can they trace which animals eat which and explain what would happen if the frogs disappeared?","standards":[]},{"id":"mt_X4CJpPRxae","subject":"Science","domain":"Ecosystems & Biomes","name":"The Arctic Tundra","description":"Know what the Arctic tundra is — a vast, treeless landscape with permafrost (permanently frozen ground) just below the surface, a very short growing season in summer when mosses, lichens, and tough grasses burst into life, and home to caribou/reindeer, musk oxen, lemmings, and snowy owls","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe the tundra as a treeless landscape with permafrost (permanently frozen ground) beneath the surface","Explain that the tundra has a very short summer growing season when mosses, lichens, and grasses grow quickly","Name at least three tundra animals: caribou/reindeer, musk oxen, lemmings, or snowy owls"],"check":"Does your child know what tundra is — the huge flat landscape near the Arctic with no trees, frozen ground underneath, and short summers where everything bursts into life?","standards":[]},{"id":"mt_yxL1v4LuqR","subject":"Science","domain":"Ecosystems & Biomes","name":"The Ocean Floor and Its Exploration","description":"Know that the ocean floor has mountains, ridges, plains and trenches (the Mariana Trench is deeper than Mount Everest is tall), that most of it has never been seen up close, and how scientists explore it with sonar, robot submersibles and crewed submarines","ages":[7,11],"type":"CONCEPTUAL","evidence":["State that the ocean floor has varied terrain including mountains, ridges, and trenches","Name the Mariana Trench as the deepest point on Earth","Compare its depth to a familiar reference like Mount Everest's height"],"check":"If your child heard that the ocean floor has mountains and valleys, could they explain that it's not flat and that the Mariana Trench is the deepest spot on Earth — deeper than Everest is tall?","standards":[]},{"id":"mt_Wyd-l-6H7G","subject":"Science","domain":"Ecosystems & Biomes","name":"Changing Environments","description":"Recognise that environments can change and that this can sometimes pose dangers and challenges to living things","ages":[8,9],"type":"CONCEPTUAL","evidence":["Give at least two examples of environmental changes (natural and human-caused)","Describe how a specific change affects the organisms in that environment","Explain why some organisms may not survive if their environment changes too quickly"],"check":"Can your child give examples of how changes like pollution, building, or drought can make it harder for animals and plants to survive?","standards":["ngss-k5:3-LS4-4","uk-nc-2013:Y4.Sci.LTH.3"]},{"id":"mt_xSs0xAd6i1","subject":"Science","domain":"Ecosystems & Biomes","name":"Biodiversity & Resilience","description":"Explain what biodiversity means, why high biodiversity makes ecosystems more resilient, and describe the ways human activity threatens biodiversity (habitat destruction, pollution, invasive species, climate change)","ages":[9,14],"type":"CONCEPTUAL","evidence":["Defines biodiversity at the species, genetic, and ecosystem levels","Explains why high biodiversity makes an ecosystem more stable and resilient to disruption","Identifies at least three human activities that reduce biodiversity","Discusses why biodiversity loss matters for humans as well as wildlife"],"check":"If your child was asked why it matters if a rainforest is cut down even if lots of species survive elsewhere, could they explain what biodiversity means and why losing it makes whole ecosystems more fragile?","standards":["ngss-ms:MS-LS2-4","uk-nc-2013:KS3.Sci.Bio.Adaptation.3"]},{"id":"mt_URTJbS3hhs","subject":"Science","domain":"Ecosystems & Biomes","name":"Food Webs & Interdependence","description":"Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others","ages":[9,12],"type":"CONCEPTUAL","evidence":["Draws a food web from given data with arrows showing energy flow direction","Predicts how the population of one species would change if another species increased or decreased","Distinguishes a food web from a food chain and explains why webs are more realistic","Identifies producers, primary consumers, secondary consumers, and apex predators"],"check":"If your child was shown a diagram with lots of animals connected by arrows, could they explain what it means — tracing what eats what — and predict what would happen if one animal disappeared from the web?","standards":["ngss-ms:MS-LS2-1","uk-nc-2013:KS3.Sci.Bio.Ecosystem.1"]},{"id":"mt_JcfP1hWKa_","subject":"Science","domain":"Ecosystems & Biomes","name":"Nutrient Cycling in Thin Soil","description":"Understand the paradox of nutrient cycling in rainforests — despite lush growth, rainforest soil is typically thin and nutrient-poor because most nutrients are locked in living organisms, not the soil; decomposition is rapid in the warm, wet conditions, and nutrients released from dead material are immediately absorbed by plant roots and fungi, creating a fast, closed-loop recycling system","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain that rainforest soil is thin and nutrient-poor despite the lush growth above","Describe the rapid decomposition cycle: dead material → decomposers → nutrients released → immediately absorbed by roots","Explain why clearing rainforest for farming fails after a few years — once the trees are gone, the nutrients are lost"],"check":"Can your child explain the surprising fact that rainforest soil is actually poor and thin — that the nutrients aren't in the ground but locked inside the living plants and animals, constantly being recycled?","standards":[]},{"id":"mt_H8OgKZbgGe","subject":"Science","domain":"Ecosystems & Biomes","name":"Symbiosis","description":"Understand symbiosis — close relationships between different species — including mutualism (both benefit, like clownfish and anemones), commensalism (one benefits without harming the other, like remora fish riding sharks), and parasitism (one benefits at the other's expense, like ticks on deer) — and recognise these relationships in nature","ages":[9,11],"type":"CONCEPTUAL","evidence":["Defines symbiosis as a close relationship between different species","Distinguishes mutualism, commensalism, and parasitism with an example of each","Identifies symbiotic relationships when presented with new scenarios"],"check":"If your child sees a nature programme showing a small bird picking insects off a buffalo's back, can they explain that both animals benefit from this relationship and name the type of symbiosis?","standards":[]},{"id":"mt_0ajzcoKAKw","subject":"Science","domain":"Ecosystems & Biomes","name":"Matter Cycling in Ecosystems","description":"Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment in an ecosystem","ages":[10,11],"type":"CONCEPTUAL","evidence":["Describe the role of decomposers (fungi, bacteria, worms) in breaking down dead matter","Trace the movement of matter: plant grows using soil nutrients → animal eats plant → animal dies → decomposers return nutrients to soil","Create or interpret a simple diagram showing matter cycling through an ecosystem"],"check":"Can your child explain what happens to a fallen leaf on the forest floor — how tiny organisms break it down and the nutrients go back into the soil to help new plants grow?","standards":["ngss-k5:5-LS2-1"]},{"id":"mt_6Wx--Du8j3","subject":"Science","domain":"Ecosystems & Biomes","name":"Deep-Sea Life Without Sunlight","description":"Contrast photosynthesis (energy from sunlight) with chemosynthesis (energy from oxidising chemicals like hydrogen sulphide); describe hydrothermal vent communities: chemoautotrophic bacteria form the base of a food web supporting tube worms, giant clams, and vent crabs with no sunlight; explore what deep-sea life tells us about the origin of life on Earth; explain why NASA studies ocean vents as analogues for potential life around hydrothermal activity on Europa and Enceladus","ages":[11,13],"type":"CONCEPTUAL","evidence":[],"check":"Can your child describe a community of animals living at the bottom of the ocean that gets its energy from volcanic chemicals rather than sunlight — and explain why scientists are excited about what this might mean for life on other planets?","standards":[]},{"id":"mt_BOG5zRYtQz","subject":"Science","domain":"Ecosystems & Biomes","name":"Energy Loss Between Levels","description":"Explain how energy is transferred between trophic levels in a food chain, why energy is lost at each stage, and use pyramids of biomass/numbers to represent this","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains that only about 10% of energy passes from one trophic level to the next","Constructs a pyramid of biomass from data and explains its shape","Identifies where energy is lost at each trophic level (heat, movement, waste)","Explains why food chains rarely have more than five trophic levels"],"check":"If your child was asked why there are so many more plants than foxes in a field, could they explain how energy gets lost at every step of a food chain and what that means for the size of each population?","standards":["ngss-ms:MS-LS2-1","ngss-ms:MS-LS2-4","uk-nc-2013:KS3.Sci.Bio.Ecosystem.1"]},{"id":"mt_NPTjGJIyb3","subject":"Science","domain":"Ecosystems & Biomes","name":"Predator Loss and Ecosystem Effects","description":"Quantify energy transfer efficiency through trophic levels (~10% rule); explain trophic cascades: how removing an apex predator triggers a chain of ecosystem changes (sea otters → sea urchin explosion → kelp forest collapse); define 'fishing down the food web'; evaluate evidence for ocean rewilding — shark reintroduction, whale recovery driving nutrient cycling; understand why ecosystem-based fisheries management is needed","ages":[12,14],"type":"CONCEPTUAL","evidence":[],"check":"Can your child trace the chain of events that happened to Pacific kelp forests when sea otters were hunted almost to extinction — what domino effect did removing one species set off through the whole ecosystem?","standards":[]},{"id":"mt_Be1A88GUpu","subject":"Science","domain":"Ecosystems & Biomes","name":"The Carbon Cycle","description":"Describe the carbon cycle, tracing carbon through photosynthesis, respiration, feeding, decomposition, and combustion, and explain the role of each process","ages":[12,13],"type":"CONCEPTUAL","evidence":["Draws or labels a diagram of the carbon cycle showing the main processes","Explains how photosynthesis removes carbon dioxide from the atmosphere","Explains how respiration, combustion, and decomposition return carbon dioxide to the atmosphere","Discusses how human activities (burning fossil fuels, deforestation) disrupt the carbon cycle"],"check":"If your child was asked where the carbon in a wooden table came from originally, could they trace its journey through the carbon cycle — from the atmosphere, through a plant, into the tree, and back out again?","standards":["ngss-ms:MS-LS2-3","uk-nc-2013:KS3.Sci.Bio.Ecosystem.4","uk-nc-2013:KS3.Sci.Chem.EA.1"]},{"id":"mt_dpM1l5IOk6","subject":"Science","domain":"Evolution & Deep Time","name":"Dinosaurs Were Real","description":"Understand that dinosaurs were real animals that lived on Earth a very long time ago and are now extinct — none are alive today","ages":[5,7],"type":"CONCEPTUAL","evidence":["State that dinosaurs were real animals, not made up","Explain that 'extinct' means no living ones are left anywhere","Distinguish between 'a long time ago' and recent events like last year"],"check":"If your child sees a dinosaur toy, can they tell you that real dinosaurs lived long ago but aren't alive any more?","standards":[]},{"id":"mt_bKlnc7dyVK","subject":"Science","domain":"Evolution & Deep Time","name":"Fossils & Palaeontologists","description":"Understand that fossils are the remains of ancient living things preserved in rock, and that scientists called palaeontologists study fossils to learn about dinosaurs","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe a fossil as the remains of a living thing preserved in rock","Name the job of a palaeontologist as someone who studies fossils","Identify examples of fossils: bones, teeth, footprints in rock"],"check":"If your child found a fossil-shaped rock on a beach or at a museum, could they explain what a fossil is and who studies them?","standards":[]},{"id":"mt_6Z42wJaKYG","subject":"Science","domain":"Evolution & Deep Time","name":"Fossils as Evidence","description":"Analyse and interpret data from fossils to provide evidence of organisms and environments that existed long ago","ages":[7,11],"type":"CONCEPTUAL","evidence":["Explain that fossils are preserved remains or traces of organisms that lived long ago","Use fossil evidence to make inferences about past organisms and their environments","Describe how comparing fossils with living organisms helps us understand how life has changed"],"check":"If your child sees a fossil of a fish in a rock on a hillside, can they explain that the area must have been underwater millions of years ago?","standards":["ngss-k5:3-LS4-1","uk-nc-2013:Y6.Sci.EI.1"]},{"id":"mt_iycQEai3dK","subject":"Science","domain":"Evolution & Deep Time","name":"How Fossils Form","description":"Explain in simple terms how fossils form: an organism dies and is quickly buried in sediment; over millions of years minerals replace the remains and the sediment turns to rock, preserving the shape","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe the basic sequence: organism dies, buried in sediment, minerals replace remains over time","Explain why fossilisation is rare — most organisms decompose before being buried","Use the words 'sediment', 'minerals', and 'rock' correctly when explaining"],"check":"If your child made a salt-dough fossil at school, could they explain how real fossils form underground over millions of years?","standards":["uk-nc-2013:Y3.Sci.R.2"]},{"id":"mt_JBWMqZVO7S","subject":"Science","domain":"Evolution & Deep Time","name":"How Palaeontologists Work","description":"Describe how palaeontologists work in the field and lab: prospecting for exposed fossils, careful excavation with hand tools, plaster jacketing for transport, preparation in the lab, and scientific description and publication","ages":[7,11],"type":"PROCEDURAL","evidence":["List the main stages: prospecting, excavation, jacketing, transport, preparation, study, display","Explain why careful excavation with small tools is necessary to avoid damaging the fossil","Describe plaster jacketing as wrapping fossils in plaster for safe transport to a lab"],"check":"Can your child describe the steps a palaeontologist goes through from first spotting a fossil in a cliff to it ending up on display in a museum?","standards":[]},{"id":"mt_uQljqc0J5j","subject":"Science","domain":"Evolution & Deep Time","name":"The Timeline of Life on Earth","description":"Build a sense of deep time: Earth formed about 4.6 billion years ago, the first simple life appeared about 3.5 billion years ago, animals with shells and bones about 540 million years ago, dinosaurs ruled the Mesozoic Era (Triassic, Jurassic, Cretaceous, 252–66 million years ago), and modern humans arrived only about 300,000 years ago. Use a scale model (a toilet-roll timeline or 'Earth's history as one day') to see how recent humans are","ages":[8,11],"type":"CONCEPTUAL","evidence":["Places Earth's formation, first life, the dinosaurs and the first humans in the right order with rough dates","Puts the Triassic, Jurassic and Cretaceous in order and explains that different dinosaurs lived millions of years apart","Uses a scale model to show that humans appear in the last moments of Earth's history","Explains that T. rex lived closer in time to us than to Stegosaurus"],"check":"Could your child lay out Earth's history on a long strip of paper, from the planet forming to dinosaurs to people, and show you how tiny the human part is?","standards":[]},{"id":"mt_UR5LvBeyF1","subject":"Science","domain":"Evolution & Deep Time","name":"Variation & Survival Advantage","description":"Use evidence to explain how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing","ages":[8,13],"type":"CONCEPTUAL","evidence":["Explain that variation within a species means some individuals have traits better suited to their environment","Give examples of advantageous variations (e.g. camouflage, speed, drought resistance in plants)","Connect variation to survival advantage: individuals with beneficial traits are more likely to survive and reproduce"],"check":"Can your child explain why a faster rabbit in a group might survive longer because it can escape predators better than slower ones?","standards":["ngss-k5:3-LS4-2","ngss-ms:MS-LS3-2","uk-nc-2013:KS3.Sci.Bio.Adaptation.1"]},{"id":"mt_T8JGTJ-oNI","subject":"Science","domain":"Evolution & Deep Time","name":"Birds Evolved from Dinosaurs","description":"Understand that modern birds evolved from a group of small feathered theropod dinosaurs, using evidence such as the fossil Archaeopteryx, feathered dinosaur fossils from China, and shared skeletal features","ages":[9,13],"type":"CONCEPTUAL","evidence":["State that birds evolved from small theropod dinosaurs","Name Archaeopteryx or Chinese feathered dinosaurs as key fossil evidence","List at least two features birds share with theropods (e.g. hollow bones, wishbone, three-toed feet)"],"check":"Can your child explain why scientists say birds are actually living dinosaurs — and point to evidence like feathered dinosaur fossils?","standards":[]},{"id":"mt_0T0Zf0YG6k","subject":"Science","domain":"Evolution & Deep Time","name":"Changing Scientific Knowledge","description":"Evaluate competing scientific explanations about dinosaurs by weighing fossil evidence — understanding that scientific knowledge changes as new fossils are discovered and new methods of analysis are developed","ages":[9,11],"type":"META","evidence":["Give an example of a scientific idea about dinosaurs that changed when new evidence was found","Explain that different scientists may interpret the same fossil evidence differently","State that the best scientific explanation is the one supported by the most evidence from multiple sources"],"check":"If your child read two different explanations for why dinosaurs went extinct, could they discuss what evidence supports each idea and why scientists sometimes change their minds?","standards":[]},{"id":"mt_EGIlsfHxb6","subject":"Science","domain":"Evolution & Deep Time","name":"Dating Rocks and Fossils","description":"Explain the two ways scientists date the past: relative dating (rock layers form in sequence, so deeper layers and their fossils are older) and radiometric dating (radioactive elements in some rocks decay at a known, steady rate, so measuring what is left gives an age in years). Understand that the two methods check each other","ages":[9,13],"type":"CONCEPTUAL","evidence":["Explain that sedimentary rock forms in layers with the oldest at the bottom","Use a diagram of rock strata to determine which fossil is older based on its position","Define relative dating as working out the age of something by comparing its position in rock layers"],"check":"If your child saw a cliff with layers of rock, could they explain that the bottom layers are the oldest and that fossils found deeper down lived longer ago?","standards":["ngss-k5:4-ESS1-1"]},{"id":"mt_QHKqckBdAk","subject":"Science","domain":"Evolution & Deep Time","name":"The K-Pg Extinction Event","description":"Describe the Cretaceous–Palaeogene (K-Pg) extinction event approximately 66 million years ago, including the asteroid impact theory and its evidence (iridium layer, Chicxulub crater), and understand that this ended the reign of non-avian dinosaurs","ages":[9,11],"type":"CONCEPTUAL","evidence":["State that the K-Pg extinction happened about 66 million years ago and wiped out non-avian dinosaurs","Describe the asteroid impact hypothesis and name the Chicxulub crater in Mexico","Explain one piece of evidence: the iridium-rich layer found worldwide in rocks from that time"],"check":"Can your child explain what scientists think caused the dinosaurs to go extinct — and describe at least one piece of evidence for the asteroid theory?","standards":[]},{"id":"mt_cSPtyLF3q1","subject":"Science","domain":"Evolution & Deep Time","name":"The Tree of Life","description":"Read and draw branching diagrams (cladograms) that show how living things are related: species that share more features, and more DNA, split from a common ancestor more recently. Use them for dinosaurs and birds (the lizard-hipped and bird-hipped groups) and for living animals, and understand that scientists now group species by shared ancestry and DNA rather than by looks alone","ages":[9,14],"type":"REPRESENTATIONAL","evidence":["Explain that a cladogram shows evolutionary relationships based on shared features","Read a simple cladogram to identify which two dinosaurs share the most recent common ancestor","Add a new species to a partially completed cladogram based on its listed features"],"check":"If your child saw a branching tree diagram showing dinosaur relationships, could they explain which dinosaurs are most closely related by looking at where the branches split?","standards":[]},{"id":"mt_gTDqxYkLs9","subject":"Science","domain":"Evolution & Deep Time","name":"Life Changed Over Time","description":"Recognise that living things have changed over time and that fossils provide information about organisms that inhabited the Earth millions of years ago","ages":[10,11],"type":"CONCEPTUAL","evidence":["State that living things have changed (evolved) over millions of years","Describe how fossils form and what information they provide about the past","Compare a fossil organism with a modern relative, noting similarities and differences"],"check":"Can your child explain that the animals and plants alive today are different from those that lived millions of years ago, and that we know this from fossils?","standards":["uk-nc-2013:Y6.Sci.EI.1"]},{"id":"mt_FuVEZ1Ac9s","subject":"Science","domain":"Evolution & Deep Time","name":"How Natural Selection Works","description":"Explain natural selection as the mechanism of evolution: heritable variation + competition for resources + differential survival and reproduction = change in allele frequency over generations","ages":[11,14],"type":"CONCEPTUAL","evidence":["Describes the four conditions required for natural selection to operate (variation, heritability, competition, selection)","Applies the concept to a specific example (e.g. antibiotic resistance in bacteria, peppered moth)","Explains why individuals with advantageous traits leave more offspring","Distinguishes natural selection from evolution (selection is the mechanism; evolution is the result over many generations)"],"check":"If your child heard about bacteria becoming resistant to antibiotics, could they explain how that happened using natural selection — without the bacteria ‘choosing’ to change?","standards":["ngss-ms:MS-LS4-4","uk-nc-2013:KS3.Sci.Bio.Adaptation.1","uk-nc-2013:KS3.Sci.Bio.Adaptation.4"]},{"id":"mt_ohUnzoI_nx","subject":"Science","domain":"Evolution & Deep Time","name":"Evidence for Evolution","description":"Describe the main types of evidence for evolution: the fossil record (change over time), comparative anatomy (homologous structures), and the geographic distribution of related species","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explains how fossils form and what they can tell us about past life","Uses the fossil record as evidence that species have changed over time","Describes homologous structures (e.g. pentadactyl limb) as evidence for common ancestry","Explains why island species provide evidence for evolution (e.g. Darwin's finches, Galapagos)"],"check":"If your child visited a natural history museum and saw fossils and skeletons of different animals, could they explain how scientists use those to build up evidence that species change over time — and that different animals are related?","standards":["ngss-ms:MS-LS4-1","ngss-ms:MS-LS4-2","uk-nc-2013:KS3.Sci.Bio.Adaptation.1","uk-nc-2013:KS3.Sci.Bio.Adaptation.4"]},{"id":"mt_-r3B4FQyX3","subject":"Science","domain":"Evolution & Deep Time","name":"Extinction & Rapid Change","description":"Explain how environmental change can outpace a species' ability to adapt through natural selection, leading to extinction, using historical and contemporary examples","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explains why extinction occurs when environmental change is faster than the rate of adaptation","Gives a historical example (e.g. woolly mammoth, dodo) and a contemporary example of threatened extinction","Distinguishes between background extinction rates and mass extinctions","Explains how human activity (habitat loss, hunting, climate change) is driving current species loss"],"check":"If your child was asked why woolly mammoths no longer exist while other large mammals survived, could they explain what conditions led to the mammoth's extinction — and connect it to what's happening with endangered species today?","standards":["ngss-ms:MS-LS4-5","uk-nc-2013:KS3.Sci.Bio.Adaptation.2","ngss-ms:MS-LS2-4","uk-nc-2013:KS3.Sci.Bio.Ecosystem.6"]},{"id":"mt_rOqo-8GeKt","subject":"Science","domain":"Evolution & Deep Time","name":"Genetic Mutation","description":"Explain genetic mutation as a random change in DNA sequence, describe causes of mutation (e.g. radiation, chemicals, copying errors), and explain that most mutations are neutral, some harmful, and a few beneficial","ages":[12,14],"type":"CONCEPTUAL","evidence":["Defines mutation as a change to DNA sequence","Names at least two things that can cause mutations (mutagens)","Explains that mutations are the original source of all genetic variation","Explains that beneficial mutations can be selected for by natural selection"],"check":"If your child heard that DNA can get damaged or changed, could they explain what a mutation is, what might cause one, and why most mutations don’t actually cause problems — but occasionally one leads to something new?","standards":["uk-nc-2013:KS3.Sci.Bio.Adaptation.4"]},{"id":"mt_IP0PTVfTXp","subject":"Science","domain":"Evolution & Deep Time","name":"Mass Extinctions in Earth History","description":"Compare the five major mass extinction events in Earth history (End-Ordovician, Late Devonian, End-Permian, End-Triassic, K-Pg), describe proposed kill mechanisms for each (glaciation, oceanic anoxia, volcanic mega-eruptions, asteroid impact), and explain why mass extinctions, while catastrophic, also open ecological space for subsequent evolutionary radiations","ages":[12,14],"type":"CONCEPTUAL","evidence":["Names all five major mass extinctions in chronological order with approximate dates","Describes the End-Permian extinction as the most severe and links it to the Siberian Traps volcanic eruption and its atmospheric consequences","Explains how each mass extinction was followed by an adaptive radiation — e.g. the K-Pg extinction removing non-avian dinosaurs allowed mammals to diversify and eventually produce humans"],"check":"Can your child explain that the asteroid that wiped out the dinosaurs was actually the fifth mass extinction in Earth history — and describe what happened in the worst one, which killed over 90% of all species?","standards":[]},{"id":"mt_YNrrNE23dZ","subject":"Science","domain":"Evolution & Deep Time","name":"Sexual Selection","description":"Explain sexual selection as a form of natural selection: runaway selection for peacock tails, bird of paradise displays, and frog calls; explain kin selection and altruistic behaviour — why worker bees die to protect the hive, why meerkats stand guard at personal risk (Hamilton's rule, inclusive fitness); introduce game theory in animal behaviour using the hawk-dove model; define cognitive ethology and survey evidence for animal emotions, play, and culture","ages":[12,13],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain why a worker bee dying to protect the hive actually makes evolutionary sense — even though the bee never has its own offspring? What's the logic that makes this a successful strategy?","standards":[]},{"id":"mt_adpdEaKEBC","subject":"Science","domain":"Planet Earth","name":"Fast & Slow Earth Changes","description":"Understand that Earth's surface changes: some changes are quick (eruptions, earthquakes) and some are slow (wind, water wearing away rock)","ages":[5,8],"type":"CONCEPTUAL","evidence":["Give an example of a quick change to Earth's surface like a volcanic eruption","Give an example of a slow change to Earth's surface like erosion by wind or water","Compare quick and slow changes and explain the difference"],"check":"If you point out a cliff being worn away by waves, can your child explain that this happens slowly, while a volcanic eruption or earthquake changes the land quickly?","standards":["ngss-k5:2-ESS1-1"]},{"id":"mt_qixeaiswFP","subject":"Science","domain":"Planet Earth","name":"How Organisms Shape Habitats","description":"Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs","ages":[5,6],"type":"CONCEPTUAL","evidence":["Give at least three examples of organisms changing their environment (beaver dams, bird nests, plant roots breaking rock)","Explain why organisms change their environment (to meet needs for shelter, food, water)","Construct an argument with evidence showing how a specific organism changes its environment"],"check":"Can your child explain how a beaver builds a dam that changes a river into a pond, or how tree roots can crack rocks apart?","standards":["ngss-k5:K-ESS2-2"]},{"id":"mt_yhhprm7dZK","subject":"Science","domain":"Planet Earth","name":"Rocks and soil","description":"Recognise that soils are made from rocks and organic matter, and that different soils have different properties","ages":[5,8],"type":"CONCEPTUAL","evidence":["State that soil is a mixture of broken-down rock particles and decomposed organic matter (humus)","Compare at least two types of soil (sandy, clay, loam) and describe their different properties","Explain that soil formation takes a very long time as rocks gradually break down"],"check":"Can your child explain that soil isn't just dirt — it's made from tiny broken-down bits of rock mixed with dead leaves and other organic material?","standards":["uk-nc-2013:Y3.Sci.R.3"]},{"id":"mt_S9SKah-yi_","subject":"Science","domain":"Planet Earth","name":"What Is a Volcano","description":"Know that a volcano is an opening where molten rock from underground (magma) erupts as lava, ash and gas; understand how magma collects in a chamber beneath, and that volcanoes can be active, dormant or extinct","ages":[5,9],"type":"CONCEPTUAL","evidence":["Describe a volcano as a place where hot material comes out of the Earth","Explain that lava is rock so hot it has melted","Point to a volcano in a picture and describe what is happening"],"check":"If your child sees a picture of a volcano erupting, can they explain that it's an opening in the ground where very hot melted rock comes out?","standards":[]},{"id":"mt_NVr4AhsvIq","subject":"Science","domain":"Planet Earth","name":"Why Earthquakes Happen","description":"Know that an earthquake is the ground shaking when rocks underground suddenly slip or break and release energy, and that an earthquake under the sea can push up a tsunami — a fast, very long wave that grows tall as it reaches the shore","ages":[5,9],"type":"CONCEPTUAL","evidence":["Explain that earthquakes are caused by rocks underground suddenly moving","Describe how this movement sends shaking through the surrounding ground","Distinguish between the underground cause and the surface effects of an earthquake"],"check":"If your child felt a small tremor or saw footage of an earthquake, could they explain that it happens because rocks deep underground suddenly shift or crack?","standards":[]},{"id":"mt_cMmG8VLbAp","subject":"Science","domain":"Planet Earth","name":"Earth's Frozen Water","description":"Understand the cryosphere and its role in Earth's water system — the cryosphere is all frozen water on Earth (ice sheets, glaciers, sea ice, permafrost, snow cover); polar ice sheets hold about 69% of Earth's fresh water; if all polar ice melted, sea levels would rise over 65 metres; and the water cycle connects polar ice to the global system through evaporation, precipitation, and meltwater flowing into oceans","ages":[7,11],"type":"CONCEPTUAL","evidence":["Define the cryosphere as all frozen water on Earth and name its components: ice sheets, glaciers, sea ice, permafrost, snow","State that polar ice sheets hold approximately 69% of Earth's fresh water","Explain how polar ice connects to the global water cycle and what would happen if it all melted (65m+ sea level rise)"],"check":"Does your child know that most of Earth's fresh water is actually locked up as ice at the poles — and that if it all melted, the sea would rise over 65 metres, flooding coastal cities worldwide?","standards":[]},{"id":"mt_jwElFY7Syd","subject":"Science","domain":"Planet Earth","name":"Earth's Layers","description":"Know that Earth has layers — a thin outer crust, a thick hot mantle, and a core at the centre — and that the inside of the Earth is extremely hot","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name Earth's three main layers: crust, mantle, and core","Explain that the crust is thin compared to the other layers","State that Earth's interior is extremely hot — hot enough to melt rock"],"check":"If your child cracks open a hard-boiled egg, can they compare it to Earth and name the three layers — crust on the outside, mantle in the middle, and core at the centre?","standards":[]},{"id":"mt_vAP_A986IQ","subject":"Science","domain":"Planet Earth","name":"Erosion and weathering","description":"Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation","ages":[7,10],"type":"PROCEDURAL","evidence":["Define weathering (breaking down of rock in place) and erosion (movement of broken rock/soil)","Describe the effects of at least three agents of weathering/erosion: water, ice, wind, vegetation","Provide evidence from observations showing how weathering or erosion has changed a landscape"],"check":"Can your child look at a crumbling cliff or a river bank and explain how water, wind, or ice has slowly worn away the rock or soil over time?","standards":["ngss-k5:4-ESS2-1","ngss-k5:2-ESS2-1"]},{"id":"mt_KsKLVW_ssY","subject":"Science","domain":"Planet Earth","name":"Shapes of land and water","description":"Develop a model to represent the shapes and kinds of land (mountains, valleys, plains) and bodies of water (rivers, lakes, oceans) in an area","ages":[7,8],"type":"CONCEPTUAL","evidence":["Name and describe at least four types of landforms (mountain, valley, plain, hill, cliff)","Name and describe at least three types of water bodies (river, lake, ocean, pond)","Create or interpret a simple model or map showing land and water features of an area"],"check":"Can your child look at a map or build a model showing mountains, rivers, and oceans, and explain what each type of land or water feature is?","standards":["ngss-k5:2-ESS2-2"]},{"id":"mt_kCSy3Lsgme","subject":"Science","domain":"Planet Earth","name":"Tides, Waves & Currents","description":"Know that the ocean has tides (water level rises and falls twice a day, caused mainly by the Moon's gravity), waves (caused by wind), and currents (rivers of water flowing through the ocean that carry warmth and nutrients around the world)","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe tides as the regular rise and fall of water level, caused by the Moon's gravity","Explain that waves are caused by wind blowing across the water surface","Describe ocean currents as large flows of water that carry heat and nutrients around the globe"],"check":"If your child noticed the water level changing at the beach during the day, could they explain that tides are caused by the Moon's pull, and that the ocean also has waves from wind and currents that flow like underwater rivers?","standards":[]},{"id":"mt_NYA50DFcOO","subject":"Science","domain":"Planet Earth","name":"Types of Rock","description":"Know the three main types of rock — igneous (formed when lava or magma cools), sedimentary (formed from layers pressed together), and metamorphic — and that fossils are found in sedimentary rock","ages":[7,11],"type":"CONCEPTUAL","evidence":["Name the three main rock types: igneous, sedimentary, metamorphic","Explain that igneous rock forms when lava or magma cools and hardens","State that fossils are preserved in sedimentary rock because it forms in layers"],"check":"If your child finds different rocks on a beach walk, can they sort them and explain that some formed from cooled lava, some from layers pressed together over time, and that fossils are found in the layered ones?","standards":["uk-nc-2013:Y3.Sci.R.1"]},{"id":"mt_bhwf_rDXQL","subject":"Science","domain":"Planet Earth","name":"Where Earthquakes and Volcanoes Happen","description":"Read maps of earthquakes, volcanoes, mountain ranges and ocean trenches and see that they line up along the edges of tectonic plates — especially the Pacific 'Ring of Fire', which includes Japan, Indonesia and Taiwan","ages":[7,10],"type":"CONCEPTUAL","evidence":["Describe the pattern that volcanoes and earthquakes cluster in certain zones","Locate the Ring of Fire on a world map","Explain that the locations of earthquakes and volcanoes are not random"],"check":"If your child looked at a world map showing where earthquakes and volcanoes happen, could they spot the pattern — that they cluster in certain lines and bands rather than being scattered everywhere?","standards":["ngss-k5:4-ESS2-2"]},{"id":"mt_nRF_VRntrW","subject":"Science","domain":"Planet Earth","name":"Where water is found on Earth","description":"Identify where Earth's water is — oceans, ice caps and glaciers, groundwater, lakes, rivers and the air — and know that about 97% is salt water and most fresh water is frozen, so the fresh water people can use is a small share","ages":[7,11],"type":"CONCEPTUAL","evidence":["List where water is found on Earth: oceans, rivers, lakes, glaciers, underground, atmosphere","Explain that water exists as liquid (rivers, oceans) and solid (ice, glaciers, snow)","Recognise that most of Earth's water is in the oceans"],"check":"Can your child name the different places water is found on Earth — in oceans, rivers, ice caps, and even underground — and explain that ice is just frozen water?","standards":["ngss-k5:2-ESS2-3","ngss-k5:5-ESS2-2"]},{"id":"mt_W4j7T_PnGH","subject":"Science","domain":"Planet Earth","name":"Eruption Types & Volcano Shape","description":"Understand that not all volcanic eruptions are the same: some flow gently (effusive) and some explode violently (explosive), depending on the properties of the magma, and that volcano shape is related to eruption type","ages":[9,11],"type":"CONCEPTUAL","evidence":["Contrast effusive eruptions (gentle lava flows) with explosive eruptions (violent blasts of ash and rock)","Explain that eruption type depends on properties of the magma such as thickness and gas content","Connect volcano shape to eruption style: shield volcanoes from runny lava, steep cones from thick explosive magma"],"check":"If your child compared pictures of a gently oozing Hawaiian volcano and a violently erupting one like Mount St Helens, could they explain why eruptions look so different and how that relates to the volcano's shape?","standards":[]},{"id":"mt_ZRoQVXf_aD","subject":"Science","domain":"Planet Earth","name":"Monitoring Earthquakes and Volcanoes","description":"Understand how scientists watch for danger: seismometers record shaking and magnitude scales rate it (each step up is about 30 times more energy), and volcanologists track gas, ground swelling and small quakes to warn people before eruptions","ages":[9,11],"type":"META","evidence":["Name at least two warning signs scientists look for before an eruption","Explain that volcanologists combine multiple types of evidence to assess risk","Discuss why volcanic prediction involves uncertainty and cannot guarantee exact timing"],"check":"Can your child explain how scientists watch for signs that a volcano might erupt — like gas, ground bulging, or tiny earthquakes — and why they can warn people but can't predict the exact moment?","standards":[]},{"id":"mt_XrvPx5kUfO","subject":"Science","domain":"Planet Earth","name":"Tectonic Plates","description":"Understand that Earth's crust is broken into tectonic plates that move a few centimetres a year, that the continents were once joined (Pangaea) and drifted apart, and that plates pushing together, pulling apart or sliding past each other cause earthquakes, volcanoes and mountains such as the Himalayas","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe Earth's crust as broken into large plates","Explain that the plates float on hotter, partially melted rock underneath","State that plates move very slowly, typically a few centimetres per year"],"check":"If you showed your child a map of the tectonic plates, could they explain that Earth's surface is cracked into huge pieces that move very slowly — about as fast as their fingernails grow?","standards":[]},{"id":"mt_z7AJZapsJj","subject":"Science","domain":"Planet Earth","name":"The Rock Cycle","description":"Understand the rock cycle: rocks slowly change from one type to another over millions of years — igneous rock weathers into sediment, sediment becomes sedimentary rock, heat and pressure create metamorphic rock, and melting starts the cycle again","ages":[9,14],"type":"CONCEPTUAL","evidence":["Describe the rock cycle as a continuous process with no beginning or end","Trace at least one complete path through the cycle from igneous to sedimentary to metamorphic and back","Explain that the rock cycle operates over millions of years through weathering, pressure, heat, and melting"],"check":"If your child saw igneous rock, sandstone, and marble side by side, could they explain how each type forms and how rocks slowly transform from one type to another in a never-ending cycle?","standards":["ngss-ms:MS-ESS2-1","uk-nc-2013:KS3.Sci.Chem.EA.4"]},{"id":"mt_LKagN9GJPX","subject":"Science","domain":"Planet Earth","name":"Earth's Four Spheres","description":"Model Earth as four connected systems — rock (geosphere), water (hydrosphere), air (atmosphere) and life (biosphere) — and trace how they interact: rain wears down mountains, plants change the air, volcanoes change the climate","ages":[10,11],"type":"CONCEPTUAL","evidence":["Name the four Earth systems: geosphere (rock/land), hydrosphere (water), atmosphere (air), biosphere (living things)","Describe at least two interactions between different Earth systems with examples","Create or interpret a model showing how a change in one system affects others"],"check":"Can your child explain how rain (atmosphere) falls on mountains (geosphere), flows into rivers (hydrosphere), and provides water for plants and animals (biosphere)?","standards":["ngss-k5:5-ESS2-1"]},{"id":"mt_gv_uoHkdjR","subject":"Science","domain":"Planet Earth","name":"How Tectonic Plates Move","description":"Understand that convection currents in the molten mantle drive the movement of rigid tectonic plates; distinguish between convergent (collision/subduction), divergent (spreading ridges), and transform (sliding) plate boundaries; explain why volcanoes, earthquakes, and mountain chains cluster at boundaries; introduce the Wilson cycle of supercontinent assembly and breakup","ages":[11,12],"type":"CONCEPTUAL","evidence":[],"check":"If your child looks at a world map showing where volcanoes and earthquakes happen, can they explain why these events follow specific ring-shaped patterns rather than occurring randomly around the globe?","standards":[]},{"id":"mt__kFxuAgs6d","subject":"Science","domain":"Planet Earth","name":"Seismic Waves & Earth's Interior","description":"Distinguish between P-waves (compression, travel through solids and liquids) and S-waves (shear, cannot pass through liquids); explain why a seismic shadow zone exists on the far side of an earthquake; describe how seismologists use wave refraction and reflection to infer that Earth has a solid inner core, liquid outer core, mantle, and crust","ages":[11,13],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain how scientists know Earth has a liquid outer core if nobody has ever drilled that deep — what clues do earthquake waves give us about Earth's hidden interior?","standards":[]},{"id":"mt_edaoZRkK6M","subject":"Science","domain":"Planet Earth","name":"Hazard Assessment & Evacuation","description":"Explain probabilistic hazard assessment using eruption recurrence intervals and fault slip rates; describe how volcano observatories monitor ground deformation, gas emissions, and seismicity to issue alert levels; explore why communities remain near active hazards (fertile volcanic soil, poverty, cultural ties); discuss the ethics and politics of evacuation decisions and the social justice dimensions of disaster risk","ages":[12,14],"type":"CONCEPTUAL","evidence":[],"check":"If your child read a news story about a town that refused to evacuate before a predicted volcanic eruption, can they describe at least two reasons — beyond just stubbornness — why people might genuinely choose to stay?","standards":[]},{"id":"mt_fI-8iqf_Id","subject":"Science","domain":"Weather & Climate","name":"Seasons & Weather Patterns","description":"Know that weather changes with the seasons — spring brings rain and new growth, summer is warmest with long days, autumn brings cooling and falling leaves, winter is coldest with short days — and that this pattern repeats every year","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name the four seasons and describe typical weather for each","Explain that days are longer in summer and shorter in winter","State that the seasonal pattern repeats every year"],"check":"Can your child tell you what kind of weather to expect in each season and explain that summer has the longest days while winter has the shortest?","standards":["ngss-k5:K-ESS2-1","uk-nc-2013:Y1.Sci.SC.1","uk-nc-2013:Y1.Sci.SC.2","ngss-k5:1-ESS1-2"]},{"id":"mt_fhqVdj4BYr","subject":"Science","domain":"Weather & Climate","name":"The Water Cycle","description":"Understand the water cycle: the Sun evaporates water from seas, lakes and puddles into water vapour, which rises, cools and condenses into clouds, falls as rain or snow, and runs back through rivers and the ground — the same water going round for billions of years","ages":[5,9],"type":"CONCEPTUAL","evidence":["Name the three main stages: evaporation, condensation, precipitation","Explain the Sun's role in driving the water cycle","Describe the water cycle as a continuous loop with no beginning or end"],"check":"Can your child trace the journey of a raindrop — from the ocean being heated by the Sun, rising as invisible vapour, forming a cloud, and falling back down as rain — and explain it keeps going round and round?","standards":["uk-nc-2013:Y4.Sci.SM.3"]},{"id":"mt_jc9k_HJQGd","subject":"Science","domain":"Weather & Climate","name":"Types of Weather","description":"Identify and describe kinds of weather — sunny, rainy, windy, snowy, cloudy, foggy, stormy — keep a simple record of local weather over time, and choose clothes and gear that suit the day","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name at least five types of weather","Describe today's weather accurately using appropriate vocabulary","Match weather types to simple pictures or symbols"],"check":"When your child looks out the window in the morning, can they describe the weather using words like sunny, cloudy, rainy, or windy, and say whether it's a nice day or a wet day?","standards":["ngss-k5:K-ESS2-1"]},{"id":"mt_sA0RvWXSYY","subject":"Science","domain":"Weather & Climate","name":"Using Weather Instruments","description":"Use weather instruments to measure and record weather data: thermometers for temperature in °C, rain gauges for rainfall, wind vanes for direction, and anemometers for wind speed — and keep a weather diary over time","ages":[5,9],"type":"PROCEDURAL","evidence":["Name at least three weather instruments and explain what each measures","Read a thermometer and record the temperature in degrees Celsius","Record weather data in a table or diary over several days"],"check":"If your child had a thermometer, rain gauge, and wind vane at school, could they take daily readings, record them in a table, and spot patterns over a week or month?","standards":[]},{"id":"mt_AghN5YcCHX","subject":"Science","domain":"Weather & Climate","name":"Weather Forecasting","description":"Know that meteorologists are scientists who study and forecast the weather using satellites, radar, weather balloons, and computer models, and that weather forecasts help people plan their activities and prepare for dangerous weather","ages":[5,9],"type":"CONCEPTUAL","evidence":["Define a meteorologist as a scientist who studies and predicts weather","Name at least three tools meteorologists use","Explain why weather forecasting is useful for safety and daily planning"],"check":"Can your child explain what a meteorologist does, name some tools they use like satellites and radar, and describe why weather forecasts are important for keeping people safe?","standards":["ngss-k5:K-ESS3-2"]},{"id":"mt_-UAxilUtUt","subject":"Science","domain":"Weather & Climate","name":"What Causes Wind","description":"Understand what causes wind: the Sun heats the Earth's surface unevenly, warm air rises because it is lighter, and cooler air rushes in to take its place — this movement of air is wind","ages":[5,9],"type":"CONCEPTUAL","evidence":["Explain that the Sun heats Earth's surface unevenly","State that warm air rises and cooler air moves in to replace it","Define this air movement as wind"],"check":"Can your child explain why wind blows — that the Sun warms some areas more than others, warm air floats upward, and cooler air rushes in to fill the gap?","standards":[]},{"id":"mt_TMOzMCE17H","subject":"Science","domain":"Weather & Climate","name":"Climate Zones","description":"Understand that Earth has distinct climate zones — tropical (hot and wet near the equator), temperate (moderate, with four seasons), polar (freezing cold), arid/desert (very dry), and mountain (cold at high altitude) — and that each zone supports different ecosystems and ways of life","ages":[7,11],"type":"CONCEPTUAL","evidence":["Name and describe at least four climate zones","Explain what determines which zone a place belongs to (mainly latitude and geography)","Give an example of how a climate zone affects the plants, animals, or people living there"],"check":"If your child looked at a world map showing climate zones, could they explain why the Amazon rainforest, the Sahara desert, and the Arctic all have such different weather, plants, and animals?","standards":[]},{"id":"mt_BO_AHGLCk0","subject":"Science","domain":"Weather & Climate","name":"Thunder & Lightning","description":"Know that thunder and lightning happen during thunderstorms: lightning is a giant spark of electricity that forms in clouds, thunder is the sound the lightning makes, and we see lightning before hearing thunder because light travels faster than sound","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe lightning as a large electrical discharge in clouds","Explain that thunder is the sound caused by lightning","State that we see lightning before hearing thunder because light travels faster than sound"],"check":"During a thunderstorm, can your child explain that lightning is electricity in the clouds, thunder is its sound, and that we see the flash before the boom because light is faster than sound?","standards":[]},{"id":"mt_AB-TEMXSGJ","subject":"Science","domain":"Weather & Climate","name":"Weather vs Climate","description":"Distinguish between weather and climate: weather is what the atmosphere is doing right now or today (it can change hour to hour), while climate is the typical pattern of weather in a place over many years","ages":[7,9],"type":"CONCEPTUAL","evidence":["Define weather as short-term atmospheric conditions","Define climate as the long-term pattern of weather in a place","Give an example showing the difference: a cold day doesn't change the overall climate"],"check":"If someone said 'It's raining today so climate change isn't real,' could your child explain the difference between weather (today's conditions) and climate (patterns over many years)?","standards":["ngss-k5:3-ESS2-2","ngss-k5:3-ESS2-1"]},{"id":"mt_6EfevRyeFW","subject":"Science","domain":"Weather & Climate","name":"Extreme Weather Events","description":"Know about extreme weather events — hurricanes (spinning storms over warm ocean), tornadoes (violent rotating columns of air), floods, droughts, and blizzards — how they form, where they typically occur, and their effects on people and the environment","ages":[9,13],"type":"CONCEPTUAL","evidence":["Describe how at least two types of extreme weather form","Explain where hurricanes and tornadoes typically occur and why","Describe the effects of extreme weather on communities and landscapes"],"check":"If your child saw news about a hurricane, could they explain how it forms over warm ocean water, why it spins, and what makes it so destructive when it reaches land?","standards":[]},{"id":"mt_KRNU0IOKfO","subject":"Science","domain":"Weather & Climate","name":"Oceans & Climate","description":"Understand the connection between the ocean and climate: the ocean absorbs heat and carbon dioxide, drives weather patterns through evaporation, and ocean currents distribute warmth around the planet — making the ocean Earth's climate engine","ages":[9,12],"type":"CONCEPTUAL","evidence":["Explain that the ocean absorbs a large amount of the Sun's heat and atmospheric carbon dioxide","Describe the ocean's role in the water cycle through evaporation","Explain how ocean currents distribute warmth and affect weather patterns in distant places"],"check":"Can your child explain why the ocean is sometimes called Earth's climate engine — that it absorbs heat, drives rain through evaporation, and moves warmth around the world through currents?","standards":[]},{"id":"mt_3pgTpuetKi","subject":"Science","domain":"Weather & Climate","name":"Reading Weather Maps","description":"Read and interpret weather maps, data tables, and graphs — identifying symbols for sun, rain, wind, and temperature; spotting trends and patterns in weather data over weeks, months, or seasons; and using data to make simple predictions","ages":[9,11],"type":"PROCEDURAL","evidence":["Interpret common weather map symbols for temperature, precipitation, and wind","Read a data table or graph of weather data and identify patterns","Use weather data to make a simple prediction about upcoming conditions"],"check":"If your child saw a weather map with symbols on the news, could they read it and explain what weather is coming — and if shown a graph of monthly rainfall, could they spot the wettest and driest months?","standards":[]},{"id":"mt_-YYnLLIZh5","subject":"Science","domain":"Weather & Climate","name":"Sun-Driven Weather Systems","description":"Understand how the Sun drives weather: the Sun heats Earth's surface unevenly (land heats faster than water, equator gets more heat than poles), creating differences in air pressure that cause wind patterns, ocean currents, and large-scale weather systems","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain that the Sun heats land and water at different rates","Describe how temperature differences create air pressure differences that drive wind","Connect uneven heating to large-scale weather patterns"],"check":"Can your child explain why coastal areas often have sea breezes and why the equator is hotter than the poles, connecting it all back to the Sun heating Earth unevenly?","standards":[]},{"id":"mt_fkcxpeYP85","subject":"Science","domain":"Weather & Climate","name":"The Atmosphere","description":"Know that Earth is surrounded by a layer of air called the atmosphere, that air has weight and exerts pressure, that the atmosphere protects us from harmful radiation and keeps the planet warm enough for life, and that weather happens in the lowest layer (troposphere)","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define the atmosphere as the layer of air surrounding Earth","State that air has weight and exerts pressure","Explain that weather occurs in the troposphere, the lowest layer of the atmosphere"],"check":"Can your child explain that we're surrounded by a blanket of air called the atmosphere, that this air actually has weight and pushes on everything, and that all our weather happens in the lowest layer?","standards":[]},{"id":"mt_iYOcfzFqMw","subject":"Science","domain":"Weather & Climate","name":"Global Wind Patterns","description":"Explain that unequal solar heating drives large-scale atmospheric circulation: Hadley cells (0-30°), Ferrel cells (30-60°), and polar cells (60-90°) produce the trade winds, westerlies, and polar easterlies; describe how the Coriolis effect from Earth's rotation deflects winds rightward in the Northern Hemisphere; explain the jet stream as a fast high-altitude wind that steers weather systems; connect jet stream waviness and Arctic amplification to prolonged extreme weather","ages":[11,13],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain why the UK tends to get wet weather arriving from the west — what global pattern of winds is steering weather systems, and how does Earth's rotation contribute to this?","standards":[]},{"id":"mt_olFzbawexJ","subject":"Science","domain":"Weather & Climate","name":"Reading Ancient Climate Records","description":"Explain how ice cores preserve ancient air bubbles, isotope ratios, and volcanic markers allowing reconstruction of temperature and CO2 going back 800,000 years; describe tree rings, ocean sediment cores, coral skeletons, and pollen records as additional climate proxies; explain how climate models are built and validated against the palaeoclimate record; describe the IPCC process of synthesising scientific evidence across thousands of studies to produce consensus assessments","ages":[12,14],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain how scientists know what the climate was like 500,000 years ago — what kind of 'time capsules' exist in nature that preserve ancient air and temperature records, and how do scientists read them?","standards":[]},{"id":"mt_H9RAGGiHBL","subject":"Science","domain":"Space","name":"How We Explore Space","description":"Know how people explore space with crewed missions, robots and telescopes — from Sputnik, Gagarin and Apollo 11 to space stations including China's Tiangong, the Chang'e missions to the Moon and rovers on Mars — and why robots go where people cannot yet","ages":[5,11],"type":"CONCEPTUAL","evidence":["Name Sputnik as the first satellite (1957) and Yuri Gagarin as the first person in space (1961)","Describe the Apollo 11 Moon landing (1969) with Neil Armstrong and Buzz Aldrin","Name at least one current space programme (Artemis, SpaceX, ISS) and describe its goal"],"check":"Can your child tell you about the history of space exploration — from the first satellite to the Moon landing to what’s happening now?","standards":[]},{"id":"mt_ByXgbTld6R","subject":"Science","domain":"Space","name":"Moon Phases","description":"Observe and describe the Moon's changing shape over about a month, recognising that it goes through a repeating cycle of phases from new moon (invisible) to full moon (complete circle) and back again","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe that the Moon appears to change shape over about a month","Name or draw at least three phases: new moon (dark), half moon, and full moon","State that the pattern repeats — the Moon goes through the same shapes again and again"],"check":"If you asked your child to look at the Moon several nights in a row, could they notice that it changes shape and describe the pattern?","standards":[]},{"id":"mt_XlyF294bPR","subject":"Science","domain":"Space","name":"Our Solar System","description":"Know that there are other planets besides Earth and that our group of planets orbiting the Sun is called the solar system — and that space is the vast area beyond Earth's sky","ages":[5,8],"type":"CONCEPTUAL","evidence":["State that Earth is a planet and there are other planets too","Use the term 'solar system' to describe the Sun and the planets that orbit it","Explain that space is the area beyond the Earth's sky, where the planets and stars are"],"check":"Does your child know that Earth is one of several planets that go around the Sun, and that this group is called the solar system?","standards":[]},{"id":"mt_PiWZA8Z0ZJ","subject":"Science","domain":"Space","name":"Sun, Moon & Stars","description":"Identify the Sun, Moon, and stars as objects in the sky and describe basic differences: the Sun gives light and heat during the day, stars are tiny points of light at night, and the Moon can appear in both the day and night sky","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name the Sun, Moon, and stars as objects in the sky","State that the Sun appears during the day and gives us light and heat","State that stars appear at night and the Moon can sometimes be seen during the day too"],"check":"Can your child point out the Sun, Moon, and stars and tell you something simple about each one — like that the Sun gives us light and heat?","standards":["ngss-k5:1-ESS1-1"]},{"id":"mt_BVpB5wyijZ","subject":"Science","domain":"Space","name":"Spotting Constellations","description":"Recognise a few star patterns (constellations) in the night sky, starting with the Big Dipper (the Plough), and understand that the North Star (Polaris) can be found using the Big Dipper","ages":[6,11],"type":"CONCEPTUAL","evidence":["Identify or draw the Big Dipper (the Plough) as a pattern of seven stars","Explain that the two end stars of the Big Dipper's bowl point towards the North Star","State that constellations are patterns of stars that people have named"],"check":"On a clear night, could your child find the Big Dipper in the sky — or draw its shape from memory?","standards":[]},{"id":"mt_w2xiMNkyyX","subject":"Science","domain":"Space","name":"Earth's Spin & Orbit","description":"Understand that Earth moves in two ways: it rotates (spins) on its axis once every 24 hours causing day and night, and it orbits (travels around) the Sun once every 365 days, which is one year","ages":[7,11],"type":"CONCEPTUAL","evidence":["Demonstrate with a globe or ball that Earth's rotation causes day on the Sun-facing side and night on the opposite side","State that one full rotation takes about 24 hours (one day)","State that one full orbit around the Sun takes about 365 days (one year)"],"check":"Can your child explain that we have day and night because the Earth spins, and that a year is the time it takes Earth to go all the way around the Sun?","standards":["ngss-k5:5-ESS1-2","uk-nc-2013:Y5.Sci.ES.4"]},{"id":"mt_-SZU6cVB_-","subject":"Science","domain":"Space","name":"How Telescopes Work","description":"Know that telescopes are instruments that help us see distant objects in space, and that space telescopes like Hubble and James Webb orbit above Earth’s atmosphere to get clearer views of the universe","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain that a telescope magnifies distant objects so we can see them in more detail","State that Earth's atmosphere blurs the view, so space telescopes get clearer pictures","Name at least one space telescope (Hubble or James Webb) and describe what it does"],"check":"Does your child know what a telescope does and why some telescopes are sent into space — like the Hubble or James Webb telescopes?","standards":[]},{"id":"mt_4V-vYhFUcm","subject":"Science","domain":"Space","name":"Phases of the Moon","description":"Explain the phases of the Moon as the changing angle of sunlight on the lunar surface as seen from Earth, and describe how solar and lunar eclipses occur","ages":[7,12],"type":"CONCEPTUAL","evidence":["Explains that the phases of the Moon arise from the changing geometry of Sun, Earth, and Moon, not Earth's shadow","Describes the sequence of Moon phases over approximately 28 days","Distinguishes between a solar eclipse (Moon between Sun and Earth) and a lunar eclipse (Earth between Sun and Moon)"],"check":"If your child noticed the Moon looking like a thin crescent one night and a full circle two weeks later, could they explain what has changed and why — and describe what happens during a lunar eclipse?","standards":["ngss-ms:MS-ESS1-1","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.3"]},{"id":"mt_AVk2EmSULC","subject":"Science","domain":"Space","name":"The Eight Planets","description":"Name the eight planets in order from the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune), know that Pluto is a dwarf planet, and distinguish rocky inner planets from gas giant outer planets","ages":[7,9],"type":"CONCEPTUAL","evidence":["List all eight planets in order from the Sun","State that Pluto was reclassified as a dwarf planet in 2006","Explain that the four inner planets are small and rocky while the four outer planets are large gas giants"],"check":"Can your child list all eight planets in order from the Sun — maybe using a memory trick like 'My Very Eager Mother Just Served Us Nachos'?","standards":[]},{"id":"mt_u3Y3Tb-G_n","subject":"Science","domain":"Space","name":"The Sun is a star","description":"Know that the Sun is a star — an ordinary one, but the closest to us, which is why it looks so much bigger and brighter than the others — and that how bright a star looks depends on both its real brightness and its distance","ages":[7,11],"type":"CONCEPTUAL","evidence":["State that the Sun is a star, not a unique type of object","Explain that the Sun appears bigger and brighter than other stars because it is much closer","Describe the solar system as the Sun at the centre with planets orbiting around it"],"check":"Does your child know that the Sun is actually a star — just a very close one — and that the planets go around it?","standards":["ngss-k5:5-ESS1-1"]},{"id":"mt_KiRn5lnRgj","subject":"Science","domain":"Space","name":"Changing Ideas About Space","description":"Understand that ideas about the solar system changed over time: ancient people believed Earth was at the centre (geocentric model, Ptolemy), until Copernicus proposed the Sun was at the centre (heliocentric model), later confirmed by Galileo’s telescope observations","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the geocentric model (Earth at the centre) and name Ptolemy as its main proponent","Describe the heliocentric model (Sun at the centre) and name Copernicus as the person who proposed it","Explain that Galileo used a telescope to find evidence supporting the heliocentric model (e.g. moons orbiting Jupiter)"],"check":"Can your child tell you that people used to think the Sun went around the Earth, and explain how scientists like Copernicus and Galileo changed our understanding?","standards":[]},{"id":"mt_iTjrKEdAOj","subject":"Science","domain":"Space","name":"Life Cycle of Stars","description":"Understand the basics of a star’s life cycle: stars are born in clouds of gas and dust (nebulae), shine for millions or billions of years by fusing hydrogen, and eventually die — massive stars explode as supernovae while smaller stars fade into white dwarfs","ages":[9,14],"type":"CONCEPTUAL","evidence":["Describe that stars form from clouds of gas and dust called nebulae","State that stars produce energy by fusing hydrogen into helium in their cores","Explain that massive stars end in a supernova explosion while smaller stars shrink to become white dwarfs"],"check":"Can your child explain that stars are born, live for a very long time, and eventually die — and that really big stars can explode at the end?","standards":["uk-nc-2013:KS3.Sci.Phys.SpacePhysics.6"]},{"id":"mt_5l7iGkf1Tp","subject":"Science","domain":"Space","name":"Orbits in the Solar System","description":"Describe the Sun, planets and moons as roughly spherical bodies held in orbits by gravity, compare orbital periods and distances, and place the smaller bodies — moons, dwarf planets, asteroids and comets — in the picture","ages":[9,12],"type":"CONCEPTUAL","evidence":["State that the sun, Earth, and moon are approximately spherical","Name the planets in order from the sun and explain they all orbit the sun","Describe the moon orbiting the Earth while both orbit the sun"],"check":"Can your child describe the solar system — how Earth and the other planets orbit the sun, and how the moon orbits Earth, and that they're all roughly ball-shaped?","standards":["uk-nc-2013:Y5.Sci.ES.1","uk-nc-2013:Y5.Sci.ES.2","uk-nc-2013:Y5.Sci.ES.3","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.1"]},{"id":"mt_TlGhXAqC4p","subject":"Science","domain":"Space","name":"Scale of the Solar System","description":"Use scale models, diagrams, or calculations to represent the relative sizes and distances of objects in the solar system, understanding that the distances between planets are enormously larger than the planets themselves","ages":[9,11],"type":"PROCEDURAL","evidence":["Explain that if the Sun were the size of a beach ball, Earth would be a pea about 26 metres away","State that the distances between planets are much greater than the sizes of the planets themselves","Create or interpret a scale model showing both relative sizes and distances"],"check":"Has your child ever built or looked at a scale model of the solar system? Can they explain why the planets would need to be spread across a whole playing field to be the right distance apart?","standards":[]},{"id":"mt_aulwq39aj8","subject":"Science","domain":"Space","name":"The Vast Scale of Space","description":"Describe the scale of the universe in nested layers: Earth is one planet in our solar system, the Sun is one star among billions in the Milky Way galaxy, and the Milky Way is one galaxy among billions in the universe","ages":[9,13],"type":"CONCEPTUAL","evidence":["State that the Milky Way is our galaxy and it contains billions of stars","Explain the hierarchy: planet → solar system → galaxy → universe","Use a comparison to convey cosmic scale (e.g. if the Sun were a football, Earth would be a peppercorn 26 metres away)"],"check":"Can your child describe how our place in the universe works — that we’re on a planet in a solar system in a galaxy among billions of galaxies?","standards":["ngss-ms:MS-ESS1-2","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.5"]},{"id":"mt_rbY77m8_s1","subject":"Science","domain":"Space","name":"How Astronomers Read Light","description":"Explain that almost everything we know about distant stars comes from their light: different wavelengths reveal different things, spectra show what stars are made of, and a star's light dimming as a planet passes in front is how thousands of exoplanets have been found","ages":[11,13],"type":"CONCEPTUAL","evidence":["Lists at least four regions of the EM spectrum and gives a specific astronomical object or phenomenon observed in each","Explains why some telescopes must be placed in space (Earth's atmosphere blocks X-ray, gamma-ray, and much infrared radiation)","Describes the James Webb Space Telescope or Hubble and explains which part of the spectrum each primarily observes and why that was chosen"],"check":"If your child was told that we can't see most of the universe with our eyes, could they explain why — and describe two types of telescope that detect something other than visible light, naming what they've helped us discover?","standards":[]},{"id":"mt_lFiDFPkVmH","subject":"Science","domain":"Space","name":"Why We Have Seasons","description":"Explain that the seasons are caused by the tilt of Earth's axis during its orbit around the Sun, distinguishing this from the common misconception that seasons are caused by changing distance from the Sun","ages":[11,12],"type":"CONCEPTUAL","evidence":["Explains that Earth's axis is tilted at about 23.5° relative to its orbit","Describes how the tilted axis causes one hemisphere to receive more direct sunlight in summer and less in winter","Refutes the misconception that distance from the Sun causes seasons by noting Earth is actually slightly closer to the Sun in January"],"check":"If your child was asked why the UK is hot in summer but Australia is cold at the same time, could they explain that it's not about being closer to the Sun but about which half of the Earth is tilted towards the Sun?","standards":["ngss-ms:MS-ESS1-1","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.2"]},{"id":"mt_oLjz18CxDg","subject":"Science","domain":"Space","name":"Universal Gravitation","description":"Describe gravity as a universal attractive force between all masses, explain that orbital motion arises because gravity provides the centripetal force keeping objects in orbit, and compare gravitational field strengths on different planets","ages":[12,13],"type":"CONCEPTUAL","evidence":["States that gravity is a universal attractive force acting between all objects with mass","Explains that orbital motion occurs because gravity continuously deflects the path of the orbiting object","Compares gravitational field strength on different planets and explains how this affects weight"],"check":"If your child was asked why the Moon doesn't fly off into space but also doesn't crash into Earth, could they explain that gravity is constantly pulling it into a curved path — like swinging a ball on a string?","standards":["ngss-ms:MS-ESS1-2","uk-nc-2013:KS3.Sci.Phys.SpacePhysics.4"]},{"id":"mt_KYx0m4OyZv","subject":"Science","domain":"Space","name":"Where Elements Come From","description":"Explain stellar nucleosynthesis: the Big Bang produced mainly hydrogen and helium; main-sequence fusion builds elements up to iron; and supernovae produce elements heavier than iron and scatter them into space — meaning the atoms in our bodies were forged in ancient stars","ages":[12,14],"type":"CONCEPTUAL","evidence":["States that the Big Bang produced primarily hydrogen and helium, and that all heavier elements were made later in stars","Explains that nuclear fusion in main-sequence stars converts hydrogen to helium and can continue building heavier elements up to iron","Explains why elements heavier than iron require supernova explosions to form, and describes how supernovae distribute these elements into interstellar space where they become the raw material for new stars, planets, and life"],"check":"If your child was told that the calcium in their bones and the iron in their blood were made inside ancient stars that exploded billions of years ago, could they explain the chain of events from the Big Bang to the formation of those atoms to how they ended up on Earth?","standards":[]},{"id":"mt_deexfCHU9m","subject":"Science","domain":"Environment & Sustainability","name":"Reducing Human Impact","description":"Communicate solutions that will reduce the impact of humans on the land, water, air, and other living things in the local environment","ages":[5,6],"type":"CONCEPTUAL","evidence":["Identify at least three ways humans negatively impact the local environment (litter, pollution, habitat destruction)","Propose at least three solutions to reduce human impact (recycling, reducing waste, conserving water, planting trees)","Explain how each solution helps protect land, water, air, or living things"],"check":"Can your child suggest ways people can help the environment — like recycling, not littering, saving water, or planting trees?","standards":["ngss-k5:K-ESS3-3"]},{"id":"cx_env_waste","subject":"Science","domain":"Environment & Sustainability","name":"Waste, Sorting and the Circular Economy","description":"Know where rubbish goes (landfill, incineration, recycling, compost), sort household waste into the categories Chinese cities use (recyclables, kitchen waste, hazardous, other), and understand why reducing and reusing come before recycling, and the idea of a circular economy in which products are designed to be repaired and remade","ages":[6,11],"type":"CONCEPTUAL","evidence":["Sort a pile of household waste into the right categories","Explain why reducing and reusing come before recycling","Describe one product designed to be repaired, refilled or recycled"],"check":"Could your child sort the household rubbish correctly and explain why making less waste beats recycling it?","standards":["cn-2022:sci-human-environment"]},{"id":"mt_xE_b3JiDZU","subject":"Science","domain":"Environment & Sustainability","name":"Rainforest Products in Daily Life","description":"Understand how rainforest products connect to everyday life through global supply chains — palm oil is in snacks, soap, and cosmetics; soy feeds livestock worldwide; cocoa becomes chocolate; rubber is in tyres and gloves; timber becomes furniture; and many medicines originate from rainforest plants — and that consumer choices can drive either destruction or sustainable practices","ages":[7,11],"type":"CONCEPTUAL","evidence":["Name at least four products linked to rainforests: palm oil, soy, cocoa, rubber, timber, and medicines","Explain how a product like palm oil travels from a rainforest region to a supermarket shelf","Describe how consumer choices (e.g. buying Rainforest Alliance certified products) can reduce deforestation pressure"],"check":"Can your child check ingredient labels at the supermarket and spot products linked to rainforests — like palm oil in biscuits or cocoa in chocolate — and explain why choosing sustainable versions helps protect forests?","standards":[]},{"id":"cx_env_pollution","subject":"Science","domain":"Environment & Sustainability","name":"Air and Water Pollution","description":"Know the main sources of air pollution (vehicles, power stations, factories, burning) and water pollution (sewage, farm run-off, industry, plastic), read an air-quality index such as PM2.5, and understand how pollution harms health and ecosystems and how cleaner rules and technology have cut it","ages":[8,11],"type":"CONCEPTUAL","evidence":["Name three sources of air pollution and three of water pollution","Read a daily air-quality reading and decide whether to cut back outdoor exercise","Describe one place where pollution was reduced, and how"],"check":"Could your child read an air-quality index and explain where the pollution comes from?","standards":["cn-2022:sci-human-environment"]},{"id":"cx_env_energy_home","subject":"Science","domain":"Environment & Sustainability","name":"Using Energy at Home","description":"Find where energy is used at home — heating and cooling, lighting, hot water, appliances, standby power — compare appliances by power rating and by the kilowatt-hours on a bill, and find practical ways to waste less","ages":[8,11],"type":"PROCEDURAL","evidence":["Rank common appliances from most to least energy-hungry","Read the kWh figure on an electricity bill or meter","Plan and carry out one change at home that saves energy, and estimate its effect"],"check":"Could your child tell which appliances at home use the most electricity and suggest a sensible way to save some?","standards":["cn-2022:sci-human-environment"]},{"id":"mt_Fqna9qHffr","subject":"Science","domain":"Environment & Sustainability","name":"Climate Change at the Poles","description":"Understand how climate change is affecting polar regions — Arctic sea ice is shrinking dramatically (losing about 13% per decade since 1979), the Greenland and Antarctic ice sheets are losing mass and contributing to sea level rise, permafrost is thawing and releasing methane (a powerful greenhouse gas), and these changes create positive feedback loops where melting leads to more warming which leads to more melting","ages":[9,11],"type":"CONCEPTUAL","evidence":["State that Arctic sea ice has been declining at roughly 13% per decade since 1979","Explain the positive feedback loop: warming → ice melts → dark ocean absorbs more heat → more warming → more melting","Describe at least two consequences of polar ice loss: sea level rise and permafrost thawing releasing methane"],"check":"Can your child explain how climate change is melting polar ice — that Arctic sea ice is shrinking, ice sheets are losing mass, and that melting actually makes more melting happen in a vicious cycle?","standards":[]},{"id":"mt_DbI1kNg_0R","subject":"Science","domain":"Environment & Sustainability","name":"Climate Change Basics","description":"Understand the basics of climate change: Earth’s atmosphere traps some of the Sun's heat (the greenhouse effect), burning fossil fuels adds extra greenhouse gases (especially CO₂), this is making Earth gradually warmer, and this warming changes weather patterns, melts ice, and raises sea levels","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the greenhouse effect: the atmosphere traps heat from the Sun","Explain that burning fossil fuels increases CO₂ in the atmosphere","Name at least two consequences of global warming: changing weather patterns, melting ice, rising seas"],"check":"Can your child explain the greenhouse effect in simple terms and describe how burning oil, gas, and coal adds extra CO₂ to the air, making Earth warmer and changing weather patterns?","standards":[]},{"id":"mt_2OSTHTWDpa","subject":"Science","domain":"Environment & Sustainability","name":"Deforestation Causes & Scale","description":"Understand the causes and scale of rainforest deforestation — cattle ranching (largest driver in the Amazon), soy and palm oil plantations, logging for timber, and mining — and know that approximately 10 million hectares of forest are lost globally each year, with devastating consequences for biodiversity, climate, and indigenous communities","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least three major causes of deforestation: cattle ranching, palm oil, soy, logging, and mining","State that approximately 10 million hectares of forest are lost globally each year","Explain the impact of deforestation on at least two of: biodiversity, climate, and indigenous peoples"],"check":"Can your child explain why rainforests are being cut down — naming causes like cattle farming, palm oil, and logging — and say roughly how fast it's happening?","standards":[]},{"id":"mt_5S4byWDX6n","subject":"Science","domain":"Environment & Sustainability","name":"Endangered & Extinct Species","description":"Understand why some animal species become endangered or go extinct — habitat destruction, hunting/poaching, pollution, climate change, and invasive species — and know examples like the giant panda, mountain gorilla, Amur leopard, and the now-extinct dodo and thylacine, using the IUCN Red List as the system scientists use to track threatened species","ages":[9,11],"type":"CONCEPTUAL","evidence":["Defines endangered as a species at risk of extinction","Names at least 3 causes of species becoming endangered","Gives at least 3 examples of endangered or extinct animals","Knows the IUCN Red List exists as a tracking system"],"check":"If your child sees a news story about an endangered animal, can they explain what 'endangered' means and describe at least three reasons why some animals are at risk of disappearing forever?","standards":[]},{"id":"mt_wWpa5fFDZP","subject":"Science","domain":"Environment & Sustainability","name":"Insect & Pollinator Decline","description":"Explain that insect populations are falling worldwide (habitat loss, pesticides, climate change, disease), why that matters: many crops need insect pollination, and insects feed birds and recycle dead matter; and what helps, from wildflower strips to fewer pesticides","ages":[9,12],"type":"CONCEPTUAL","evidence":["Explains why many food crops depend on insect pollination to produce fruit and seeds","Names examples of crops that require insect pollination (e.g. apples, almonds, oilseed rape)","Discusses the potential impact of bee population decline on food production","Connects to plant reproduction — flowers are adapted to attract specific pollinators"],"check":"If your child saw a news story about bees dying out, could they explain what that would actually mean for the food in your kitchen — which foods would be affected and why?","standards":["uk-nc-2013:KS3.Sci.Bio.Ecosystem.2"]},{"id":"mt_CBxOcjh69x","subject":"Science","domain":"Environment & Sustainability","name":"Invasive Species","description":"Understand that invasive species are animals (or plants) that have been introduced to a place where they don't naturally belong — like grey squirrels outcompeting red squirrels in the UK, cane toads poisoning native predators in Australia, or rabbits devastating ecosystems in Australia — and that they can cause serious harm to native wildlife by competing for food, spreading disease, or having no natural predators","ages":[9,11],"type":"CONCEPTUAL","evidence":["Defines invasive species as non-native animals introduced to a new environment","Names at least 2 examples of invasive species and their impacts","Explains at least 2 reasons invasive species are harmful (no predators, outcompete natives, spread disease)","Understands the difference between a species naturally expanding its range and being introduced by humans"],"check":"If your child learns that grey squirrels were brought to the UK from America, can they explain why introduced animals can be a problem for the animals that were already living there?","standards":[]},{"id":"mt_J6uccv2Bo4","subject":"Science","domain":"Environment & Sustainability","name":"Ocean Pollution & Protection","description":"Identify ways humans harm the ocean — plastic pollution, overfishing, oil spills, and ocean acidification from carbon dioxide — and understand that most ocean pollution comes from land-based activities, not just ships","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least three ways humans harm the ocean","Explain that most ocean pollution originates on land, not from ships","Describe how plastic pollution or overfishing specifically harms marine animals"],"check":"If your child saw plastic washed up on a beach, could they explain where it came from, how it harms sea life, and name other ways humans damage the ocean like overfishing and pollution from factories?","standards":[]},{"id":"mt_7QeiS95TRC","subject":"Science","domain":"Environment & Sustainability","name":"Polar Conservation & Future","description":"Understand the conservation challenges facing polar regions — marine protected areas in the Southern Ocean aim to preserve Antarctic ecosystems, Arctic nations dispute sovereignty over northern sea routes and resources as ice retreats, indigenous peoples fight for land rights and voice in environmental decisions, and international cooperation (Paris Agreement, Antarctic Treaty) is essential but difficult to maintain as economic pressures grow","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe at least two conservation measures: marine protected areas in the Southern Ocean and the Antarctic Treaty","Explain why Arctic sovereignty is contested as ice retreats and shipping routes open","Describe the role of indigenous peoples in Arctic environmental decisions and why their knowledge matters"],"check":"Can your child discuss the big challenges facing the poles — like countries arguing over Arctic resources as ice melts, the push for marine protected areas in Antarctica, and why indigenous peoples' voices matter in these decisions?","standards":[]},{"id":"mt_ZM7u9m-gS4","subject":"Science","domain":"Environment & Sustainability","name":"Rainforest Futures & Trade-Offs","description":"Understand that the future of rainforests depends on balancing competing needs — economic development for local communities, indigenous peoples' rights to their ancestral lands, global biodiversity conservation, and climate stability — and that there are no simple answers, requiring cooperation between governments, businesses, scientists, indigenous leaders, and consumers worldwide","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least three competing interests: economic development, indigenous rights, biodiversity, and climate stability","Explain why there is no single simple solution to rainforest protection","Suggest how different groups (governments, businesses, consumers, scientists) can each contribute to a better outcome"],"check":"Can your child discuss the tricky problem of rainforest protection — that farmers need land, companies want resources, indigenous people have rights, and the whole planet needs the forests for climate — and there's no easy answer?","standards":[]},{"id":"mt_HJd-8EEC6N","subject":"Science","domain":"Environment & Sustainability","name":"Rainforests & Global Climate","description":"Understand the connection between rainforests and global climate — rainforests absorb carbon dioxide and release oxygen through photosynthesis, store enormous amounts of carbon in their biomass, and generate rainfall through transpiration; when forests are burned or cleared, stored carbon is released as CO₂, accelerating climate change and disrupting regional rainfall patterns","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain that rainforests absorb CO₂ and store carbon in their trees, acting as a carbon sink","Describe how deforestation releases stored carbon back into the atmosphere, accelerating climate change","Explain that transpiration from rainforest trees generates rainfall, and losing trees disrupts rain patterns"],"check":"Can your child explain how rainforests help fight climate change by absorbing carbon dioxide — and how cutting them down makes climate change worse by releasing all that stored carbon?","standards":[]},{"id":"mt_w2A8D76ymp","subject":"Science","domain":"Environment & Sustainability","name":"Renewable vs non-renewable energy","description":"Distinguish between renewable energy resources (solar, wind, hydroelectric, tidal, geothermal, biomass) and non-renewable resources (coal, oil, gas, nuclear), comparing their advantages, disadvantages, and environmental impacts","ages":[9,14],"type":"CONCEPTUAL","evidence":["Lists at least four renewable and three non-renewable energy resources","Explains what makes a resource renewable or non-renewable","Compares the environmental impact of at least two different energy sources (e.g. wind vs coal)","Discusses trade-offs between cost, reliability, and environmental impact in choosing energy resources"],"check":"If your child heard about a plan to build a new wind farm in your area, could they explain what the advantages and disadvantages would be compared to a gas-fired power station — both for the environment and for reliability?","standards":["ngss-ms:MS-ESS3-4","uk-nc-2013:KS3.Sci.Phys.Energy.1","ngss-k5:4-ESS3-1"]},{"id":"mt_7e-lG7YOWa","subject":"Science","domain":"Environment & Sustainability","name":"Communities Protecting Resources","description":"Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment","ages":[10,11],"type":"CONCEPTUAL","evidence":["Describe at least three real-world examples of communities protecting resources or the environment","Explain the science ideas behind each example (e.g. solar panels convert sunlight to electricity, reducing fossil fuel use)","Discuss how individual actions and community efforts combine to make a difference"],"check":"Can your child describe real examples of how communities protect the environment — like using solar panels, creating nature reserves, or cleaning up rivers?","standards":["ngss-k5:5-ESS3-1"]},{"id":"cx_env_emissions","subject":"Science","domain":"Environment & Sustainability","name":"Where Emissions Come From","description":"Know the big sources of greenhouse-gas emissions — electricity and heat, industry (steel, cement), transport, farming and land use, buildings — and roughly how large each is; compare countries by total and per-person emissions; estimate the carbon footprint of everyday choices","ages":[10,13],"type":"CONCEPTUAL","evidence":["Name the largest emitting sectors and rank them roughly","Compare total and per-person emissions for two countries and explain why both views matter","Estimate the carbon footprint of a journey or a meal and compare two options"],"check":"Could your child name the main sources of greenhouse gases and compare the footprint of two choices, like train versus plane?","standards":["cn-2022:sci-human-environment"]},{"id":"cx_env_adapt","subject":"Science","domain":"Environment & Sustainability","name":"Adapting to Climate Change","description":"Tell cutting emissions (mitigation) apart from coping with changes already under way (adaptation): sea walls and flood planning, 'sponge cities' that soak up heavy rain, buildings that stay safe in heatwaves, drought-resistant crops, early warnings; recognise that poorer places often face the most risk with the least means","ages":[11,14],"type":"CONCEPTUAL","evidence":["Explain the difference between mitigation and adaptation, with an example of each","Describe how a sponge city or a flood defence works","Explain why the same storm hurts some communities more than others"],"check":"Could your child explain the difference between slowing climate change and adapting to it, with an example of each?","standards":["cn-2022:sci-human-environment"]},{"id":"mt_EQQWKz03P8","subject":"Science","domain":"Environment & Sustainability","name":"Greenhouse Gas Science","description":"Describe the electromagnetic spectrum and distinguish between short-wave solar radiation and long-wave infrared radiation emitted by Earth; explain how greenhouse gas molecules (CO2, CH4, N2O, H2O) absorb and re-emit infrared through molecular vibration while O2 and N2 do not; distinguish the natural greenhouse effect (which makes Earth habitable) from the enhanced greenhouse effect driven by human emissions; evaluate the relative potency of different greenhouse gases","ages":[11,14],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain, in terms of light and energy, why CO2 in the atmosphere traps heat but nitrogen and oxygen — which make up most of the air — don't? What's physically different about CO2 molecules?","standards":["ngss-ms:MS-ESS3-5","uk-nc-2013:KS3.Sci.Chem.EA.2","uk-nc-2013:KS3.Sci.Chem.EA.3"]},{"id":"cx_env_tradeoffs","subject":"Science","domain":"Environment & Sustainability","name":"Weighing Environmental Trade-offs","description":"Analyse real environmental decisions where good aims conflict — a large hydroelectric dam such as the Three Gorges (clean power and flood control against displaced people and river ecosystems), wind farms, new roads, fishing limits — by identifying who benefits and who bears the costs, short- and long-term effects, and what evidence is missing","ages":[11,14],"type":"META","evidence":["List the benefits and costs of a real environmental project, and who bears each","Separate facts from values in an environmental argument","Reach and defend a position while acknowledging the strongest opposing point"],"check":"Could your child lay out both sides of an environmental decision like building a big dam, and say who gains and who loses?","standards":["cn-2022:sci-human-environment"]},{"id":"mt_EXO1bJ3G_v","subject":"Science","domain":"Environment & Sustainability","name":"Coral Bleaching & Acidification","description":"Explain the mutualistic symbiosis between coral polyps and photosynthetic zooxanthellae; describe how heat stress causes bleaching (corals expel zooxanthellae and turn white); explain ocean acidification chemistry: CO2 dissolves in seawater to form carbonic acid, lowering pH and dissolving calcium carbonate skeletons; connect reef loss to the collapse of habitat for ~25% of marine species; evaluate current reef restoration efforts","ages":[12,13],"type":"CONCEPTUAL","evidence":[],"check":"Has your child heard of coral bleaching? Can they explain what's actually happening to the coral — what breaks down between the coral and the tiny algae living inside it, and why warmer or more acidic water triggers this?","standards":[]},{"id":"mt_0e5rZxbAeR","subject":"Science","domain":"Environment & Sustainability","name":"Finite Resources & Recycling","description":"Explain that many raw materials (metals, fossil fuels, minerals) are finite resources, describe the environmental costs of extraction, and evaluate the benefits of recycling and the circular economy","ages":[12,14],"type":"CONCEPTUAL","evidence":["Identifies examples of finite natural resources and explains why they are finite","Describes the environmental impact of mining and fossil fuel extraction","Explains why recycling metals saves energy compared to extraction from ores","Discusses trade-offs between the cost of recycling and the benefit of resource conservation"],"check":"If your child was deciding whether to recycle an aluminium drinks can or throw it away, could they explain what goes into making new aluminium from scratch — and why recycling it uses much less energy?","standards":["ngss-ms:MS-ESS3-4","uk-nc-2013:KS3.Sci.Chem.EA.5"]},{"id":"mt_44HkROUnzE","subject":"Science","domain":"Environment & Sustainability","name":"The Biodiversity Crisis","description":"Quantify the current biodiversity crisis: extinction rates 100-1000x the background rate; explain methods for measuring biodiversity loss (species-area relationship, population viability analysis, IUCN Red List categories); evaluate rewilding case studies — Yellowstone wolf reintroduction triggering a trophic cascade that changed river courses; Iberian lynx recovery; describe minimum viable population theory and conservation triage; examine ethical debates in deciding which species to prioritise","ages":[12,14],"type":"CONCEPTUAL","evidence":[],"check":"Can your child describe what happened to Yellowstone National Park after wolves were reintroduced — what unexpected changes rippled through the whole ecosystem, including effects on rivers, as a result of one predator coming back?","standards":[]},{"id":"mt_YvCgDM0Scg","subject":"Science","domain":"Environment & Sustainability","name":"Toxins Building Up in Food Chains","description":"Explain how organisms affect and are affected by their environment, including the bioaccumulation of toxic materials (e.g. pesticides, heavy metals) through food chains","ages":[12,13],"type":"CONCEPTUAL","evidence":["Defines bioaccumulation and explains why toxins increase in concentration higher up the food chain","Gives a real example of bioaccumulation (e.g. DDT in peregrine falcons, mercury in tuna)","Explains how organisms can change their habitat (e.g. earthworms aerating soil, beavers creating wetlands)","Discusses why top predators are most at risk from bioaccumulation"],"check":"If your child heard that large fish like tuna can contain more mercury than small fish, could they explain why that is — even though the tuna didn’t encounter mercury directly?","standards":["ngss-ms:MS-LS2-4","ngss-ms:MS-LS2-5","uk-nc-2013:KS3.Sci.Bio.Ecosystem.3"]},{"id":"mt_Wzj1RETm9A","subject":"Science","domain":"Environment & Sustainability","name":"Net Zero & Energy Transition","description":"Evaluate the energy transition required to reach net zero: renewable energy scaling, electrification of transport and heat, green hydrogen; describe carbon capture and storage (CCS) and direct air capture (DAC); introduce proposed solar radiation management techniques (stratospheric aerosol injection, marine cloud brightening) and their potential risks and governance challenges; critically evaluate the role of individual behaviour change versus systemic policy in reducing emissions","ages":[13,14],"type":"CONCEPTUAL","evidence":[],"check":"Has your child heard of geoengineering? Can they describe one proposal for deliberately cooling the Earth and explain one potential risk of attempting it — and say whether they think individuals or governments bear more responsibility for tackling climate change?","standards":[]},{"id":"cx_geo_maps_near_home","subject":"Geography","domain":"Maps & Place","name":"Maps of Places You Know","description":"Understanding that a map is a drawing of a place seen from above: drawing and using simple maps of a bedroom, classroom, playground or the walk to school, with pictures standing for real things","ages":[4,6],"type":"REPRESENTATIONAL","evidence":["Draw a simple bird's-eye map of a familiar room and point to where real objects are","Follow a simple map to find something hidden in the room or garden","Explain that a map shows a place from above, smaller than it really is"],"check":"Could your child draw a simple map of their bedroom from above and use it to show where things are?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_compass_directions","subject":"Geography","domain":"Maps & Place","name":"Compass Directions","description":"Using north, south, east and west (then north-east, south-west and so on) to describe where places are and give directions; finding north with a compass or from where the sun rises and sets","ages":[6,8],"type":"PROCEDURAL","evidence":["Point to north, south, east and west in their own home or school","Give directions on a map using compass points, e.g. 'the park is north-east of the school'","Explain that the sun rises roughly in the east and sets roughly in the west"],"check":"Could your child use north, south, east and west to tell you how to get from your home to somewhere nearby on a map?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_map_keys","subject":"Geography","domain":"Maps & Place","name":"Map Keys and Symbols","description":"Reading a map's key (legend): symbols and colours stand for real features such as roads, rivers, buildings, forests and water; maps choose what to show and what to leave out","ages":[6,8],"type":"REPRESENTATIONAL","evidence":["Use a map key to find a river, a road and a park on a real map","Make their own map with a key of three or more symbols","Explain why a map can't show everything that is really there"],"check":"Could your child use the key on a town or park map to find a toilet, a car park or a river?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_globes_flat_maps","subject":"Geography","domain":"Maps & Place","name":"Globes and Flat Maps","description":"Knowing that Earth is a sphere and a globe shows its true shape, while a flat world map has to stretch it; finding the equator, the North and South Poles and the four hemispheres","ages":[7,9],"type":"CONCEPTUAL","evidence":["Point out the equator, the poles and the northern and southern hemispheres on a globe","Find the same country on a globe and on a flat world map","Explain that a flat map of the whole Earth can't be perfectly accurate"],"check":"Could your child show you the equator and the poles on a globe, and explain why a flat world map isn't quite right?","standards":["cn-2022:geography-earth"]},{"id":"cx_geo_grid_references","subject":"Geography","domain":"Maps & Place","name":"Grid References","description":"Finding and describing places on a map using its grid: letter-and-number squares (B3) and then four-figure grid references, reading along the bottom before going up","ages":[8,10],"type":"PROCEDURAL","evidence":["Find the square named by a grid reference such as C4 on a town map","Give the grid reference of a place they choose","Explain why both numbers are needed and which comes first"],"check":"Could your child find a place on a map from a grid reference like 'C4', and give you the reference of another place?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_map_scale","subject":"Geography","domain":"Maps & Place","name":"Map Scale and Distance","description":"Using a map's scale bar or ratio (e.g. 1 cm to 1 km) to work out real distances; seeing that a large-scale map shows a small area in detail and a small-scale map shows a large area with little detail","ages":[8,10],"type":"PROCEDURAL","evidence":["Measure a distance on a map with a ruler and convert it to real distance using the scale","Choose a suitable map (street map, city map, country map) for a given journey","Explain why a map of the whole world shows less detail than a map of a park"],"check":"Could your child use the scale bar on a map to work out roughly how far it is between two places?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_relief_maps","subject":"Geography","domain":"Maps & Place","name":"Showing Height on Maps","description":"Reading how maps show the shape of the land: contour lines, layer colours (green lowlands to brown mountains) and spot heights; telling steep slopes from gentle ones","ages":[9,11],"type":"REPRESENTATIONAL","evidence":["Use layer colours to find the highest and lowest land on a map","Explain that contour lines close together mean a steep slope","Describe the shape of the land along a route using a relief map"],"check":"Could your child look at a map and tell you where the land is high or low, and where a climb would be steep?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_digital_maps","subject":"Geography","domain":"Maps & Place","name":"Using Digital Maps Wisely","description":"Using phone and online maps well: switching between map and satellite views, planning a route and comparing options, knowing how GPS finds your position, checking the screen against what you see, and thinking about who can see your location when you share it","ages":[9,12],"type":"PROCEDURAL","evidence":["Plan a route on a digital map and compare walking, cycling and public transport times","Match a satellite view to the map view of the same place","Explain one way a digital map can be wrong or out of date, and one risk of sharing your live location"],"check":"Could your child plan a trip on a phone map, compare two routes, and tell you when it would be unwise to share their location?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_latitude_longitude","subject":"Geography","domain":"Maps & Place","name":"Latitude and Longitude","description":"Using the grid of lines on a globe to locate any place: latitude measures north or south of the equator, longitude east or west of the prime meridian; reading and giving coordinates such as Beijing at about 40°N, 116°E","ages":[10,12],"type":"PROCEDURAL","evidence":["Find a place on a globe or atlas from its latitude and longitude","Give the approximate coordinates of their own city","Explain why places near the equator have low latitudes and are usually hot"],"check":"Could your child find a city on a world map from its latitude and longitude, and roughly say your own city's coordinates?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_map_projections","subject":"Geography","domain":"Maps & Place","name":"Why Every Flat Map Distorts","description":"Understanding map projections: flattening a sphere always distorts size, shape or distance. The common Mercator map makes places near the poles look far too big (Greenland looks as big as Africa, which is really about 14 times larger); equal-area maps fix size but bend shapes; every map is a choice, including which country sits in the middle","ages":[10,12],"type":"CONCEPTUAL","evidence":["Compare Greenland and Africa on a Mercator map and on a globe, and explain the difference","Describe what a projection is and why none is perfect","Notice that Chinese world maps put the Pacific in the middle while many European maps put the Atlantic there"],"check":"Could your child explain why Greenland looks as big as Africa on many world maps, when Africa is really far bigger?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_data_maps","subject":"Geography","domain":"Maps & Place","name":"Maps That Show Data","description":"Reading and judging thematic maps: shaded maps of population density, dot maps, flow arrows and heat maps; noticing how colour scales, chosen boundaries and big empty areas can make a map mislead","ages":[11,14],"type":"REPRESENTATIONAL","evidence":["Read a population-density map and say where people are concentrated","Explain why a big country shaded dark can still hold fewer people than a small one","Spot one way a data map's colours or categories could exaggerate a pattern"],"check":"Could your child read a map showing data, such as population or rainfall, and point out one way it might mislead?","standards":["cn-2022:geography-maps"]},{"id":"cx_geo_continents_oceans","subject":"Geography","domain":"World Regions & Countries","name":"Continents and Oceans on the Globe","description":"Knowing that most of Earth is covered by ocean and the land is grouped into seven continents (Asia, Africa, North America, South America, Antarctica, Europe, Oceania/Australia) separated by five oceans; finding China in Asia","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name the seven continents and point to them on a globe or world map","Point to the Pacific, Atlantic, Indian, Southern and Arctic oceans","Show where China is and say which continent and ocean it is next to"],"check":"Could your child point to the continents on a globe and show you where China is?","standards":["cn-2022:geography-earth"]},{"id":"cx_geo_countries","subject":"Geography","domain":"World Regions & Countries","name":"What a Country Is","description":"Understanding that a country is an area of land with its own people, government and borders; there are about 195 countries, of very different sizes; each has a capital where its government sits. Knowing your own country, its capital and your home city, not memorising lists","ages":[6,8],"type":"CONCEPTUAL","evidence":["Explain what makes a place a country (land, people, government, borders)","Name their own country, its capital and the city or province they live in","Show on a map that some countries are huge and others tiny"],"check":"Could your child explain what a country is, and tell you which country, capital and city you live in?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_landforms_world","subject":"Geography","domain":"World Regions & Countries","name":"Mountains, Rivers, Deserts and Plains","description":"Recognising the main kinds of landform and water body and a few of the world's great ones: the Himalayas and Mount Everest, the Andes and Rockies; the Nile, Amazon and Yangtze rivers; the Sahara and Gobi deserts; great plains; and knowing why they matter to people","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe a mountain range, a river, a desert and a plain, and find one of each on a world map","Point to the Himalayas, the Sahara and the Amazon on a world map","Explain one way a river or a desert shapes how people live nearby"],"check":"Could your child find a great mountain range, river and desert on a world map, and say how each affects people living there?","standards":["cn-2022:geography-earth"]},{"id":"cx_geo_china_neighbours","subject":"Geography","domain":"World Regions & Countries","name":"China's Neighbours","description":"Knowing the countries around China: 14 neighbours by land (including Russia, Mongolia, Kazakhstan, India, Nepal, Myanmar, Vietnam and North Korea) and neighbours across the sea (Japan, South Korea, the Philippines and others); noticing that many borders run through mountains, deserts and rivers","ages":[8,10],"type":"CONCEPTUAL","evidence":["Point to at least eight of China's neighbours on a map","Say which neighbours are reached by land and which across the sea","Explain why many of China's borders follow mountains or rivers"],"check":"Could your child point to China's neighbours on a map and tell you which ones are across the sea?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_biggest_countries","subject":"Geography","domain":"World Regions & Countries","name":"The Biggest Countries","description":"Knowing the world's largest countries by area (Russia, Canada, China, the United States, Brazil, Australia) and by population (India, China, the United States, Indonesia, Pakistan, Nigeria), and seeing that the two lists differ: huge countries can be empty and small ones crowded","ages":[8,10],"type":"CONCEPTUAL","evidence":["Point to the six largest countries by area on a world map","Name the most populous countries and say roughly how many people India and China each have (about 1.4 billion)","Explain why Canada is huge but has fewer people than many smaller countries"],"check":"Could your child show you the biggest countries on a map, and explain why the biggest by land aren't always the biggest by people?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_africa","subject":"Geography","domain":"World Regions & Countries","name":"A Mental Map of Africa","description":"Building a rough mental map of Africa: a vast continent of 54 countries, not one place; the Sahara across the north, the Nile flowing to Egypt, rainforest around the Congo, savanna and the Great Rift Valley in the east; anchor countries (Egypt, Nigeria, Ethiopia, Kenya, South Africa, the Democratic Republic of the Congo); and the fastest-growing, youngest population in the world","ages":[9,11],"type":"CONCEPTUAL","evidence":["Sketch Africa from memory with the Sahara, the Nile and the Congo rainforest roughly in place","Point to six anchor countries","Correct a common misconception, e.g. that Africa is a single country or all desert"],"check":"Could your child sketch a rough map of Africa and explain why it is wrong to talk about Africa as if it were one country?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_asia","subject":"Geography","domain":"World Regions & Countries","name":"A Mental Map of Asia","description":"Building a rough mental map of Asia, the largest continent and home to about 60% of humanity: the Himalayas and the Tibetan Plateau at its centre, cold Siberia in the north, monsoon lands of South and South-East Asia, deserts of Central and West Asia; anchor countries (China, India, Japan, Indonesia, Russia, Saudi Arabia) and great rivers (Yangtze, Ganges, Mekong)","ages":[9,11],"type":"CONCEPTUAL","evidence":["Sketch Asia from memory with its main mountains, deserts and three big rivers roughly in place","Point to six anchor countries and say one thing that is distinctive about each","Explain why South and East Asia are crowded while Siberia and Central Asia are not"],"check":"Could your child sketch a rough map of Asia and explain why some parts are crowded and others nearly empty?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_europe","subject":"Geography","domain":"World Regions & Countries","name":"A Mental Map of Europe","description":"Building a rough mental map of Europe: a small, crowded continent of many countries, joined to Asia at the Ural Mountains; the Alps, the great plain, the Mediterranean in the south and Scandinavia in the north; anchor countries (Britain, France, Germany, Italy, Spain, Russia) and rivers (Rhine, Danube); and the European Union as a group of countries that cooperate","ages":[9,11],"type":"CONCEPTUAL","evidence":["Sketch Europe from memory with the Alps, the Mediterranean and Scandinavia roughly in place","Point to six anchor countries","Explain why Europe has so many countries in a small space and what the European Union is"],"check":"Could your child sketch a rough map of Europe and point to a few of its main countries?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_americas","subject":"Geography","domain":"World Regions & Countries","name":"A Mental Map of the Americas","description":"Building a rough mental map of North and South America: the Rockies and Andes running down the west, the Amazon rainforest and river, the Mississippi and the Great Plains, the Caribbean; anchor countries (Canada, the United States, Mexico, Brazil, Argentina, Peru); and why Spanish and Portuguese are spoken across Latin America","ages":[9,11],"type":"CONCEPTUAL","evidence":["Sketch the Americas from memory with the western mountains, the Amazon and the Mississippi roughly in place","Point to six anchor countries","Explain why most of South America speaks Spanish or Portuguese"],"check":"Could your child sketch a rough map of the Americas and point out the Andes, the Amazon and a few main countries?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_oceania_antarctica","subject":"Geography","domain":"World Regions & Countries","name":"Oceania and Antarctica","description":"Building a rough mental map of the far south: Australia (a dry continent-country with most people on its coasts), New Zealand and thousands of Pacific islands scattered across the largest ocean; and Antarctica, an ice-covered continent with no countries, shared for science by international agreement","ages":[9,11],"type":"CONCEPTUAL","evidence":["Point to Australia, New Zealand and the Pacific islands on a world map","Explain why most Australians live near the coast","Say why Antarctica has scientists but no countries or permanent towns"],"check":"Could your child find Australia and Antarctica on a world map and explain why each has so few people inland?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_time_zones","subject":"Geography","domain":"World Regions & Countries","name":"Time Zones","description":"Understanding why it is a different time in different places: Earth turns 15° of longitude every hour, so noon moves around the world; time zones, the International Date Line, why all of China uses Beijing time even though it spans five time zones, and working out time differences for a call or a flight","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain why it is night in New York when it is day in Beijing","Work out the local time in another city given the time difference","Explain one good and one awkward effect of China using a single time zone"],"check":"Could your child work out what time it is in another country right now, and explain why the time is different there?","standards":["cn-2022:geography-earth"]},{"id":"cx_geo_world_climates","subject":"Geography","domain":"World Regions & Countries","name":"World Climate Patterns","description":"Seeing the pattern of climates and natural landscapes on a world map and explaining it: hot and wet near the equator (rainforest), dry belts around 30° north and south (great deserts), temperate middle latitudes, cold polar regions; plus the effects of height, distance from the sea and ocean currents","ages":[10,12],"type":"CONCEPTUAL","evidence":["Shade a blank world map with rainforest, desert, temperate and polar zones roughly in the right places","Explain why the great deserts sit in belts north and south of the tropics","Explain why a mountain or coastal city can have a different climate from places at the same latitude"],"check":"Could your child explain why rainforests sit near the equator and deserts a little further away, using a world map?","standards":["cn-2022:geography-earth"]},{"id":"mt_2zJ1NrGgYm","subject":"Geography","domain":"People & Cultures","name":"Indigenous Rainforest Peoples","description":"Know that indigenous peoples such as the Yanomami have lived in rainforests for thousands of years, building homes from forest materials, finding food by hunting, fishing, and gathering, and knowing the forest and its plants and animals deeply","ages":[5,9],"type":"CONCEPTUAL","evidence":["Explain that indigenous peoples like the Yanomami have lived in rainforests for thousands of years","Describe how they use the forest for shelter, food, and medicine","Show respect for indigenous knowledge by explaining that these communities understand the forest very deeply"],"check":"Does your child know that some people have lived in rainforests for thousands of years — building their homes from the trees and knowing which plants are food and which are medicine?","standards":[]},{"id":"cx_geo_ways_of_life","subject":"Geography","domain":"People & Cultures","name":"Ways of Life Around the World","description":"Seeing how homes, food, clothing, school and work differ from place to place, often because of climate and land, and that children everywhere share the same needs; comparing a few real places with their own, without treating other people as exotic","ages":[6,8],"type":"CONCEPTUAL","evidence":["Compare daily life in their own town with one very different place (e.g. a mountain village, a desert town, a big city abroad)","Explain how climate affects what people wear, eat or build","Name things children everywhere have in common"],"check":"Could your child compare their own daily life with a child's somewhere very different, and explain one reason for the differences?","standards":["cn-2022:geography-world"]},{"id":"mt_rqalOvjkj3","subject":"Geography","domain":"People & Cultures","name":"Inuit & Sami Peoples","description":"Know that indigenous peoples have lived in the Arctic for thousands of years — the Inuit across Canada, Alaska, and Greenland, and the Sami in northern Scandinavia — developing remarkable knowledge of the environment, using dog sleds and kayaks for transport, wearing animal-skin clothing for warmth, and building igloos as temporary shelters, with a deep respect for the animals and land they depend on","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name the Inuit (Canada, Alaska, Greenland) and Sami (northern Scandinavia) as Arctic indigenous peoples","Describe at least three aspects of traditional Arctic life: dog sleds, kayaks, animal-skin clothing, igloos, or hunting practices","Explain that indigenous Arctic peoples have deep knowledge of their environment developed over thousands of years"],"check":"Can your child tell you about the Inuit and Sami peoples who have lived in the Arctic for thousands of years — how they travel by dog sled, wear animal-skin clothing, and know the ice and animals incredibly well?","standards":[]},{"id":"cx_geo_world_population","subject":"Geography","domain":"People & Cultures","name":"How Many People, and Where","description":"Knowing the rough numbers: about 8 billion people; about 6 in 10 live in Asia; China and India have about 1.4 billion each, and Africa about 1.4 billion and growing fastest; the world's population was under 1 billion in 1800 and grew mostly in the last century","ages":[8,10],"type":"CONCEPTUAL","evidence":["Say roughly how many people live on Earth and in China","Rank the continents by population and say which is growing fastest","Describe how fast world population grew after 1900 using a simple graph"],"check":"Could your child tell you roughly how many people live on Earth, and which continent has the most?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_languages","subject":"Geography","domain":"People & Cultures","name":"Languages of the World","description":"Knowing that people speak about 7,000 languages, that a few are spoken by huge numbers (Mandarin Chinese, English, Hindi, Spanish, Arabic), that languages belong to families and use different writing systems, that many countries use several languages, and that many small languages are disappearing","ages":[8,10],"type":"CONCEPTUAL","evidence":["Name the most widely spoken languages and where each is mainly spoken","Compare a few writing systems, such as Chinese characters, the Latin alphabet and Arabic script","Explain why many small languages are in danger and why that matters"],"check":"Could your child name the world's most spoken languages and explain why so many small languages are disappearing?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_where_people_live","subject":"Geography","domain":"People & Cultures","name":"Why People Live Where They Do","description":"Explaining the pattern of where people live: crowded river valleys, plains and coasts with fresh water, fertile soil, a mild climate and easy transport; nearly empty deserts, ice sheets, high mountains and dense forests; population density as people per square kilometre","ages":[9,11],"type":"CONCEPTUAL","evidence":["Point to crowded and empty regions on a population-density map","Give three reasons people cluster near rivers and coasts","Calculate a simple population density and compare two places"],"check":"Could your child explain why so many people live near rivers and coasts, and so few in deserts and mountains?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_cities","subject":"Geography","domain":"People & Cultures","name":"Cities and Urbanisation","description":"Understanding that more than half of humanity now lives in cities, up from a small fraction two centuries ago; why people move to cities (jobs, schools, hospitals); megacities such as Tokyo, Delhi, Shanghai and Lagos; China's very fast urbanisation since the 1980s; and the problems cities bring (crowding, traffic, pollution, housing costs)","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain three reasons people move from the countryside to cities","Name several megacities and show them on a map","Describe one benefit and one problem of fast city growth, using China as an example"],"check":"Could your child explain why so many people have moved into cities, and one problem that causes?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_religions","subject":"Geography","domain":"People & Cultures","name":"Major World Religions","description":"Knowing, as facts about the world, the major religions and belief traditions (Christianity, Islam, Hinduism, Buddhism, Judaism, Chinese folk religion and Taoism, Sikhism) and the large share of people with no religion; where each is common, one central idea of each, and why respecting other people's beliefs matters","ages":[10,12],"type":"CONCEPTUAL","evidence":["Name the largest religions and show roughly where each is common on a world map","Describe one central belief or practice of three different religions","Explain why it matters to talk about other people's beliefs respectfully and accurately"],"check":"Could your child name the world's major religions, say roughly where each is common, and describe one idea from each fairly?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_migration","subject":"Geography","domain":"People & Cultures","name":"Migration","description":"Understanding why people move: pull factors (jobs, safety, family, education) and push factors (poverty, war, disaster, climate); moving within a country (such as hundreds of millions of Chinese workers moving from villages to cities) and between countries; refugees; and the effects on the places people leave and the places they join","ages":[11,13],"type":"CONCEPTUAL","evidence":["Explain push and pull factors with real examples","Describe China's internal migration and one effect on villages and one on cities","Discuss one benefit and one challenge of migration for the country people move to"],"check":"Could your child explain why people migrate, using an example from China and one from elsewhere?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_population_change","subject":"Geography","domain":"People & Cultures","name":"Population Growth and Ageing","description":"Explaining how populations change through births, deaths and migration; why families got smaller as countries got richer and healthier; ageing countries (China, Japan, much of Europe) versus young, fast-growing ones (Nigeria, Niger); and what each means for schools, jobs, pensions and care","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain how births, deaths and migration change a population","Compare a population pyramid for an ageing country and a young one","Describe one challenge China faces because its population is ageing"],"check":"Could your child compare an ageing country with a very young one and explain what each will need in the future?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_where_things_come_from","subject":"Geography","domain":"Global Connections","name":"Where Things Come From","description":"Tracing everyday things back to the places they come from: fruit, rice, clothes, phones and toys; reading 'made in' labels; seeing that goods travel by ship, train, truck and plane, and that the world is connected through what we eat and use","ages":[6,8],"type":"CONCEPTUAL","evidence":["Find where five things at home were made or grown and mark them on a map","Describe how one item might have travelled to the shop","Explain why some foods come from far away"],"check":"Could your child find where some things in your home came from, and explain how they travelled to you?","standards":["cn-2022:geography-world"]},{"id":"mt_0Rx1ISxXFE","subject":"Geography","domain":"Global Connections","name":"Global Trade","description":"Why countries trade with each other; imports and exports; how goods travel around the world; that different countries use different currencies","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain why countries buy goods from other countries (they can't make everything themselves)","Give examples of imported and exported products from their own country","Explain that different countries use different currencies and you need to exchange money when travelling"],"check":"If your child looked at the labels on items in your kitchen, could they explain why so many things come from different countries?","standards":[]},{"id":"cx_geo_rich_poor","subject":"Geography","domain":"Global Connections","name":"Rich and Poor Countries","description":"Understanding the huge differences between countries in income, health and schooling, and some of the reasons: history (including colonialism and war), geography (climate, coasts, resources), how well a country is governed, education and trade; and that countries change: China, South Korea and others went from poor to much richer within one lifetime","ages":[10,12],"type":"CONCEPTUAL","evidence":["Compare daily life for children in a rich and a poor country using real figures","Give three different kinds of reason why some countries are richer","Describe how China's living standards changed between 1980 and today"],"check":"Could your child explain several reasons why some countries are much richer than others, and give an example of a country that changed fast?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_water_resources","subject":"Geography","domain":"Global Connections","name":"Water: Where It Is and Who Has It","description":"Understanding that fresh water is scarce and very unevenly spread; rivers that cross borders (the Nile, the Mekong) have to be shared; dams, irrigation and over-pumping change who gets water; and in China the north is dry while the south is wet, which is why the South-to-North Water Diversion was built","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain why only a tiny share of Earth's water is usable fresh water","Describe how a river shared by several countries can cause disagreement","Explain why China moves water from the south to the north"],"check":"Could your child explain why fresh water is precious and how sharing a river between countries can cause problems?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_globalisation","subject":"Geography","domain":"Global Connections","name":"Globalisation","description":"Understanding how goods, money, people, ideas and culture now move around the world quickly, through container ships, flights, the internet and international companies; why a phone is designed in one country and assembled from parts made in many; who gains and who can lose; and why long supply chains can break","ages":[11,13],"type":"CONCEPTUAL","evidence":["Trace the parts and journey of one product made in several countries","Give one benefit and one cost of globalisation for workers in China and elsewhere","Explain how a disruption in one place, such as a blocked canal or a pandemic, can cause shortages far away"],"check":"Could your child explain how one everyday product depends on many countries, and what can happen when that chain breaks?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_measuring_development","subject":"Geography","domain":"Global Connections","name":"Measuring Development","description":"Using simple measures to compare countries: income per person (GDP per capita), life expectancy, child mortality, years of schooling and combined indices such as the Human Development Index; reading them from tables and charts; and knowing their limits (averages hide inequality, GDP misses unpaid work, happiness and damage to the environment)","ages":[11,13],"type":"PROCEDURAL","evidence":["Read GDP per person and life expectancy for several countries from a table and rank them","Explain why an average income can hide big differences inside a country","Name something important that GDP doesn't measure"],"check":"Could your child compare countries using figures like income per person and life expectancy, and explain what those figures leave out?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_shared_problems","subject":"Geography","domain":"Global Connections","name":"Problems No Country Solves Alone","description":"Recognising problems that cross borders: climate change, pandemics, ocean plastic, air pollution blowing between countries, shared rivers and overfishing; why one country acting alone can't fix them; and why it is tempting for each to wait for others","ages":[11,14],"type":"CONCEPTUAL","evidence":["Name three problems that cross borders and explain why","Explain why one country cutting emissions alone can't stop climate change","Describe the 'everyone waits for everyone else' problem in their own words"],"check":"Could your child explain why problems like climate change or pandemics need countries to work together?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_cooperation","subject":"Geography","domain":"Global Connections","name":"How Countries Work Together","description":"Understanding the ways countries cooperate: treaties and agreements (e.g. on climate or the Antarctic), the United Nations and agencies such as the World Health Organization, trade agreements and aid; what these can and can't do; and why agreement between countries with different interests is slow and hard","ages":[12,14],"type":"CONCEPTUAL","evidence":["Describe what the United Nations is and name one of its agencies and what it does","Give an example of an international agreement and whether it worked","Explain why countries with different interests find it hard to agree"],"check":"Could your child explain what the United Nations does, and why countries often find it hard to agree?","standards":["cn-2022:geography-world"]},{"id":"cx_geo_china_on_map","subject":"Geography","domain":"Geography of China","name":"China on the Map","description":"Finding China on a globe and world map: in eastern Asia on the Pacific coast, one of the largest countries by area, shaped a little like a rooster; finding Beijing, the capital, and your own city and province","ages":[6,8],"type":"CONCEPTUAL","evidence":["Point to China on a globe and say which continent and ocean it borders","Find Beijing and their own city on a map of China","Describe China's shape and size compared with a few other countries"],"check":"Could your child find China, Beijing and your home city on a map?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_china_provinces","subject":"Geography","domain":"Geography of China","name":"China's Provinces and Regions","description":"Knowing how China's map is divided: 34 provincial-level divisions (provinces, autonomous regions, municipalities and special administrative regions), the short one-character names (简称) of a few, and the four great regions (north, south, north-west and the Qinghai–Tibet area) that differ in land, climate and ways of life","ages":[9,11],"type":"CONCEPTUAL","evidence":["Find their own province and its neighbours on a map, with their short names","Name the four types of provincial-level division with an example of each","Describe one difference between the four great regions"],"check":"Could your child find your province and its neighbours on a map, and describe how the north-west differs from the south?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_china_terrain","subject":"Geography","domain":"Geography of China","name":"China's Three-Step Terrain","description":"Seeing China's land as a staircase falling from west to east: the Qinghai–Tibet Plateau (over 4,000 m), a middle step of plateaus and basins (1,000–2,000 m), and the eastern plains and hills (mostly under 500 m); explaining why most big rivers flow east and why this shapes hydropower, farming and where people live","ages":[9,11],"type":"CONCEPTUAL","evidence":["Draw a west-to-east cross-section of China showing the three steps","Name a plateau, a basin and a plain from different steps","Explain why most of China's big rivers flow eastward"],"check":"Could your child describe China's land as three steps from west to east and explain why the rivers flow east?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_china_rivers_mountains","subject":"Geography","domain":"Geography of China","name":"Yangtze, Yellow River and China's Mountains","description":"Knowing China's great rivers and mountains: the Yangtze (longest, busiest, the Three Gorges), the Yellow River (silt, floods and the cradle of early Chinese civilisation), the Pearl River; the Himalayas, the Kunlun, the Qinling and others; and how rivers, floods and mountain barriers shaped Chinese history and life","ages":[9,11],"type":"CONCEPTUAL","evidence":["Trace the Yangtze and the Yellow River on a map from source to sea","Explain why the Yellow River is yellow and why it floods","Explain why early Chinese civilisation grew along the Yellow River"],"check":"Could your child trace the Yangtze and Yellow River on a map and explain why the Yellow River mattered so much in history?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_china_climate","subject":"Geography","domain":"Geography of China","name":"China's Monsoon Climate","description":"Explaining China's climate: summer monsoon winds bring rain from the sea, dry winter winds blow from Siberia; rain falls from the south-east to the north-west, temperatures fall from south to north; floods in summer, droughts and dust in the dry north","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain how summer and winter monsoon winds change the weather","Describe how rainfall changes from Guangzhou to Xinjiang and why","Explain why summer floods and northern droughts are both common"],"check":"Could your child explain why China's summers are rainy and winters dry, and why the south-east is wetter than the north-west?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_north_south","subject":"Geography","domain":"Geography of China","name":"North and South: the Qinling–Huaihe Line","description":"Understanding the Qinling–Huaihe line as China's great north–south divide: roughly the 800 mm rainfall line and the 0°C January line; north of it wheat, rivers that freeze and heated homes; south of it rice, rivers that flow all year and different food and houses","ages":[11,13],"type":"CONCEPTUAL","evidence":["Find the Qinling Mountains and Huai River on a map","Explain what changes across the line (rain, winter temperature, crops)","Connect the line to differences in food, such as noodles and steamed buns in the north and rice in the south"],"check":"Could your child explain why northern and southern China differ in food, crops and winter heating, using the Qinling–Huaihe line?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_hu_line","subject":"Geography","domain":"Geography of China","name":"Where China's People Live: the Hu Line","description":"Using the Hu Huanyong line (from Heihe in the north-east to Tengchong in the south-west) to describe China's population: about 94% of people live on the south-east 43% of the land; explaining it with rainfall, terrain and farmland; and noticing that the pattern has barely changed in 90 years","ages":[11,13],"type":"CONCEPTUAL","evidence":["Draw the Hu line on a map of China","Explain why so few people live to the north-west of the line","Use the line to explain why big cities are mostly in the east"],"check":"Could your child draw the Hu line and explain why most Chinese people live to its south-east?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_china_in_world","subject":"Geography","domain":"Geography of China","name":"China's Place in the World","description":"Seeing China in world comparison: second-largest population, one of the two largest economies, the biggest trading nation and manufacturer, the biggest emitter of greenhouse gases and the biggest builder of solar and wind power, still middle-income per person; and its connections through trade, infrastructure projects such as the Belt and Road, students and tourists","ages":[12,14],"type":"CONCEPTUAL","evidence":["Compare China with India, the United States and the EU on population, economy size and income per person","Explain why China can be both the second-largest economy and a middle-income country","Describe two ways China is connected to other countries"],"check":"Could your child compare China with a few other big countries using real figures, and explain why total size and income per person tell different stories?","standards":["cn-2022:geography-china"]},{"id":"cx_geo_china_resources","subject":"Geography","domain":"Geography of China","name":"China's Resources and Regional Development","description":"Understanding how China's resources and people don't line up: much coal, gas and wind in the north and west, most demand on the east coast; little farmland and water per person; projects that move energy and water (West–East Gas Pipeline, West–East Electricity Transmission, South-to-North Water Diversion); and the gaps between the coast and the interior and between city and countryside","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain why China moves energy from west to east and water from south to north","Describe one gap between coastal and inland regions and one effort to narrow it","Explain why farmland and fresh water per person are a concern for China"],"check":"Could your child explain why China sends gas and electricity from west to east, and describe one difference between coastal and inland China?","standards":["cn-2022:geography-china"]},{"id":"mt_2GDBmKCJxs","subject":"History","domain":"Historical Thinking","name":"Different Accounts of the Same Event","description":"Recognise that different people can give different accounts of the same event — and that both can be genuine while still disagreeing","ages":[6,8],"type":"META","evidence":["Wineburg corroboration heuristic","Initiating Historical Thinking in Elementary Schools"],"check":"If your child heard two different versions of the same historical event, would they understand that both people might be telling the truth from their own point of view — and want to know why the versions differ?","standards":[]},{"id":"mt_9REmUc8r4D","subject":"History","domain":"Historical Thinking","name":"Evidence from the Past","description":"Understand that everything we know about the past comes from evidence — objects, buildings, pictures, documents, and stories that have survived","ages":[6,7],"type":"META","evidence":["Wineburg historical thinking framework","Historical Thinking in the Elementary Years (ERIC)"],"check":"When your child learns about something that happened long ago, do they ask how we know about it — and understand that someone had to find or leave behind that evidence?","standards":[]},{"id":"cx_hist_timelines","subject":"History","domain":"Historical Thinking","name":"Timelines and the Scale of Time","description":"Place events on a timeline using BCE/CE, centuries and dynasties; get a feel for the scale of history — writing is about 5,000 years old, farming about 12,000, our species about 300,000 — and see that different civilisations existed side by side (ancient Egypt's pyramids are older than China's first dynasties, and Han China and the Roman Empire lived at the same time)","ages":[7,10],"type":"REPRESENTATIONAL","evidence":["Place five events from different civilisations on one timeline in the right order with sensible gaps","Explain what BCE and CE mean and what 'the 3rd century' refers to","Say which people lived at about the same time, e.g. Confucius and the Buddha"],"check":"Could your child draw a timeline showing ancient Egypt, the Qin dynasty and the Roman Empire in the right order and roughly the right distance apart?","standards":["cn-2022:history-time-space"]},{"id":"mt_wWlZoLQBR6","subject":"History","domain":"Historical Thinking","name":"Checking Sources Against Each Other","description":"Corroborate: check whether multiple sources agree on the same facts — and investigate why they might not","ages":[8,10],"type":"META","evidence":["Wineburg corroboration heuristic","Historical Thinking in the Elementary Years (ERIC)"],"check":"If your child was trying to find out what really happened in a historical event, would they know to look at more than one source and compare what they say?","standards":[]},{"id":"mt_TTzJTF-OkG","subject":"History","domain":"Historical Thinking","name":"Questioning Historical Sources","description":"Before trusting a historical source, ask: who made this, when, and why? — the answers shape how much weight the source should carry","ages":[8,10],"type":"META","evidence":["Wineburg sourcing heuristic","Teaching Historical Thinking Using Primary Sources (Library of Congress)"],"check":"When your child looks at a historical document, photograph, or account, do they ask who created it and what that person's reasons or point of view might have been?","standards":[]},{"id":"mt_IlyE-Sm8k5","subject":"History","domain":"Historical Thinking","name":"Understanding People in Their Own Time","description":"Understand that people in the past saw the world very differently from us — judge their actions by the context they lived in, not only by today's values","ages":[8,10],"type":"META","evidence":["Historical Empathy: A Cognitive-Affective Theory (ERIC)","Year 4-6 historical empathy research"],"check":"If your child learns that people in the past did something that seems wrong today, can they think about why those people might have believed it was normal or right at the time?","standards":[]},{"id":"cx_hist_cause_consequence","subject":"History","domain":"Historical Thinking","name":"Causes and Consequences","description":"Explain why big events happen by sorting their causes — long-term and short-term; economic, political, religious, environmental — and trace intended and unintended consequences, e.g. why the Black Death raised peasants' wages, or why the Qin dynasty fell so quickly","ages":[9,11],"type":"META","evidence":["Give at least two different kinds of cause for one historical event","Tell a short-term trigger apart from a long-term cause","Describe one consequence nobody at the time intended"],"check":"Could your child explain why something in history happened by giving more than one cause, and say which mattered most and why?","standards":[]},{"id":"mt_Lu4H4mbsqO","subject":"History","domain":"Historical Thinking","name":"Evidence Versus Interpretation","description":"Distinguish between historical evidence and historical interpretation — evidence is what survived, interpretation is the argument a historian builds from it, and the same evidence can support different arguments","ages":[10,11],"type":"META","evidence":["Development of historical understanding among 9-14 year olds","Ways of Seeing: Evidence and Learning in the History Classroom (RRCHNM)"],"check":"Does your child understand that two historians can look at the same evidence and reach different conclusions — and that history involves argument and judgment, not just facts?","standards":[]},{"id":"cx_hist_propaganda","subject":"History","domain":"Historical Thinking","name":"Propaganda and Official Histories","description":"Recognise that rulers and states have always told the past in ways that serve them — pharaohs' victory carvings, each Chinese dynasty writing the history of the one before, wartime posters, school textbooks in many countries today — and learn to ask what is emphasised, what is left out, and who benefits","ages":[11,14],"type":"META","evidence":["Identify the purpose behind a piece of official history or propaganda","Compare how two countries or groups tell the same event","Explain why a source can be biased and still be useful evidence"],"check":"Could your child look at a poster or textbook passage about a past event and explain what its makers wanted readers to believe, and what might be missing?","standards":["cn-2022:history-evidence"]},{"id":"cx_hist_argument","subject":"History","domain":"Historical Thinking","name":"History as Argument","description":"Understand that historians disagree because they ask different questions and weigh evidence differently, and build a historical argument of one's own: a clear claim, evidence from more than one source, and an answer to the strongest opposing view — e.g. 'Was the Industrial Revolution good for ordinary people?'","ages":[12,14],"type":"META","evidence":["Write or speak a historical argument with a claim and supporting evidence from at least two sources","State the strongest counter-argument and respond to it","Explain why two historians reached different conclusions about the same period"],"check":"Could your child argue a position on a historical question, back it with evidence, and fairly explain the other side?","standards":["cn-2022:history-evidence"]},{"id":"mt_mMMXD4v9Sh","subject":"History","domain":"Ancient World","name":"Ancient Greece and Rome on the Map","description":"Locate Greece and Italy on a map and know they are countries around the Mediterranean Sea where two great ancient civilisations — Ancient Greece and Ancient Rome — grew up thousands of years ago, long after the ancient Egyptians but long before our time","ages":[5,7],"type":"CONCEPTUAL","evidence":["Point to Greece and Italy on a world map or globe","Say that Ancient Greece and Ancient Rome were around the Mediterranean Sea","Place Greece and Rome on a simple timeline after Ancient Egypt and before today"],"check":"If you showed your child a map, could they point to where Ancient Greece and Ancient Rome were and tell you those places are near the Mediterranean Sea?","standards":[]},{"id":"mt_19qy2uuaKp","subject":"History","domain":"Ancient World","name":"Ancient life vs today","description":"Compare how children in ancient Greece or Rome lived with how children live today — including differences in school (writing on wax tablets, learning to fight in Sparta), food (olives, bread, grapes), games, and clothing (tunics and sandals) — and understand these civilisations existed thousands of years ago","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name two ways a child's life in ancient Greece or Rome was different from today","Describe what ancient Greek or Roman children might have eaten or worn","Say that these civilisations existed thousands of years ago — long before grandparents were born"],"check":"Could your child tell you what it might have been like to be a child in ancient Greece or Rome — what they wore, ate, or did at school — and how it was different from today?","standards":[]},{"id":"mt_8UL1opbJEt","subject":"History","domain":"Ancient World","name":"Egypt, the Nile, and the Desert","description":"Locate Egypt on a map of Africa and understand that it is a country in a very hot, dry desert, but the River Nile — the longest river in the world — flows through it, bringing water and rich soil that allowed people to grow food and build one of the earliest great civilisations","ages":[5,9],"type":"CONCEPTUAL","evidence":["Point to Egypt on a map and identify the River Nile running through it","Explain why the Nile was so important to the ancient Egyptians (water, food, transport)","Describe how the desert and the river created two very different environments side by side"],"check":"If your child sees a picture of pyramids in a desert, can they tell you which country they're in and why a river made it possible for people to live there?","standards":[]},{"id":"mt_bvxkT1nepy","subject":"History","domain":"Ancient World","name":"Egyptian Gods and the Afterlife","description":"Understand that the ancient Egyptians believed in many gods and goddesses and believed that life continued after death in a wonderful afterlife — which is why they took great care to prepare bodies and fill tombs with food, jewellery, and precious objects for the dead person to use","ages":[5,11],"type":"CONCEPTUAL","evidence":["Explain that ancient Egyptians worshipped many different gods and goddesses","Describe the basic belief that Egyptians thought life continued after death","Give a reason why tombs were filled with treasures and everyday objects"],"check":"If your child learns that Egyptian tombs were filled with food, games, and gold, can they explain why the Egyptians put those things there?","standards":[]},{"id":"mt_P0HBNfp46z","subject":"History","domain":"Ancient World","name":"Everyday Life in Ancient Egypt","description":"Describe what everyday life was like for ordinary people in ancient Egypt: farmers grew wheat and barley near the Nile, families lived in mud-brick houses, children played games and had pets, and people ate bread, fish, fruit, and vegetables","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe at least two things ordinary Egyptian families did in their daily lives","Name foods that ancient Egyptians ate or crops they grew","Identify at least one similarity and one difference between life in ancient Egypt and life today"],"check":"If you asked your child what a child their age might have done on a normal day in ancient Egypt, could they describe some activities — like playing games, helping with farming, or eating bread and fish?","standards":[]},{"id":"mt_H1pAi4F_Oh","subject":"History","domain":"Ancient World","name":"Greek and Roman Gods and Myths","description":"Know that the ancient Greeks believed in many gods living on Mount Olympus — Zeus, Hera, Athena, Poseidon and others — whom the Romans later took over under new names (Zeus became Jupiter); retell a hero myth such as Theseus and the Minotaur or Odysseus's journey; and see myths as stories that explained nature and taught what people valued","ages":[5,9],"type":"CONCEPTUAL","evidence":["Name at least three Greek gods and say what each one was god of","Say that the Greek gods were believed to live on Mount Olympus","Explain that the ancient Greeks prayed to different gods for different things"],"check":"If your child saw a picture of Zeus with a thunderbolt or Poseidon with a trident, could they tell you who they are and what they were the god of?","standards":[]},{"id":"mt_iFkd0CTwlA","subject":"History","domain":"Ancient World","name":"Hieroglyphs and Papyrus","description":"Know that the ancient Egyptians wrote with hieroglyphs — picture-signs standing for sounds and ideas — on papyrus and stone; that trained scribes kept the records; and that the Rosetta Stone, carrying the same text in three scripts, let scholars decipher hieroglyphs in 1822","ages":[5,9],"type":"CONCEPTUAL","evidence":["Describe hieroglyphs as a writing system that uses pictures and symbols","Explain that papyrus was a material like paper made from a river plant","Understand that only specially trained people called scribes could read and write hieroglyphs"],"check":"If your child sees hieroglyphs on a museum artefact, can they tell you what they are and explain that the Egyptians wrote on a special paper called papyrus?","standards":[]},{"id":"mt_E7avIa-tcE","subject":"History","domain":"Ancient World","name":"Pharaohs: Egypt's God-Kings","description":"Know that ancient Egypt was ruled for about 3,000 years by pharaohs — kings and a few queens such as Hatshepsut — who were believed to be living gods linking the people and the gods; know Tutankhamun as a famous boy pharaoh whose treasure-filled tomb survived; and compare the idea of a god-king with other ways rulers claimed the right to rule","ages":[5,11],"type":"CONCEPTUAL","evidence":["Explain that a pharaoh was the ruler of ancient Egypt, like a king or queen","Name Tutankhamun as a famous pharaoh and describe at least one fact about him","Understand that pharaohs were very powerful and made important decisions for everyone in Egypt"],"check":"If your child sees a picture of a golden Egyptian mask, can they tell you it belonged to a pharaoh called Tutankhamun and explain what a pharaoh was?","standards":[]},{"id":"mt_mmudyxf7bT","subject":"History","domain":"Ancient World","name":"Pyramids and the Great Sphinx","description":"Know that the ancient Egyptians built enormous stone pyramids as tombs for the pharaohs, that the Great Pyramid at Giza was one of the Seven Wonders of the Ancient World and is still standing today, and that the Great Sphinx — a statue with a lion's body and a human head — guards the pyramids","ages":[5,9],"type":"CONCEPTUAL","evidence":["Explain that pyramids were built as tombs to protect the pharaoh's body for the afterlife","Describe the Great Pyramid as very large, very old, and still standing at Giza","Describe the Sphinx as a stone statue with a lion's body and a human head"],"check":"If your child sees a photo of the pyramids, can they tell you why they were built and describe the Sphinx that sits near them?","standards":[]},{"id":"mt_VjxyJLtIbT","subject":"History","domain":"Ancient World","name":"Roman soldiers & builders","description":"Know that Roman soldiers marched across a huge empire building straight roads and strong walls, and that some Roman roads, walls, and buildings can still be seen today — showing that the Romans were powerful builders whose work has lasted thousands of years","ages":[5,9],"type":"CONCEPTUAL","evidence":["Describe Roman soldiers as part of a powerful army that marched across an empire","Name something the Romans built that we can still see today such as roads or walls","Explain that Roman buildings and roads lasted because the Romans were skilled builders"],"check":"If your family drove along a very straight old road or visited Roman ruins, could your child tell you that the Romans built things so well they've lasted thousands of years?","standards":[]},{"id":"cx_hist_early_humans","subject":"History","domain":"Ancient World","name":"Early Humans and Out of Africa","description":"Know that our species, Homo sapiens, evolved in Africa about 300,000 years ago and spread to every continent, reaching China at least 50,000 years ago; that earlier human species such as Peking Man lived in China long before; that for most of human history people lived as hunter-gatherers with stone tools and fire; and that we know this from fossils, tools, cave paintings and DNA","ages":[6,9],"type":"CONCEPTUAL","evidence":["Explain that modern humans first lived in Africa and later spread around the world","Describe how hunter-gatherers got food, shelter and tools","Name two kinds of evidence that tell us about early humans"],"check":"Could your child explain where the first modern humans lived, how they survived before farming, and how we know?","standards":["cn-2022:history-world-ancient","cn-2022:history-cn-ancient"]},{"id":"mt_8ad4U6msea","subject":"History","domain":"Ancient World","name":"Athenian Democracy","description":"Understand that Athens invented democracy — a system where free male citizens gathered in an Assembly to debate and vote on important decisions for the city — but that women, enslaved people, and foreigners were not allowed to vote","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain what democracy meant in Athens: citizens voted on decisions together","Identify who could vote in Athenian democracy (free men born in Athens) and who could not","Say that the idea of people voting on decisions started in Athens and still influences us today"],"check":"Could your child explain that democracy — people voting on decisions — was invented in ancient Athens, but that not everyone was allowed to take part?","standards":[]},{"id":"mt_CSGqz245rV","subject":"History","domain":"Ancient World","name":"Athens Versus Sparta","description":"Compare Athens and Sparta as two very different Greek city-states: Athens focused on learning, arts, debate, and democracy, while Sparta focused on military training, discipline, and obedience — and understand that a city-state was a city that ruled itself like a small country","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least two differences between life in Athens and life in Sparta","Explain what a city-state was and why Greek city-states were independent from each other","Describe what was valued most in Athens (learning, arts) versus Sparta (military strength)"],"check":"If you asked your child about Athens and Sparta, could they tell you that Athens was famous for thinking and democracy while Sparta was famous for its fierce warriors?","standards":[]},{"id":"mt_6nqVnVdexe","subject":"History","domain":"Ancient World","name":"Daily Life in a Roman Town","description":"Describe daily life in a Roman town — the forum (marketplace and meeting place), public baths, amphitheatre, and villas — and explain that the Romans were brilliant engineers who built straight roads, aqueducts to carry water, underfloor heating (hypocaust), and Hadrian's Wall to mark the empire's northern frontier in Britain","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe at least three features of a Roman town such as forum, baths, or amphitheatre","Explain what an aqueduct was and why the Romans built them","Describe Hadrian's Wall and say why it was built"],"check":"If your family visited Roman ruins like a bathhouse or Hadrian's Wall, could your child explain what they were used for and how the Romans built them?","standards":[]},{"id":"mt_bEvMBUv4eG","subject":"History","domain":"Ancient World","name":"Egyptian Social Hierarchy","description":"Describe the social structure of ancient Egypt as a pyramid-shaped hierarchy: the pharaoh at the top, then priests and nobles, followed by scribes and soldiers, then craftworkers and merchants, and farmers and labourers at the base — understanding that a person's position was usually inherited and determined their whole way of life","ages":[7,9],"type":"CONCEPTUAL","evidence":["Draw or describe the social pyramid with at least four levels correctly ordered","Explain that most people were farmers and had very different lives from the pharaoh","Give an example of how social position affected someone's daily life (e.g., only scribes could read)"],"check":"If your child is asked who was more important in ancient Egypt — a scribe or a farmer — can they explain the social pyramid and where each person fitted?","standards":[]},{"id":"mt_yNGrY9xJ8Y","subject":"History","domain":"Ancient World","name":"Egyptian Tomb Paintings and Artefacts","description":"Use tomb paintings, artefacts, and objects from ancient Egypt as evidence to find out about daily life: Nebamun's tomb paintings show hunting and feasting, jewellery and furniture reveal craftsmanship, and everyday objects like pots and tools tell us what ordinary people used — understanding that these sources are how we piece together information about a civilisation that ended thousands of years ago","ages":[7,11],"type":"CONCEPTUAL","evidence":["Describe what can be learned about Egyptian life by studying a tomb painting or artefact","Explain that objects found in tombs and ruins are evidence that helps archaeologists understand the past","Give an example of something specific a painting or object reveals (e.g., what food they ate, what games they played)"],"check":"If your child looks at an ancient Egyptian painting showing people fishing and feasting, can they explain what it tells us about how Egyptians lived?","standards":[]},{"id":"mt_Nj32xtOhno","subject":"History","domain":"Ancient World","name":"Greek and Roman Legacy Today","description":"Evaluate the lasting contributions of Greek and Roman civilisations to modern life — democracy, law, language (Latin roots), architecture (columns, arches, domes), sport (Olympics), philosophy, literature, and theatre — and understand that Greek ideas reached us through Rome, and then through later European civilisations, in a chain of cultural transmission","ages":[7,11],"type":"CONCEPTUAL","evidence":["List at least five ways ancient Greece and Rome still influence modern life","Explain how Greek culture spread to Rome and then from Rome across Europe","Give a specific modern example of a Greek or Roman legacy such as democratic voting or architectural columns"],"check":"Could your child list several things we still have today because of the ancient Greeks and Romans — like democracy, the Olympics, Latin words, and building styles — and explain how those ideas reached us?","standards":[]},{"id":"cx_hist_farming","subject":"History","domain":"Ancient World","name":"The Farming Revolution","description":"Explain how, from about 12,000 years ago, people in several places independently began farming — wheat and barley in the Middle East, millet by the Yellow River and rice by the Yangtze (villages such as Banpo and Hemudu), maize in the Americas — and how farming led to permanent villages, food surpluses, growing populations, property, and new problems such as disease and inequality","ages":[7,10],"type":"CONCEPTUAL","evidence":["Name at least three places where farming began and the crop grown there","Explain how farming let people settle in one place and grow in number","Give one way life became harder or less equal after farming"],"check":"Could your child explain why the start of farming was one of the biggest changes in human history, including what it made worse?","standards":["cn-2022:history-world-ancient","cn-2022:history-cn-ancient"]},{"id":"cx_hist_mesopotamia","subject":"History","domain":"Ancient World","name":"Mesopotamia: First Cities and Writing","description":"Know that Sumer, between the Tigris and Euphrates rivers in today's Iraq, built some of the first cities (such as Uruk) and invented cuneiform writing on clay tablets around 3200 BCE, first to keep records of grain and trade; and know Hammurabi's code as one of the first written sets of laws","ages":[8,10],"type":"CONCEPTUAL","evidence":["Locate Mesopotamia on a map between two rivers","Explain that writing was first invented to keep records","Describe what Hammurabi's code was and why writing laws down mattered"],"check":"Could your child explain where the first cities and first writing appeared and what that writing was first used for?","standards":["cn-2022:history-world-ancient"]},{"id":"mt_14F_x1Xwwp","subject":"History","domain":"Ancient World","name":"Persia and the Persian Wars","description":"Know the Persian Empire of Cyrus and Darius as the largest empire of its time, linked by royal roads and tolerant of local customs and religions; and how Greek city-states united to resist its invasions at Marathon (490 BCE) and Thermopylae and Salamis (480 BCE); and compare how Greek writers such as Herodotus and Persian inscriptions tell the story","ages":[8,11],"type":"CONCEPTUAL","evidence":["Describe the size of the Persian Empire and one way it held its lands together","Retell the battles of Marathon and Thermopylae and why they mattered to the Greeks","Explain why most of what we know about the wars comes from the Greek side and what that means"],"check":"Could your child explain who the Persians were, why they fought the Greeks, and why we mostly hear the Greek side of the story?","standards":[]},{"id":"cx_hist_rivers","subject":"History","domain":"Ancient World","name":"River Valleys and the First Civilisations","description":"Compare the four early river civilisations — the Nile, Tigris–Euphrates, Indus and Yellow River — and explain the model behind them: water and fertile soil gave surplus food, which freed some people to become rulers, priests, scribes, soldiers and craftsmen; cities, writing, laws and governments followed","ages":[8,11],"type":"CONCEPTUAL","evidence":["Name the four early river civilisations and point to them on a map","Explain the chain from river to surplus food to specialised jobs to cities","Give one similarity and one difference between two of these civilisations"],"check":"Could your child explain why the earliest civilisations all grew up beside big rivers?","standards":["cn-2022:history-world-ancient","cn-2022:history-cn-ancient"]},{"id":"mt_XMz_ohNjYO","subject":"History","domain":"Ancient World","name":"Alexander the Great's Empire","description":"Describe how Alexander the Great of Macedon conquered a vast empire stretching from Greece to Egypt to India, spreading Greek language, culture, and ideas across the ancient world — creating a period known as the Hellenistic Age where Greek and Eastern cultures blended","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the extent of Alexander's empire on a map (Greece to Egypt to India)","Explain that Alexander spread Greek culture and language across the lands he conquered","Say what the Hellenistic Age was — a blending of Greek and Eastern cultures"],"check":"Could your child tell you who Alexander the Great was, how far his empire stretched, and what happened to Greek culture because of his conquests?","standards":[]},{"id":"cx_hist_ancient_india","subject":"History","domain":"Ancient World","name":"Ancient India: From the Indus to Ashoka","description":"Know the planned cities of the Indus Valley (Mohenjo-daro, with grid streets, drains and standard bricks); the rise of Hinduism and the caste system; the Buddha's teachings around 500 BCE and how Buddhism later spread along trade routes to China; and the emperor Ashoka, who after a bloody conquest turned to ruling by moral law","ages":[9,12],"type":"CONCEPTUAL","evidence":["Describe one feature that shows Indus cities were carefully planned","Explain what the caste system was","Trace how Buddhism travelled from India to China"],"check":"Could your child explain why ancient India matters to Chinese history, for example through Buddhism?","standards":["cn-2022:history-world-ancient"]},{"id":"mt_5OxKnrGEMP","subject":"History","domain":"Ancient World","name":"Egyptian Trade and Economy","description":"Understand that ancient Egypt had a thriving economy based on farming surplus, trade, and specialised labour: the Nile's fertile soil produced enough food to support craftworkers, priests, and officials, and Egypt traded along the Nile and across the Mediterranean — exchanging gold, papyrus, and grain for cedarwood from Lebanon, lapis lazuli from Afghanistan, and incense from Punt","ages":[9,13],"type":"CONCEPTUAL","evidence":["Explain how agricultural surplus along the Nile allowed people to specialise in non-farming jobs","Name at least two goods Egypt exported and two it imported, and where they came from","Describe how the barter system worked and why trade routes were important to Egypt's wealth"],"check":"If your child reads that the Egyptians traded gold for cedarwood from Lebanon, can they explain why Egypt needed to trade with other countries and how having surplus food made this possible?","standards":[]},{"id":"mt_N1744276Zu","subject":"History","domain":"Ancient World","name":"Evidence for Greek and Roman Life","description":"Understand that historians and archaeologists piece together ancient Greek and Roman life from evidence — pottery paintings, coins, inscriptions, ruins like Pompeii, and written texts by authors such as Homer and Pliny — and that the same evidence can be interpreted in different ways by different historians","ages":[9,13],"type":"META","evidence":["Name at least three types of evidence historians use to learn about ancient Greece and Rome","Explain why Pompeii is especially valuable as a source of evidence about Roman life","Give an example of how the same piece of evidence could be interpreted in more than one way"],"check":"If your child saw an ancient Greek pot or a Roman coin in a museum, could they explain what historians can learn from objects like these and why different experts might interpret them differently?","standards":[]},{"id":"mt_H4bLNkDrGJ","subject":"History","domain":"Ancient World","name":"Fall of the Western Roman Empire","description":"Describe how the Western Roman Empire gradually declined due to a combination of factors — military pressure from invading peoples, political instability, economic problems, and an overstretched empire — and finally fell in AD 476, while the Eastern Roman (Byzantine) Empire continued for nearly a thousand more years","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least two reasons why the Western Roman Empire declined and fell","State the date AD 476 as when the last Western Roman emperor was removed","Explain that the Eastern (Byzantine) Empire survived for nearly 1,000 years after the West fell"],"check":"Could your child explain why the Roman Empire fell apart and tell you that while the western half collapsed, the eastern half kept going for centuries?","standards":[]},{"id":"mt_cUMUYkDqZp","subject":"History","domain":"Ancient World","name":"Greek Philosophers and Medicine","description":"Know that Greek thinkers called philosophers developed ways of understanding the world that still influence us today — Socrates asked challenging questions to test ideas (the Socratic method), Plato imagined the ideal society, Aristotle observed and classified the natural world — and that Hippocrates is called the father of medicine for insisting on natural causes of illness rather than blaming the gods","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe what Socrates, Plato, and Aristotle each contributed to thinking and learning","Explain the Socratic method as learning by asking questions rather than just being told answers","Say why Hippocrates is called the father of medicine"],"check":"Could your child tell you about Socrates, Plato, and Aristotle — what each one was famous for — and explain why Greek thinkers still matter today?","standards":[]},{"id":"mt_HZyUwycFvf","subject":"History","domain":"Ancient World","name":"How Ancient Egypt Ended","description":"Trace how ancient Egypt lost its independence through successive conquests — Assyrian, Persian, then Alexander the Great, whose general's family (the Ptolemies) ruled until Cleopatra VII lost to Rome in 30 BCE — and ask why even a civilisation that lasted 3,000 years came to an end, while much of its culture lived on","ages":[9,14],"type":"CONCEPTUAL","evidence":["Name Cleopatra VII as the last pharaoh of ancient Egypt","Explain that Egypt was conquered by Rome and became part of the Roman Empire","Understand that the end of pharaonic rule did not mean the end of Egyptian culture"],"check":"If your child is asked what happened to ancient Egypt in the end, can they tell you about Cleopatra and how Egypt became part of the Roman Empire?","standards":[]},{"id":"mt_uzk7qs4KxE","subject":"History","domain":"Ancient World","name":"Roman Law, Latin, and Christianity","description":"Understand that Roman law became the basis for legal systems across Europe and beyond, that Latin is the root of French, Spanish, Italian, Portuguese, and Romanian and gave English hundreds of words (e.g. exit, video, annual, education), and that Christianity spread throughout the Roman Empire, eventually becoming its official religion under Emperor Constantine","ages":[9,11],"type":"CONCEPTUAL","evidence":["Give examples of English words that come from Latin","Explain that Roman law influenced modern legal systems in Europe and beyond","Describe how Christianity spread through the Roman Empire and became its official religion"],"check":"Could your child give you examples of English words that come from Latin and explain how Roman law and Christianity spread across Europe through the Roman Empire?","standards":[]},{"id":"mt_vFYFvgrPgD","subject":"History","domain":"Ancient World","name":"Roman Republic and Empire","description":"Explain how Rome was first governed as a republic — elected consuls, a powerful Senate, patricians and plebeians — and how political violence, civil wars and ambitious generals such as Julius Caesar destroyed it, until Augustus became the first emperor in 27 BCE; compare Roman representative government with Athenian direct democracy","ages":[9,14],"type":"CONCEPTUAL","evidence":["Describe the Roman Republic's structure: consuls, Senate, patricians, and plebeians","Explain how Rome changed from a republic to an empire under Augustus","Compare Athenian direct democracy (citizens vote on decisions) with Roman republican government (citizens elect representatives)"],"check":"Could your child explain the difference between the Roman Republic and the Roman Empire, and compare how Rome and Athens each let people have a say in government?","standards":[]},{"id":"mt_B1LdSGMP66","subject":"History","domain":"Ancient World","name":"How We Know About Ancient Egypt","description":"Explain how knowledge of ancient Egypt is built from many kinds of source — inscriptions, papyri, artefacts, later Greek writers — and from modern tools such as CT scans of mummies and satellite images; use evidence such as workers' villages near Giza to test popular claims that slaves or aliens built the pyramids; and discuss who should own ancient artefacts held in museums abroad","ages":[10,14],"type":"META","evidence":["Name at least two modern technologies used in Egyptology and explain what they reveal","Discuss at least one ethical question about how ancient Egyptian artefacts are treated today","Understand that how we study ancient Egypt reflects our own values and biases, not just facts about the past"],"check":"If your child visits a museum with Egyptian mummies on display, can they think about whether that's the right thing to do and explain different viewpoints on the question?","standards":[]},{"id":"mt_c-F__Qe23X","subject":"History","domain":"Ancient World","name":"Hidden Voices of Greece and Rome","description":"Examine the lives of people usually left out of the Greek and Roman story — enslaved people who made up roughly 30% of Athens and powered Rome's economy, women whose lives varied dramatically between Athens (largely confined to the home) and Sparta (physical training, property ownership), and conquered peoples across both empires — and evaluate whose voices are missing from the historical record and why","ages":[11,13],"type":"META","evidence":["Describe the daily life of an enslaved person in Athens or Rome using available evidence","Compare the lives of women in Athens and Sparta, explaining key differences","Explain why the historical record favours elite men and what this means for our understanding"],"check":"Could your child tell you about the lives of enslaved people or women in ancient Greece and Rome, and explain why we know less about them than about famous leaders?","standards":[]},{"id":"cx_hist_cn_myths","subject":"History","domain":"Chinese History","name":"Chinese Myths and Legends","description":"Know well-loved Chinese myths and legends — Pangu separating heaven and earth, Nüwa mending the sky, Hou Yi shooting down the suns, Yu the Great taming the flood — and that these are stories people told to explain the world and teach values, not records of real events","ages":[5,7],"type":"CONCEPTUAL","evidence":["Retell at least two Chinese myths in their own words","Say what question about the world one myth tries to answer","Explain the difference between a myth and a true story from history"],"check":"Could your child tell you the story of Yu the Great taming the flood, and say whether it really happened or is a legend?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_great_wall","subject":"History","domain":"Chinese History","name":"The Great Wall and the Terracotta Army","description":"Know that the Great Wall was built and rebuilt over more than 2,000 years to defend against horse-riding peoples from the north, that most of what visitors see today was built in the Ming dynasty, and that thousands of life-size clay soldiers were buried to guard China's first emperor after his death","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explain why the Great Wall was built","Say that the Great Wall was built over many dynasties, not all at once","Describe what the Terracotta Army is and why it was made"],"check":"If your child sees a photo of the Great Wall or the Terracotta Army, could they say what it was for?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_inventions","subject":"History","domain":"Chinese History","name":"The Four Great Inventions","description":"Know China's four great inventions — paper (improved by Cai Lun in the Han dynasty), the compass, gunpowder and printing — what each was first used for, and how they travelled west and changed the world, from cheap books to ocean navigation to warfare","ages":[6,9],"type":"CONCEPTUAL","evidence":["Name the four great inventions","Say what each was first used for","Give one way an invention changed life far from China"],"check":"Could your child name China's four great inventions and explain how one of them changed the world?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_confucius","subject":"History","domain":"Chinese History","name":"Confucius and His Teachings","description":"Know that Confucius (about 551–479 BCE) was a teacher who taught that people should be humane (仁), respect parents and elders (孝), behave properly and keep learning ('to learn and practise what you have learned — is that not a pleasure?'); that his students recorded his sayings in the Analects; and that his ideas shaped Chinese families, schools and government for 2,000 years","ages":[7,10],"type":"CONCEPTUAL","evidence":["Explain who Confucius was and when he lived","Explain two of his key ideas in everyday words","Give an example of a Confucian value in family or school life today"],"check":"Could your child explain who Confucius was and one idea of his that people still follow today?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_han_silk","subject":"History","domain":"Chinese History","name":"The Han Dynasty and the Silk Road","description":"Know that the Han dynasty (206 BCE–220 CE) ruled for four centuries, made Confucianism the official teaching and gave its name to the Han people and Han characters; and that Zhang Qian's missions west opened the Silk Road, along which silk, horses, grapes, ideas and Buddhism travelled between China, Central Asia, Persia and Rome","ages":[8,11],"type":"CONCEPTUAL","evidence":["Explain where the names 'Han people' and 'Han characters' come from","Trace the Silk Road on a map from Chang'an westward","Name goods and ideas that travelled each way along it"],"check":"Could your child explain what the Silk Road was and name something that came into China along it?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_dynasty_order","subject":"History","domain":"Chinese History","name":"The Order of China's Dynasties","description":"Put the main dynasties and periods in order — Xia, Shang, Zhou, Qin, Han, Three Kingdoms, Sui, Tang, Song, Yuan, Ming, Qing, then the Republic of China (1912) and the People's Republic (1949) — with rough dates, and place them beside other civilisations on a world timeline","ages":[8,10],"type":"REPRESENTATIONAL","evidence":["List the main dynasties in order","Give rough dates for at least four of them","Name something happening elsewhere in the world during the Han or Tang"],"check":"Could your child list China's main dynasties in order and say which came first, the Tang or the Song?","standards":["cn-2022:history-cn-ancient","cn-2022:history-time-space"]},{"id":"cx_hist_cn_shang","subject":"History","domain":"Chinese History","name":"The Shang: Oracle Bones and Bronze","description":"Know that the Shang dynasty (about 1600–1046 BCE) left the earliest known Chinese writing: questions to ancestors and gods scratched on turtle shells and ox bones (oracle bones), the ancestor of today's characters; that Shang craftsmen cast great bronze vessels for rituals; and that the Shang capital at Yinxu, near Anyang, was found by archaeologists","ages":[8,11],"type":"CONCEPTUAL","evidence":["Explain what oracle bones are and what was written on them","Recognise that some oracle-bone characters look like modern characters","Explain how archaeology proved the Shang were real"],"check":"Could your child explain what oracle bones are and why they matter for the history of Chinese writing?","standards":["cn-2022:history-cn-ancient","cn-2022:history-evidence"]},{"id":"cx_hist_cn_tang","subject":"History","domain":"Chinese History","name":"The Tang: An Open, Cosmopolitan Empire","description":"Know the Tang dynasty (618–907) as a high point: Chang'an was one of the world's largest cities, full of merchants and visitors from Persia, Central Asia, Japan and Korea; Xuanzang travelled to India for Buddhist texts and Jianzhen sailed to Japan; and poets such as Li Bai and Du Fu wrote poems still learned by heart today","ages":[8,11],"type":"CONCEPTUAL","evidence":["Describe why Tang Chang'an is called cosmopolitan","Tell the story of Xuanzang or Jianzhen","Name a Tang poet and a poem they wrote"],"check":"Could your child explain why the Tang dynasty is remembered as a golden age, and name a Tang poet?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_qin","subject":"History","domain":"Chinese History","name":"Qin Shi Huang Unifies China","description":"Explain how the state of Qin conquered the other warring states in 221 BCE and how its first emperor standardised writing, money, weights and measures and cart axles, built roads and joined up walls; and why the dynasty, ruling by harsh Legalist laws and burning books, collapsed only 15 years later","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least three things Qin Shi Huang standardised and why that helped hold China together","Describe how Qin ruled and why many people resented it","Explain why the Qin dynasty was so short"],"check":"Could your child explain what Qin Shi Huang did to unify China and why his dynasty fell so fast?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_yuan","subject":"History","domain":"Chinese History","name":"The Mongols and the Yuan Dynasty","description":"Know that Genghis Khan's grandson Kublai Khan conquered the Song and founded the Yuan dynasty (1271–1368), ruling from Dadu (today's Beijing); that Marco Polo's account made China famous in Europe; and that Mongol rule ranked people into groups, with Han southerners at the bottom","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain who founded the Yuan dynasty and where its capital was","Describe how Marco Polo's book shaped European ideas of China","Describe how the Yuan ranked different peoples"],"check":"Could your child explain how the Mongols came to rule China and how that changed China's links with the rest of the world?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_song","subject":"History","domain":"Chinese History","name":"The Song: Cities, Trade and Technology","description":"Know that the Song dynasty (960–1279) had crowded cities with night markets (painted in the scroll Along the River During the Qingming Festival), the world's first paper money, Bi Sheng's movable-type printing, compass navigation and new kinds of rice that fed a fast-growing population — while staying militarily weak against its northern neighbours","ages":[9,12],"type":"CONCEPTUAL","evidence":["Describe life in a Song city using the Qingming scroll","Explain what paper money is and why it was a big step","Give one reason the Song is called an age of technology and trade"],"check":"Could your child describe what made Song-dynasty cities so lively and name one Song invention?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_zhou","subject":"History","domain":"Chinese History","name":"The Zhou and the Mandate of Heaven","description":"Know that the Zhou overthrew the Shang around 1046 BCE and justified it with the Mandate of Heaven — Heaven gives the right to rule to a virtuous ruler and takes it from a cruel one; know the Zhou system of granting land to relatives and nobles (分封), and how it broke down into the Spring and Autumn and Warring States periods","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain the Mandate of Heaven in their own words","Describe how the Zhou fengjian system worked","Explain why the Warring States period got its name"],"check":"Could your child explain the Mandate of Heaven and why a new dynasty would want to claim it?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_division","subject":"History","domain":"Chinese History","name":"Division and Reunification: Three Kingdoms to Sui","description":"Know that after the Han fell, China was divided for nearly 400 years — the Three Kingdoms of Wei, Shu and Wu (famous through the later novel Romance of the Three Kingdoms, which mixes history and fiction), then the Northern and Southern dynasties, when northern peoples and Han Chinese mixed — until the Sui reunified the country in 589 and dug the Grand Canal linking north and south","ages":[10,12],"type":"CONCEPTUAL","evidence":["Name the Three Kingdoms and say roughly when they were","Tell apart an event from the history of the Three Kingdoms and one invented in the novel","Explain why the Grand Canal mattered for a reunified China"],"check":"Could your child explain the difference between the real Three Kingdoms period and the stories in Romance of the Three Kingdoms?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_legend_evidence","subject":"History","domain":"Chinese History","name":"Legend or History? Xia and the Archaeologists","description":"Compare what ancient texts say about the Three Sovereigns and Five Emperors and the Xia dynasty with what archaeology has found (sites such as Erlitou), and explain why historians still debate whether Xia was a real dynasty — a case study in weighing written tradition against physical evidence","ages":[10,12],"type":"META","evidence":["Explain the difference between a legend recorded in texts and archaeological evidence","Describe what has been found at Erlitou and what it can and cannot prove","Give both sides of the debate over the Xia dynasty"],"check":"Could your child explain why some historians are sure the Xia dynasty existed and others are not?","standards":["cn-2022:history-cn-ancient","cn-2022:history-evidence"]},{"id":"cx_hist_cn_hundred_schools","subject":"History","domain":"Chinese History","name":"The Hundred Schools of Thought","description":"Compare the main schools that argued about how to live and govern during the Warring States: Confucianism (virtue and proper relationships), Daoism (Laozi and Zhuangzi: follow the natural Way, don't force things), Legalism (strict laws with rewards and punishments) and Mohism (care for everyone equally, oppose aggressive war); see why an age of open disagreement became one of the most creative in Chinese thought","ages":[10,13],"type":"CONCEPTUAL","evidence":["Summarise the main idea of at least three schools","Say how two schools would handle the same problem differently","Compare one Chinese school with a Greek philosopher's ideas"],"check":"Could your child explain how a Confucian, a Daoist and a Legalist would each want a ruler to govern?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_keju","subject":"History","domain":"Chinese History","name":"The Imperial Examinations","description":"Explain how the imperial examinations, begun under the Sui and growing through the Tang and Song, chose officials by tested learning rather than family birth — an idea of merit later admired and copied abroad — and weigh its costs: years memorising the Confucian classics and, later, rigid 'eight-legged essays' that rewarded form over original thinking, until the system was abolished in 1905","ages":[10,13],"type":"CONCEPTUAL","evidence":["Explain what the imperial examinations tested and who could take them","Give one benefit and one cost of choosing officials by examination","Compare the imperial exams with exams students take today"],"check":"Could your child explain why the imperial examination system was a big idea, and what was wrong with it?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_ming","subject":"History","domain":"Chinese History","name":"The Ming: Zheng He and Turning Inward","description":"Know that the Ming dynasty (1368–1644) built the Forbidden City and most of today's Great Wall; that Zheng He led huge treasure fleets as far as East Africa between 1405 and 1433, decades before Columbus; and weigh the reasons historians give for why the court then stopped the voyages and restricted sea trade","ages":[10,12],"type":"CONCEPTUAL","evidence":["Describe Zheng He's voyages: when, how far and how big","Compare Zheng He's fleet with Columbus's ships","Give at least two explanations for why the voyages ended"],"check":"Could your child explain who Zheng He was and offer a reason why China stopped sending out his fleets?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_qing","subject":"History","domain":"Chinese History","name":"The Qing Dynasty","description":"Know that the Manchu-led Qing dynasty (1644–1912) ruled China's largest territory; that under the Kangxi and Qianlong emperors a long peace let the population grow to about 300 million; and that the court limited foreign trade to Guangzhou and turned away Britain's trade mission in 1793, just as Europe was industrialising","ages":[10,12],"type":"CONCEPTUAL","evidence":["Say who founded the Qing and when it began and ended","Describe the Qing at its height under Kangxi and Qianlong","Explain the Qing policy towards foreign trade"],"check":"Could your child explain why the Qing court's attitude to foreign trade in 1793 mattered for what came next?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_1949","subject":"History","domain":"Chinese History","name":"1949: The People's Republic of China","description":"Know that the Communist Party under Mao Zedong won the civil war and founded the People's Republic of China on 1 October 1949, while the Nationalist government of the Republic of China retreated to Taiwan; and that early policies included land reform, the Korean War, and close alliance with the Soviet Union","ages":[11,14],"type":"CONCEPTUAL","evidence":["Explain what happened on 1 October 1949","Explain why there are governments in both Beijing and Taipei","Name two policies of the early People's Republic"],"check":"Could your child explain how the People's Republic was founded and what happened to the Nationalist government?","standards":["cn-2022:history-cn-contemporary"]},{"id":"cx_hist_cn_reform","subject":"History","domain":"Chinese History","name":"Reform and Opening Up","description":"Explain how, from 1978 under Deng Xiaoping, China let farmers sell surplus crops, opened special economic zones such as Shenzhen to foreign investment and trade, and grew into the world's second-largest economy, lifting several hundred million people out of extreme poverty; and know some costs and debates, such as pollution, inequality between regions and the one-child policy (1980–2015)","ages":[11,14],"type":"CONCEPTUAL","evidence":["Explain what 'reform' and 'opening up' each meant","Describe how Shenzhen changed after 1980","Give one achievement and one cost of China's rapid growth"],"check":"Could your child explain how China's economy changed after 1978, and name one good result and one problem?","standards":["cn-2022:history-cn-contemporary"]},{"id":"cx_hist_cn_1911","subject":"History","domain":"Chinese History","name":"The 1911 Revolution and the New Culture Movement","description":"Know that the 1911 Revolution, inspired by Sun Yat-sen's Three Principles of the People, ended more than 2,000 years of emperors and founded the Republic of China in 1912; and that the New Culture and May Fourth Movement (1919) championed 'Mr Science and Mr Democracy', writing in everyday language (Lu Xun) and a break with old traditions","ages":[11,13],"type":"CONCEPTUAL","evidence":["Explain what changed in 1911–12","Describe Sun Yat-sen's role","Explain what 'Mr Science and Mr Democracy' meant"],"check":"Could your child explain why 1911 marks the end of the emperors and what the May Fourth students wanted?","standards":["cn-2022:history-cn-modern"]},{"id":"cx_hist_cn_dynastic_cycle","subject":"History","domain":"Chinese History","name":"The Dynastic Cycle: A Model to Question","description":"Know the traditional idea that Chinese dynasties rise under a virtuous founder, decline through corruption, floods, famine and revolt, lose the Mandate of Heaven and are replaced; test it against real cases (Qin, Han, Tang, Ming) and ask what it explains, what it misses (trade, climate, outsiders, technology) and who found the story useful","ages":[11,14],"type":"META","evidence":["Describe the stages of the dynastic cycle","Test the model against two real dynasties","Explain one thing the model leaves out and why new rulers liked the story"],"check":"Could your child explain the idea of the dynastic cycle and give one reason not to trust it completely?","standards":["cn-2022:history-cn-ancient"]},{"id":"cx_hist_cn_opium","subject":"History","domain":"Chinese History","name":"The Opium Wars and Unequal Treaties","description":"Explain how British merchants smuggled opium into China, how Lin Zexu destroyed it at Humen in 1839, and how Britain's industrial navy won the First Opium War (1840–42), forcing the Treaty of Nanjing — Hong Kong ceded, ports opened, compensation paid and foreigners placed outside Chinese law; and know that Chinese textbooks treat 1840 as the start of China's modern history","ages":[11,13],"type":"CONCEPTUAL","evidence":["Explain why Britain was selling opium to China","Describe the terms of the Treaty of Nanjing","Explain why industrial technology decided the war"],"check":"Could your child explain what caused the Opium War and why 1840 is seen as a turning point for China?","standards":["cn-2022:history-cn-modern"]},{"id":"cx_hist_cn_war","subject":"History","domain":"Chinese History","name":"The War Against Japan and the Civil War","description":"Know that the Nationalists (Kuomintang) and the Communists fought for control of China from the late 1920s; that Japan seized Manchuria in 1931 and launched full-scale invasion in 1937, with atrocities such as the Nanjing Massacre and many millions of Chinese deaths (estimates commonly range from about 14 to 20 million), until Japan's defeat in 1945; and that civil war then resumed","ages":[11,14],"type":"CONCEPTUAL","evidence":["Give the key dates 1931, 1937 and 1945 and what happened","Explain how the war against Japan connected to the Second World War","Describe how the Nationalists and Communists cooperated and then fought"],"check":"Could your child explain what happened in China between 1937 and 1945 and how it fits into the Second World War?","standards":["cn-2022:history-cn-modern"]},{"id":"cx_hist_cn_late_qing","subject":"History","domain":"Chinese History","name":"Late Qing: Rebellion and Reform","description":"Know the crises after 1840 — the Taiping Rebellion (one of the deadliest civil wars in history), the Self-Strengthening Movement's factories and arsenals, defeat by Japan in 1895, the Hundred Days' Reform of 1898 and the Boxer Uprising of 1900 — and compare the different answers people gave to the question of how China should modernise","ages":[12,14],"type":"CONCEPTUAL","evidence":["Put the main late-Qing events in order","Explain what the Self-Strengthening Movement tried to change and what it left alone","Compare two different answers to how China should modernise"],"check":"Could your child explain why defeat by Japan in 1895 shocked China and what reformers wanted to do about it?","standards":["cn-2022:history-cn-modern"]},{"id":"cx_hist_cn_mao_era","subject":"History","domain":"Chinese History","name":"The Mao Era: Great Leap and Cultural Revolution","description":"Know, factually, the main events of 1949–1976: land reform and collective farming; the Great Leap Forward (1958–62), whose unrealistic targets and policies led to a famine in which tens of millions died; and the Cultural Revolution (1966–76), when schools closed, Red Guards attacked teachers, officials and cultural heritage, and millions were persecuted — events the Communist Party itself later judged to be serious mistakes in its 1981 resolution","ages":[12,14],"type":"CONCEPTUAL","evidence":["Describe what the Great Leap Forward aimed to do and what actually happened","Describe how the Cultural Revolution affected schools, families and culture","Explain how we know about this period, including the Party's own later judgement"],"check":"Could your child explain what went wrong in the Great Leap Forward and the Cultural Revolution, and how China later judged them?","standards":["cn-2022:history-cn-contemporary"]},{"id":"mt_M_xcaRcvSo","subject":"History","domain":"Medieval World","name":"Knights and Castles","description":"Know what medieval knights were — trained warriors who served a lord, with armour, shields, swords and lances and a code of chivalry — and what a castle was: a fortified home and stronghold with towers, walls, a moat and a drawbridge, built to control the land around it","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe what a knight wore and carried (armour, helmet, shield, sword, lance)","Explain that knights trained from a young age and served a lord","Name one rule of the code of chivalry (be brave, be honest, protect the weak)"],"check":"Could your child describe what a knight looked like, what they did, and at least one rule they were supposed to follow?","standards":[]},{"id":"mt_bjlY5TE1y-","subject":"History","domain":"Medieval World","name":"Medieval Pyramid of Power","description":"How medieval European society was organised under feudalism: kings and queens ruled, made laws and collected taxes, and granted land to lords in return for loyalty and soldiers; knights served lords; peasants and serfs farmed the land and owed labour and crops; compare this with how Zhou China granted land to nobles","ages":[5,9],"type":"CONCEPTUAL","evidence":["Draw or describe the feudal pyramid showing king, lords, knights, and peasants","Explain what each level owed to the level above (loyalty, military service, labour)","Describe what a serf's life was like and why they couldn't easily leave"],"check":"Could your child explain the medieval class system — who was at the top, who was at the bottom, and what each group had to do for the others?","standards":[]},{"id":"mt_X5fdB4haHf","subject":"History","domain":"Medieval World","name":"The Vikings","description":"Who the Vikings were: seafaring warriors and traders from Scandinavia; longships; Viking raids on Britain; that Vikings also settled and farmed","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe who the Vikings were and where they came from","Explain what made longships special (fast, could sail in shallow water, dragon prows)","State that Vikings were not just raiders but also farmers, traders, and settlers"],"check":"Could your child tell you who the Vikings were, where they came from, and that they did more than just raid and fight?","standards":[]},{"id":"mt_PThM5P7Umd","subject":"History","domain":"Medieval World","name":"Village Life","description":"Daily life for ordinary people in a medieval village: thatched houses, farming, baking bread, fetching water; how different life was from today","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe what a typical medieval village looked like (thatched cottages, fields, church)","Name at least three daily tasks a medieval villager would do","Give two differences between life in a medieval village and life today"],"check":"Could your child describe what a normal day would be like for a child living in a medieval village, and how it would differ from their own life?","standards":[]},{"id":"mt_8oAzr0WxRb","subject":"History","domain":"Medieval World","name":"The Black Death","description":"The Black Death of 1348-49: what the plague was, how it spread, its devastating death toll; how it changed society by giving surviving workers more power and higher wages","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe what the Black Death was and at least two symptoms","Explain how the plague spread (fleas on rats, person to person)","Describe one major way the Black Death changed society (fewer workers led to higher wages, peasants gained power)"],"check":"Could your child tell you what the Black Death was, how it spread, and why it actually ended up changing society in unexpected ways?","standards":[]},{"id":"mt_Zy-CKUkq34","subject":"History","domain":"Medieval World","name":"The Crusades","description":"A simplified account of the Crusades: why Europeans travelled to the Holy Land, what they found there, the cultural exchange between Christian Europe and the Islamic world","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain in simple terms why European armies travelled to the Holy Land","Describe at least one thing Europeans learned from the Islamic world during the Crusades","Acknowledge that the Crusades involved violence and suffering on both sides"],"check":"Could your child explain what the Crusades were and describe something that Europeans learned about the wider world through these journeys?","standards":[]},{"id":"mt_LuwHnQItF_","subject":"History","domain":"Medieval World","name":"The Medieval Church","description":"The enormous power of the medieval Church: monasteries and the daily life of monks and nuns; building great cathedrals; pilgrimage as a religious journey; the Church's influence over everyday life","ages":[7,11],"type":"CONCEPTUAL","evidence":["Explain why the Church was so powerful in medieval times (owned land, controlled education, people feared God's punishment)","Describe what daily life was like for a monk or nun","Explain what a pilgrimage was and give one reason people went on them"],"check":"Could your child explain why the Church was such a big part of everyone's life in medieval times and what monks and nuns actually did all day?","standards":[]},{"id":"mt_8ShghTx0jd","subject":"History","domain":"Medieval World","name":"Magna Carta and Limiting Royal Power","description":"King John, the barons' revolt, and the sealing of the Magna Carta in 1215; what the Magna Carta said about limiting the king's power; its lasting importance for democracy and rights","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain why the barons rebelled against King John","Describe what the Magna Carta said (the king must follow the law too, fair trial rights)","Explain why the Magna Carta still matters today (foundation of democracy and human rights)"],"check":"Could your child tell you what the Magna Carta is and why a document from 1215 is still considered important today?","standards":[]},{"id":"cx_hist_mali","subject":"History","domain":"Medieval World","name":"Mali and the Empires of West Africa","description":"Know that West African empires grew rich from the trade in gold and salt across the Sahara; that Mansa Musa of Mali made a famous pilgrimage to Mecca in 1324 carrying so much gold that its price in Cairo fell; and that Timbuktu was a centre of Islamic learning with libraries of manuscripts","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain how the gold–salt trade made West African empires rich","Tell the story of Mansa Musa's pilgrimage","Explain why Timbuktu was famous"],"check":"Could your child explain why medieval Mali was one of the richest places in the world?","standards":["cn-2022:history-world-ancient"]},{"id":"mt_eosO26KE-Z","subject":"History","domain":"Medieval World","name":"The Islamic Golden Age","description":"Know that between about 750 and 1250 cities such as Baghdad, Cairo and Córdoba were world centres of learning: scholars in Baghdad's House of Wisdom translated Greek, Persian and Indian works, al-Khwarizmi developed algebra, the Indian numerals that became our digits spread west, and medicine, optics and astronomy advanced; much of this knowledge later passed to Europe","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least two achievements of the Islamic Golden Age (algebra, hospitals, optics, astronomy)","Explain how the digits 0–9 travelled from India through the Islamic world to Europe","Describe the House of Wisdom and why translating books mattered"],"check":"Could your child explain why Baghdad was one of the world's great centres of learning in the Middle Ages, and where our numbers came from?","standards":[]},{"id":"cx_hist_americas","subject":"History","domain":"Medieval World","name":"The Maya, Aztecs and Inca","description":"Know that great civilisations grew in the Americas without any contact with Eurasia: the Maya with their writing, calendar and use of zero; the Aztecs' island capital Tenochtitlan; and the Inca empire's mountain roads and knotted-string records (quipu); and that all were devastated after 1492 by Spanish conquest and European diseases","ages":[9,12],"type":"CONCEPTUAL","evidence":["Name the three civilisations and locate them on a map","Describe one achievement of each","Explain why European diseases were so deadly in the Americas"],"check":"Could your child explain how civilisations in the Americas developed on their own and what happened to them after Columbus?","standards":["cn-2022:history-world-ancient"]},{"id":"cx_hist_mongol_empire","subject":"History","domain":"Medieval World","name":"The Mongol Empire Across Eurasia","description":"Explain how Genghis Khan united the Mongol tribes in 1206 and how his armies of mounted archers built the largest land empire in history, from Korea to Hungary — destroying cities such as Baghdad, but then keeping the Silk Road safe for trade, so that goods, ideas and, later, the Black Death moved across Eurasia","ages":[9,12],"type":"CONCEPTUAL","evidence":["Show the extent of the Mongol Empire on a map","Explain how the Mongols were able to conquer so much","Describe one way the Mongols connected East and West"],"check":"Could your child explain how the Mongol Empire was both destructive and a link between East and West?","standards":["cn-2022:history-world-ancient"]},{"id":"mt_rf23aL6KwH","subject":"History","domain":"Medieval World","name":"The Printing Press Spreads Ideas","description":"Know that Gutenberg's movable-type press (about 1450) made books cheap in Europe, and compare it with earlier Chinese woodblock printing and Bi Sheng's movable type; explain how printed books spread the Renaissance, the Reformation and science, and why a new information technology changes who can know things — a model for the internet and AI","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what Gutenberg's press did and why it made books cheaper","Compare Gutenberg's press with earlier Chinese printing","Give at least one way printed books changed society (more people could read, ideas spread faster, authorities lost control of information)"],"check":"Could your child explain why the invention of the printing press was one of the most important moments in history and how it changed the world?","standards":[]},{"id":"mt_UMOjbmLcbM","subject":"History","domain":"Medieval World","name":"Towns & Trade","description":"The growth of medieval towns: markets, guilds, the merchant class; how towns won charters of self-governance; the shift from purely rural to partly urban life","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe how medieval towns were different from villages (markets, walls, guilds, more people)","Explain what a guild was and why it mattered for tradespeople","Describe one way towns changed medieval society (new merchant class, more freedom for townspeople)"],"check":"Could your child explain why medieval towns grew and how the rise of markets and guilds changed the way people lived and worked?","standards":[]},{"id":"mt_uuB3owTqNY","subject":"History","domain":"Medieval World","name":"Women in the Middle Ages","description":"The lives of medieval women: noblewomen managing estates, peasant women's hard daily work, nuns and abbesses, notable figures like Eleanor of Aquitaine and Joan of Arc","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the different lives of noblewomen, peasant women, and nuns","Name at least one notable medieval woman and explain what she did","Explain one way women's lives in medieval times were more restricted than today"],"check":"Could your child tell you about what life was like for women in medieval times and name a famous medieval woman who made her mark on history?","standards":[]},{"id":"cx_hist_life_changed","subject":"History","domain":"Modern World","name":"How Everyday Life Has Changed","description":"Compare everyday life 100 and 200 years ago with today — light and heating, travel, school, toys, medicine, how people sent messages — using photos, objects and grandparents' memories, and say what changed, what stayed the same and why","ages":[6,8],"type":"CONCEPTUAL","evidence":["Describe three differences between daily life long ago and today","Name something that has stayed the same","Ask a grandparent a question about the past and report what they said"],"check":"Could your child interview a grandparent about their childhood and explain how life has changed since then?","standards":[]},{"id":"cx_hist_digital","subject":"History","domain":"Modern World","name":"The Digital Revolution and AI","description":"Trace how computing changed the world within one lifetime: room-sized computers in the 1940s, personal computers, the internet and World Wide Web (1990s), smartphones (2007) and AI systems that can write, see and talk (2020s); and compare it with printing and the Industrial Revolution as a technology that changes how people work, learn and decide what is true","ages":[9,12],"type":"CONCEPTUAL","evidence":["Put five milestones of computing in order","Compare the digital revolution with the printing press or the Industrial Revolution","Give one way AI is changing work or learning, and one risk"],"check":"Could your child explain how the internet and AI compare with earlier technologies that changed history?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_industrial","subject":"History","domain":"Modern World","name":"The Industrial Revolution","description":"Explain how, from about 1760 in Britain, coal-powered steam engines, factories and railways changed how goods were made and where people lived — millions moved to crowded cities, children worked long hours, and output and population grew as never before — and how industrialisation spread to Europe, America, Japan and, much later, China","ages":[9,12],"type":"CONCEPTUAL","evidence":["Explain how a factory changed the way things were made","Describe working and living conditions in early industrial cities","Explain why industrialisation gave some countries great power"],"check":"Could your child explain why the Industrial Revolution is one of the biggest changes in human history, for better and worse?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_renaissance","subject":"History","domain":"Modern World","name":"The Renaissance","description":"Know that from about 1400 artists and scholars in Italian cities such as Florence revived Greek and Roman learning, painted with realistic perspective (Leonardo da Vinci, Michelangelo) and put human beings at the centre of their work; and how rich patrons, trade and the printing press spread these ideas across Europe","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what 'Renaissance' means and where it began","Name two Renaissance artists and one of their works","Explain how printing helped the Renaissance spread"],"check":"Could your child explain what was 'reborn' in the Renaissance and name a Renaissance artist?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_voyages","subject":"History","domain":"Modern World","name":"Voyages and the Columbian Exchange","description":"Know the European voyages of exploration — Columbus reaching the Americas in 1492, da Gama's sea route to India, Magellan's crew sailing round the world — and compare them with Zheng He's earlier voyages; explain the Columbian Exchange: maize, potatoes, sweet potatoes and chillies reached Asia and Europe (helping China's population boom), horses, wheat and cattle reached the Americas, and smallpox killed most of the Americas' people","ages":[9,12],"type":"CONCEPTUAL","evidence":["Trace the routes of Columbus, da Gama and Magellan on a map","Name crops and animals that crossed the Atlantic in each direction","Explain how American crops changed life in China"],"check":"Could your child explain how food we eat in China today, such as chillies or sweet potatoes, is connected to Columbus?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_colonialism","subject":"History","domain":"Modern World","name":"Empires and Colonialism","description":"Explain how European powers built overseas empires from the 1500s to the 1900s — Spain in the Americas, Britain in India, the 'Scramble for Africa' — to gain land, raw materials and markets; how colonised peoples experienced and resisted it; and how its effects on borders, languages and wealth are still visible today","ages":[10,13],"type":"CONCEPTUAL","evidence":["Name three empires and places they ruled","Explain what colonisers wanted from their colonies","Give one present-day effect of colonialism"],"check":"Could your child explain why English, Spanish and French are spoken so widely around the world today?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_slave_trade","subject":"History","domain":"Modern World","name":"The Atlantic Slave Trade","description":"Know that between the 1500s and the 1800s about 12 million Africans were captured and shipped across the Atlantic to work on plantations in the Americas as part of the 'triangular trade'; how enslaved people resisted; and how campaigners and enslaved people themselves brought about abolition in the 1800s","ages":[10,13],"type":"CONCEPTUAL","evidence":["Explain the triangular trade and what was carried on each leg","Describe life for enslaved people and one form of resistance","Explain how slavery was abolished"],"check":"Could your child explain what the Atlantic slave trade was and how it was ended?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_medicine","subject":"History","domain":"Modern World","name":"The Medical Revolution and Longer Lives","description":"Explain how germ theory, vaccines (Jenner's smallpox vaccine, 1796), clean water and sewers, antibiotics (penicillin, 1928) and better food roughly doubled human life expectancy — from about 30 years in 1800 to over 70 today — and how smallpox was wiped out worldwide in 1980; perhaps the biggest change in how humans live","ages":[10,12],"type":"CONCEPTUAL","evidence":["Name three discoveries or changes that made people live longer","Explain what germ theory changed","Compare life expectancy in 1800 and today"],"check":"Could your child explain why people today live about twice as long as people did 200 years ago?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_sci_revolution","subject":"History","domain":"Modern World","name":"The Scientific Revolution","description":"Explain how, between about 1540 and 1700, thinkers such as Copernicus, Galileo and Newton replaced trust in ancient authorities with observation, experiment and mathematics — the Sun at the centre, laws of motion and gravity — and why the scientific method became one of the most powerful ideas in history","ages":[10,13],"type":"CONCEPTUAL","evidence":["Explain what changed in how people decided what was true","Describe Galileo's conflict with the Church","Give an example of the scientific method in action from this period"],"check":"Could your child explain why the Scientific Revolution was a change in how people find things out, not just a list of discoveries?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_un","subject":"History","domain":"Modern World","name":"The United Nations and Universal Human Rights","description":"Know that after the Second World War countries created the United Nations (1945) to prevent war and solve shared problems, and adopted the Universal Declaration of Human Rights (1948), the first worldwide statement of rights everyone should have; and discuss what the UN can and cannot do","ages":[10,13],"type":"CONCEPTUAL","evidence":["Explain why the United Nations was created","Name three rights in the Universal Declaration","Give an example of something the UN has done and a limit on its power"],"check":"Could your child explain what the United Nations is for and why it was set up after 1945?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_civil_rights","subject":"History","domain":"Modern World","name":"Movements for Equal Rights","description":"Know how ordinary people organised to win equal rights: women's campaigns for the vote, the US civil rights movement (Rosa Parks, Martin Luther King Jr.) and the struggle against apartheid in South Africa (Nelson Mandela); and compare which methods — boycotts, marches, non-violence, courts and laws — worked, and why","ages":[11,14],"type":"CONCEPTUAL","evidence":["Describe one movement and what it achieved","Explain the idea of non-violent protest","Compare the methods of two movements"],"check":"Could your child tell the story of one equal-rights movement and explain how ordinary people changed the law?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_ww1","subject":"History","domain":"Modern World","name":"Nationalism and the First World War","description":"Explain how rival empires, alliances, an arms race and nationalism led from an assassination in Sarajevo in 1914 to a war of trenches, machine guns and poison gas that killed about 20 million people; and how the peace settlement — including handing Germany's rights in Shandong to Japan, which sparked China's May Fourth protests — sowed new conflicts","ages":[11,13],"type":"CONCEPTUAL","evidence":["Name at least three long-term causes of the First World War","Describe what fighting in the trenches was like","Explain how the war's peace treaty affected China"],"check":"Could your child explain why one assassination led to a world war, and how that war connects to China's May Fourth Movement?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_revolutions","subject":"History","domain":"Modern World","name":"Revolutions and the Idea of Rights","description":"Explain how Enlightenment ideas — that people have natural rights and that governments need the consent of the governed — fed the American Revolution (1776) and the French Revolution (1789) and their declarations of rights; and notice the gap between those ideals and who actually received the rights (women, enslaved people, the poor)","ages":[11,13],"type":"CONCEPTUAL","evidence":["Explain what 'natural rights' and 'consent of the governed' mean","Compare the causes of the American and French revolutions","Point out who was left out of the new rights"],"check":"Could your child explain what the American and French revolutions were fighting for and who was left out?","standards":["cn-2022:history-world-modern"]},{"id":"cx_hist_globalisation","subject":"History","domain":"Modern World","name":"The Age of Globalisation","description":"Explain how, since the 1950s, container shipping, air travel, falling trade barriers and China's opening up tied the world's economies tightly together — the phone in your hand contains parts from many countries — and weigh the results: cheaper goods and hundreds of millions lifted out of poverty, but lost factory jobs in some places, pollution and fragile supply chains","ages":[11,14],"type":"CONCEPTUAL","evidence":["Trace where the parts of an everyday product come from","Give two causes of globalisation","Weigh one benefit against one cost of globalisation"],"check":"Could your child explain why a phone or T-shirt is made in several countries, and whether that is good for everyone?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_ww2","subject":"History","domain":"Modern World","name":"The Second World War","description":"Know that the Second World War (1939–45 in Europe, from 1937 in China) was the deadliest conflict in history, with an estimated 70–85 million dead; that Germany, Italy and Japan were defeated by the Allies, including Britain, the Soviet Union, the United States and China; and that it ended with the atomic bombings of Hiroshima and Nagasaki","ages":[11,14],"type":"CONCEPTUAL","evidence":["Name the two sides and their main members","Explain China's part in the war","Explain why the atomic bomb changed the world"],"check":"Could your child explain who fought in the Second World War, how it connected to China, and how it ended?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_ideologies","subject":"History","domain":"Modern World","name":"Democracy, Communism and Fascism","description":"Compare the big political ideas that shaped the 20th century: liberal democracy (elections, individual rights, markets), communism (Marx's idea of a classless society; the Russian Revolution of 1917 and one-party rule) and fascism (extreme nationalism and dictatorship in Mussolini's Italy and Hitler's Germany); ask what each promised and what happened when it held power","ages":[12,14],"type":"CONCEPTUAL","evidence":["Summarise the core idea of each ideology","Give a historical example of each in power","Compare how each treated individual rights"],"check":"Could your child explain the main differences between democracy, communism and fascism, with an example of each?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_decolonisation","subject":"History","domain":"Modern World","name":"Independence and Decolonisation","description":"Know how, after 1945, colonies across Asia and Africa won independence — India in 1947 after Gandhi's non-violent movement (and the violent partition with Pakistan), Ghana in 1957, and dozens of African states by the 1960s — and the challenges new nations faced with borders drawn by others and with development","ages":[12,14],"type":"CONCEPTUAL","evidence":["Describe how India won independence","Explain why so many colonies became independent after 1945","Give one challenge new nations faced"],"check":"Could your child explain how and why most of Africa and Asia became independent after the Second World War?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_cold_war","subject":"History","domain":"Modern World","name":"The Cold War and the Nuclear Age","description":"Explain the rivalry between the United States and the Soviet Union from 1947 to 1991 — two opposing systems, nuclear weapons that made direct war unthinkable, wars fought by proxy in Korea and Vietnam, the Berlin Wall and the space race — and how it ended with the fall of the Wall in 1989 and the collapse of the Soviet Union in 1991","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain why it was called a 'cold' war","Give two examples of Cold War conflicts or competition","Explain how the Cold War ended"],"check":"Could your child explain what the Cold War was and why it never became a direct war between the superpowers?","standards":["cn-2022:history-world-contemporary"]},{"id":"cx_hist_holocaust","subject":"History","domain":"Modern World","name":"The Holocaust","description":"Know that Nazi Germany murdered about six million Jews, along with Roma, disabled people and others, in a planned genocide; understand how it grew step by step from propaganda and discriminatory laws to ghettos and death camps; and why it shapes today's ideas of human rights and the duty to speak up","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain what genocide means","Describe the steps from discrimination to mass murder","Explain why the Holocaust matters for human rights today"],"check":"Could your child explain how the Holocaust happened step by step and why people remember it?","standards":["cn-2022:history-world-contemporary"]},{"id":"mt_rkrG2w7WXI","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Why Rules Exist","description":"Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explain the reason behind at least two rules at home or school","Follow a rule consistently without needing to be reminded or monitored","Describe what would happen if nobody followed the rules in a specific context"],"check":"Does your child follow the class rules or family agreements even when no adult is watching — not because they're scared of punishment but because they understand why the rules matter?","standards":["ib-pyp-pspe:PSPE.INT.P2.CU.2","ib-pyp-pspe:PSPE.INT.P3.CU.5"]},{"id":"cx_soc_rules_to_laws","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"From Rules to Laws","description":"How laws differ from family or school rules: they apply to everyone in a country, are made by the government, and are enforced by police and courts; examples like traffic laws, laws protecting children, and laws against stealing","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain one difference between a school rule and a law","Give three examples of laws and say what each one protects","Describe what can happen when someone breaks a law"],"check":"Could your child explain how a law is different from a rule at home, and give an example of a law that protects people?","standards":["cn-2022:morality-law"]},{"id":"cx_soc_childrens_rights","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Children's Rights","description":"Children have rights of their own: to be safe, to go to school, to health care, to play, and to be heard on decisions about them; the UN Convention on the Rights of the Child, and national laws such as China's Law on the Protection of Minors; rights come with respecting other people's rights","ages":[8,10],"type":"CONCEPTUAL","evidence":["Name at least four rights every child has","Explain who is responsible for protecting children's rights (families, schools, governments)","Say what a child can do if their rights are not respected"],"check":"Could your child name several rights that every child has and say who should protect them?","standards":["cn-2022:morality-law"]},{"id":"cx_soc_what_government_does","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"What Government Does","description":"What governments do and at what level: national, provincial or state, and city governments; keeping order, running schools, hospitals and roads, protecting the country, collecting taxes and spending them; that the people who work for government are public servants","ages":[8,10],"type":"CONCEPTUAL","evidence":["List four services that a government provides","Explain the difference between a national and a local government with an example of each","Say where the money for public services comes from"],"check":"Could your child name things the government does and say which are run nationally and which locally?","standards":["cn-2022:morality-law"]},{"id":"mt_h_shhH-6DC","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Community Rights and Responsibilities","description":"Understand their rights and responsibilities as a member of a community — that everyone has a right to be treated with respect and to feel safe, and that with rights come responsibilities to treat others the same way","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least three rights that every child has (e.g., safety, education, respect)","Describe the responsibilities that go along with those rights","Give an example of how exercising their own rights responsibly supports the community"],"check":"Can your child explain that they have a right to feel safe at school AND a responsibility to help make school safe for others — understanding that rights and responsibilities go together?","standards":["ib-pyp-pspe:PSPE.INT.P3.CU.5"]},{"id":"cx_soc_courts","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Courts and Fair Trials","description":"What happens when laws are broken or people disagree: police, courts, judges, lawyers and juries; the ideas that make a trial fair — evidence, a chance to defend yourself, being treated as innocent until proven guilty, judges who are not on either side; courts also settle disputes between people and companies","ages":[9,12],"type":"CONCEPTUAL","evidence":["Name the roles of the people in a courtroom","Explain at least two things that make a trial fair","Give an example of a dispute a court might settle that is not a crime"],"check":"Could your child explain what makes a trial fair, and why it matters?","standards":["cn-2022:morality-law"]},{"id":"cx_soc_making_laws","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"How Laws Are Made","description":"How a law comes to exist: someone proposes it, a law-making body debates and changes it, then votes; examples of law-making bodies such as China's National People's Congress, the UK Parliament and the US Congress; laws can be changed when society changes","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the main steps from a proposal to a law","Name the law-making body of at least two countries","Give an example of a law that was changed or added because society changed"],"check":"Could your child describe how an idea becomes a law, step by step?","standards":["cn-2022:morality-law"]},{"id":"cx_soc_voting","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Voting and Representation","description":"How groups make decisions together: majority voting, secret ballots, choosing representatives to decide on your behalf, and protecting people in the minority; practising it in class elections; different ways countries choose their leaders and representatives","ages":[9,12],"type":"PROCEDURAL","evidence":["Run or take part in a fair class vote and explain what made it fair","Explain why many decisions are made by representatives rather than everyone voting on everything","Describe one problem with simple majority rule and one way to protect the minority"],"check":"Could your child organise a fair vote and explain why secret ballots and protecting the minority matter?","standards":[]},{"id":"cx_soc_public_goods","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Public Goods and Who Pays","description":"Some things everyone shares and no one can easily be stopped from using — street lights, clean air, national defence, public parks; why businesses rarely provide them, the free-rider problem, and why governments pay for them with taxes","ages":[10,12],"type":"CONCEPTUAL","evidence":["Give three examples of public goods","Explain the free-rider problem with an everyday example","Explain why a government, not a business, usually pays for public goods"],"check":"Could your child explain why things like street lights are paid for with taxes rather than sold in shops?","standards":[]},{"id":"cx_soc_international","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"International Cooperation","description":"How countries work together and settle disagreements: the United Nations, treaties, international law and courts, trade agreements; why problems like climate change, pandemics and ocean pollution need many countries to cooperate, and why cooperation is hard","ages":[12,14],"type":"CONCEPTUAL","evidence":["Describe what the United Nations does","Give two examples of problems that no single country can solve alone","Explain why countries sometimes fail to cooperate even when it would help everyone"],"check":"Could your child explain why countries need to cooperate on problems like climate change, and why it is difficult?","standards":[]},{"id":"cx_soc_power_and_limits","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Power and Its Limits","description":"Why societies try to limit the power of those who govern: constitutions, separation of powers, independent courts, a free press, term limits; the difference between rule of law (the law binds rulers too) and rule by law (law as a tool of rulers); examples from history of power that was and was not limited","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain the difference between rule of law and rule by law","Name three ways a country can limit the power of its leaders","Give a historical example of power being limited and one of it going unchecked"],"check":"Could your child explain why it matters that rulers must obey the law too, with an example?","standards":[]},{"id":"cx_soc_systems_of_government","subject":"Society & Citizenship","domain":"Rules, Laws & Government","name":"Systems of Government Compared","description":"How different countries are governed, described plainly: monarchies, parliamentary and presidential democracies, and one-party states; how China's system works — the Communist Party leads, the National People's Congress makes laws, the State Council runs the government, with people's congresses at each level; comparing how leaders are chosen, how power is checked, what freedoms people have, and the trade-offs each system makes","ages":[12,14],"type":"CONCEPTUAL","evidence":["Describe at least three systems of government and name a country with each","Explain how leaders are chosen in China and in one democracy","Compare two systems on how power is checked and what trade-offs they make"],"check":"Could your child describe how China's government works and compare it fairly with a democracy such as the UK or the US?","standards":["cn-2022:morality-law"]},{"id":"mt_HPf-dVtA3p","subject":"Society & Citizenship","domain":"Economics","name":"Fair Trade & Ethics","description":"Where products come from and who makes them; that people around the world produce what we buy; fair pay for workers; making ethical choices as consumers","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain that the things we buy are made by real people, sometimes in other countries","Describe what 'fair trade' means in simple terms (workers get paid fairly)","Give an example of a kind choice a shopper could make (buying fair trade chocolate, choosing less packaging)"],"check":"If your child saw a Fairtrade logo on a chocolate bar, could they explain what it means and why it matters?","standards":[]},{"id":"cx_soc_scarcity","subject":"Society & Citizenship","domain":"Economics","name":"Scarcity and Choices","description":"Nobody can have everything: money, time, land and materials are limited, so people, families, businesses and countries all have to choose; every choice means giving something else up","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain what scarcity means with an example from their own life","Describe a choice their family or school had to make because something was limited","Say what was given up when they chose one thing over another"],"check":"Could your child explain why people and families have to make choices, using an example from their own life?","standards":[]},{"id":"mt_udgPy5oAvR","subject":"Society & Citizenship","domain":"Economics","name":"How the Economy Works","description":"What an economy is; producers and consumers; supply and demand; why prices change; the basics of how markets work","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what 'supply and demand' means using a simple example (ice cream on a hot day)","Describe the difference between a producer and a consumer","Give a reason why the price of something might go up or down"],"check":"Could your child explain why ice cream might cost more at the beach in summer than at a supermarket in winter?","standards":[]},{"id":"cx_soc_incentives","subject":"Society & Citizenship","domain":"Economics","name":"Incentives","description":"People respond to rewards and costs: prices, prizes, fines, praise and rules all change what people do; incentives can backfire with unintended consequences (paying for dead rats led people to breed rats); thinking about incentives when designing a rule or a game","ages":[9,12],"type":"CONCEPTUAL","evidence":["Give three examples of incentives in everyday life","Describe an incentive that backfired and explain why","Design a simple rule for class or home and predict how people will respond to it"],"check":"Could your child explain how a reward or a fine changes what people do, and give an example where it backfired?","standards":[]},{"id":"cx_soc_opportunity_cost","subject":"Society & Citizenship","domain":"Economics","name":"Opportunity Cost","description":"The real cost of a choice is the best thing you gave up to make it — including time; using opportunity cost to compare options, such as an afternoon of games versus practising a skill, or a city spending on a park versus a library","ages":[9,11],"type":"CONCEPTUAL","evidence":["Identify the opportunity cost of a decision they made recently","Compare two options by what each gives up","Explain why something 'free' can still have a cost"],"check":"Could your child tell you what they really gave up when they made a choice, including their time?","standards":[]},{"id":"cx_soc_specialisation","subject":"Society & Citizenship","domain":"Economics","name":"Specialisation and Trade","description":"Why people, towns and countries specialise in what they do best and trade for the rest; how specialising and trading make everyone better off, even when one side is better at everything (comparative advantage, simply put); why nobody can make a pencil entirely alone","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain why a baker buys shoes instead of making them","Show with a simple example how two people who specialise and trade end up with more","Trace the many people involved in making an everyday object"],"check":"Could your child explain why people and countries specialise and trade instead of making everything themselves?","standards":[]},{"id":"mt_tqgZH11cP5","subject":"Society & Citizenship","domain":"Economics","name":"Supply Chains","description":"Where products come from before they reach the customer; raw materials, making, transporting, and selling; the journey of a product from start to finish","ages":[9,11],"type":"CONCEPTUAL","evidence":["Trace the journey of a familiar product (e.g. chocolate bar) from raw material to shop shelf","Identify at least three stages in a supply chain","Explain why a long supply chain can make a product more expensive"],"check":"If you asked your child how a chocolate bar gets from a cocoa farm to a shop shelf, could they describe the main steps in the journey?","standards":[]},{"id":"mt_cSz7XTxVAx","subject":"Society & Citizenship","domain":"Economics","name":"Taxes & Public Services","description":"What taxes are and why people pay them; how taxes fund schools, hospitals, roads, and emergency services; that governments decide how to spend tax money","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what tax is and that most working adults pay it","Name at least three things that taxes pay for (schools, hospitals, roads, police, fire service)","Describe why taxes are needed (everyone chips in so everyone benefits)"],"check":"Could your child explain where the money comes from to pay for things like schools and hospitals that everyone uses?","standards":[]},{"id":"cx_soc_supply_demand","subject":"Society & Citizenship","domain":"Economics","name":"Supply, Demand and Prices","description":"How prices act as signals: when something is scarce or popular its price rises, which tells sellers to make more and buyers to use less; shortages and gluts; real examples like fruit prices across seasons, concert tickets and face masks in 2020","ages":[10,12],"type":"CONCEPTUAL","evidence":["Predict what happens to a price when demand rises or supply falls","Explain how a high price encourages more supply","Describe a real shortage and how prices changed"],"check":"Could your child predict what happens to the price of strawberries in winter, and explain why?","standards":[]},{"id":"cx_soc_inflation","subject":"Society & Citizenship","domain":"Economics","name":"Inflation and the Value of Money","description":"Why prices tend to rise over time and what that does to savings; what a central bank does; how printing too much money causes inflation (with historical examples); interest rates as the price of borrowing","ages":[11,13],"type":"CONCEPTUAL","evidence":["Compare what a fixed amount of money bought in the past and today","Explain how inflation reduces the value of savings","Describe what a central bank does and how it uses interest rates"],"check":"Could your child explain why the same money buys less over time, and what that means for savings?","standards":[]},{"id":"cx_soc_incomes","subject":"Society & Citizenship","domain":"Economics","name":"Why Incomes Differ","description":"Understanding why some people earn much more than others: the skills a job needs and how many people have them, supply and demand for work, education and training, effort, inheritance and family wealth, where you live, discrimination and plain luck; judging how fair a particular difference is, and what societies do about it (taxes, public services, minimum wages)","ages":[11,14],"type":"CONCEPTUAL","evidence":["Give several reasons incomes differ, separating effort and choice from luck and circumstance","Discuss whether a particular gap seems fair, with reasons","Name ways societies narrow gaps, and the arguments for and against them"],"check":"Could your child explain why a surgeon and a shop assistant earn different amounts, which parts of that are effort and which are luck or circumstance, and whether they think it's fair?","standards":[]},{"id":"cx_soc_externalities","subject":"Society & Citizenship","domain":"Economics","name":"Costs Others Pay","description":"When a choice affects people who did not make it: pollution from a factory, noise, traffic, or a neighbour's beautiful garden; why markets alone produce too much pollution; ways to fix it — rules, taxes on pollution such as carbon prices, and rewards for good effects","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain what an external cost is with an example","Describe why a polluting factory may not stop on its own","Compare two ways a government can reduce pollution"],"check":"Could your child explain why pollution keeps happening even though it harms people, and how a rule or tax can change that?","standards":[]},{"id":"cx_soc_markets_planning","subject":"Society & Citizenship","domain":"Economics","name":"Markets and Planning","description":"Who decides what gets made, by whom and for whom: markets where prices coordinate millions of choices, central planning where the government decides, and mixed economies in between; China's shift from a planned economy to a socialist market economy; the strengths and weaknesses of each","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain how a market decides what gets made without anyone in charge","Describe how a planned economy works and one problem it tends to have","Describe how China's economy changed after 1978"],"check":"Could your child explain the difference between a market economy and a planned economy, with China as an example?","standards":[]},{"id":"cx_soc_rich_poor_countries","subject":"Society & Citizenship","domain":"Economics","name":"Why Some Countries Are Richer","description":"Why living standards differ so much between countries and over time: productivity, education and health, tools and technology, trade, stable institutions and the rule of law, geography and history; China's growth since 1978 and South Korea's as examples of how quickly countries can change","ages":[12,14],"type":"CONCEPTUAL","evidence":["Name at least four factors that make a country richer","Explain why productivity matters for living standards","Describe how one country became much richer within a lifetime"],"check":"Could your child give several reasons why some countries are richer than others, with an example of a country that changed quickly?","standards":[]},{"id":"mt_My0OL6fhGL","subject":"Society & Citizenship","domain":"Media & Information","name":"Advertising & Spending","description":"How advertising tries to influence what we buy; being a critical consumer; understanding 'value for money'; the difference between emotional and rational spending","ages":[7,9],"type":"CONCEPTUAL","evidence":["Spot at least two persuasion techniques in a real advert (bright colours, celebrity, special offer)","Explain what 'value for money' means and compare two similar products at different prices","Describe a time when advertising made them want something they didn't really need"],"check":"When your child sees an advert for a toy or game, can they recognise that the advert is trying to make them want to buy it?","standards":[]},{"id":"cx_soc_who_makes_news","subject":"Society & Citizenship","domain":"Media & Information","name":"Who Makes the News","description":"Where news comes from: reporters, editors and their sources; that someone chooses what counts as news and what is left out; that state, commercial and independent media can report the same event differently; news versus opinion versus advertising","ages":[8,10],"type":"CONCEPTUAL","evidence":["Describe how a news story gets from an event to their screen","Compare how two outlets report the same event","Sort examples into news, opinion and advertising"],"check":"Could your child compare two reports of the same event and explain why they differ?","standards":[]},{"id":"cx_soc_checking_claims","subject":"Society & Citizenship","domain":"Media & Information","name":"Checking a Claim","description":"What to do before believing or sharing something: ask who is behind it and what they want, look for the original source, check what other independent sources say (reading sideways rather than staying on one page), and check whether a photo or quote has been taken out of context","ages":[9,12],"type":"PROCEDURAL","evidence":["Find out who is behind an unfamiliar website or account","Trace a claim back to its original source","Use at least two independent sources to check whether a claim is true"],"check":"Could your child show you how they would check whether a surprising post is true before sharing it?","standards":[]},{"id":"cx_soc_status","subject":"Society & Citizenship","domain":"Media & Information","name":"Status and Showing Off","description":"Understanding why people buy and show things to signal status (brands, phones, cars, hotels, holidays), how advertisers and influencers sell that feeling of being ahead, and how to notice when you want something for what it says about you rather than what it does for you","ages":[10,13],"type":"CONCEPTUAL","evidence":["Explain what a status symbol is, with examples from their own world","Spot an advert or post that sells status rather than usefulness","Ask themselves whether they want something for itself or for what others will think"],"check":"Could your child explain why some people buy expensive brands or post about luxury hotels, and tell when an advert is selling them a feeling of being ahead rather than a useful thing?","standards":[]},{"id":"cx_soc_attention_business","subject":"Society & Citizenship","domain":"Media & Information","name":"The Attention Business","description":"How 'free' apps and sites make money: advertisers pay for your attention and data; design tricks that keep you scrolling — infinite feeds, autoplay, streaks, notifications; feeds that rank what each person sees; how to take back control","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain how a free app makes money","Name three design features that keep people using an app longer","Describe one change they could make to use an app on their own terms"],"check":"Could your child explain how a free video app earns money, and point out features designed to keep them watching?","standards":[]},{"id":"cx_soc_misinformation_spread","subject":"Society & Citizenship","domain":"Media & Information","name":"How False Stories Spread","description":"Why rumours and false stories spread faster than corrections: they are surprising and emotional, they fit what people already believe, and they travel through trusted friends and group chats; what makes a correction work; pausing before sharing","ages":[11,13],"type":"CONCEPTUAL","evidence":["Explain why false stories often spread faster than true ones","Describe how a rumour travelled through a group chat or community","Practise a respectful way to correct a friend who shared something false"],"check":"Could your child explain why false stories spread so quickly, and how to correct one without starting a fight?","standards":[]},{"id":"cx_soc_numbers_in_news","subject":"Society & Citizenship","domain":"Media & Information","name":"Numbers in the News","description":"Reading the numbers in headlines critically: relative versus absolute risk ('doubles the risk' of something very rare), averages that hide spread, small or biased samples, graphs with cut-off axes, and correlation reported as cause","ages":[11,14],"type":"CONCEPTUAL","evidence":["Rewrite a 'doubles the risk' headline in absolute numbers","Spot a misleading graph and explain what is wrong with it","Ask the right questions about a survey: who was asked and how many"],"check":"Could your child look at a headline with a scary statistic and explain what the numbers really mean?","standards":[]},{"id":"cx_soc_free_expression","subject":"Society & Citizenship","domain":"Media & Information","name":"Free Expression and Its Limits","description":"Freedom of speech and of the press, and the limits societies set on them — defamation, threats, privacy, hate speech; censorship and who decides what may be said; how different countries draw these lines differently, described factually; why open debate helps societies find mistakes","ages":[12,14],"type":"CONCEPTUAL","evidence":["Explain what freedom of expression means and why it matters","Name limits on speech that many countries agree on","Compare how two countries draw the line on what can be published"],"check":"Could your child explain why free expression matters and where most societies set limits on it?","standards":[]},{"id":"cx_comp_sequence","subject":"Computing","domain":"Programming & Algorithms","name":"Programming a Sequence","description":"Giving a floor robot or an on-screen character a sequence of moves (forward, turn, repeat) to reach a goal, using cards, arrows or a tool like ScratchJr; predicting where it will end up before pressing go","ages":[5,7],"type":"PROCEDURAL","evidence":["Plan and enter a sequence of moves that gets a floor robot or sprite to a target","Predict where a short sequence will end up before running it","Change one step to fix a route that misses the target"],"check":"Could your child plan a route for a toy robot on a grid, enter the moves, and say where it will stop before it runs?","standards":["cn-2022:computing-algorithms"]},{"id":"mt__p5n8z5soJ","subject":"Computing","domain":"Programming & Algorithms","name":"Step-by-Step Instructions","description":"Step-by-step instructions for everyday tasks (making a sandwich, brushing teeth); that if instructions are wrong or missing, things go wrong; computers follow instructions exactly","ages":[5,7],"type":"CONCEPTUAL","evidence":["Write or describe step-by-step instructions for a simple everyday task","Predict what goes wrong if a step is missing or in the wrong order","Explain that a computer follows instructions exactly — it cannot guess what you meant"],"check":"If your child had to write instructions for making a jam sandwich so precise that even a robot could follow them, could they include every single step?","standards":[]},{"id":"cx_comp_debugging","subject":"Computing","domain":"Programming & Algorithms","name":"Finding and Fixing Bugs","description":"Debugging: when a program does something unexpected, comparing what it did with what it should do, finding the step that went wrong, fixing it and testing again; treating bugs as normal, not as failure","ages":[6,9],"type":"PROCEDURAL","evidence":["Spot where a short program or set of instructions first goes wrong","Fix the bug and run the program again to check it now works","Describe a bug they found in their own words (what happened, what should have happened)"],"check":"When a program your child made does something odd, could they track down which step is wrong and fix it, without starting over?","standards":[]},{"id":"cx_comp_loops","subject":"Computing","domain":"Programming & Algorithms","name":"Repeating with Loops","description":"Using a loop (repeat 4 times, repeat forever) instead of writing the same steps again and again; spotting the repeating part of a pattern, a dance or a drawing and turning it into a loop","ages":[6,9],"type":"PROCEDURAL","evidence":["Replace a run of repeated instructions with a loop","Predict what a program with a loop will do (e.g. repeat 4: move, turn draws a square)","Find the repeating unit in a pattern and say how many times it repeats"],"check":"Could your child make a character draw a square using 'repeat 4 times' rather than writing the same two steps four times?","standards":["cn-2022:computing-algorithms"]},{"id":"cx_comp_decomposition","subject":"Computing","domain":"Programming & Algorithms","name":"Breaking Problems into Parts","description":"Decomposition and abstraction: splitting a big job (making a game, planning a party) into smaller parts that can be solved one at a time, and leaving out details that don't matter for the task","ages":[7,10],"type":"META","evidence":["Break a project such as a simple game into at least three smaller parts","Say which details matter for a task and which can be ignored (a map of the metro leaves out streets)","Solve the parts one by one and put them back together"],"check":"Given a big task like 'make a quiz game', could your child list the smaller pieces it needs before starting?","standards":[]},{"id":"cx_comp_events","subject":"Computing","domain":"Programming & Algorithms","name":"Events and Inputs","description":"Programs that respond to things happening: when a key is pressed, when the sprite is clicked, when a sensor detects light; making an interactive story or game in a block language such as Scratch","ages":[7,9],"type":"CONCEPTUAL","evidence":["Build a program in Scratch or similar that reacts to a key press or click","Explain that the program waits for an event and then runs the matching instructions","Give everyday examples of devices that respond to events (lift buttons, automatic doors)"],"check":"Could your child make a simple Scratch game where pressing the arrow keys moves a character?","standards":[]},{"id":"cx_comp_conditionals","subject":"Computing","domain":"Programming & Algorithms","name":"Making Decisions with If","description":"Using if … then … else so a program chooses what to do: if the cat touches the wall, turn around; if the answer is right, add a point; tracing which branch runs for a given input","ages":[7,10],"type":"PROCEDURAL","evidence":["Write a program that uses 'if … then … else' to make a choice","Trace which branch runs for two different inputs","Describe an everyday rule as an if-then statement (if it is raining, take an umbrella)"],"check":"Could your child add a rule to their game like 'if the character touches the edge, bounce back' and explain when it happens?","standards":["cn-2022:computing-algorithms"]},{"id":"cx_comp_variables","subject":"Computing","domain":"Programming & Algorithms","name":"Variables: Programs That Remember","description":"A variable is a named box that stores a value the program can change: a score, a timer, a player's name; setting, changing and showing a variable","ages":[8,11],"type":"CONCEPTUAL","evidence":["Create a variable such as 'score' and change it when something happens","Explain what a variable is in their own words (a named place to store a value)","Predict the value of a variable after a few steps of a program"],"check":"Could your child add a score to a game that goes up by one each time the player catches something?","standards":[]},{"id":"cx_comp_everyday_algorithms","subject":"Computing","domain":"Programming & Algorithms","name":"Everyday Algorithms","description":"Algorithms all around us: a recipe, the route a delivery rider takes, how a lift decides which floor to go to next; describing an algorithm clearly, and comparing two algorithms for the same job by how many steps they take","ages":[9,11],"type":"CONCEPTUAL","evidence":["Write an everyday algorithm clearly enough that someone else can follow it exactly","Compare two ways of doing the same task and say which takes fewer steps","Name algorithms that run in apps they use (maps choosing a route, a lift scheduling floors)"],"check":"Could your child explain two different ways to find a word in a dictionary and say which is faster and why?","standards":["cn-2022:computing-algorithms"]},{"id":"cx_comp_functions","subject":"Computing","domain":"Programming & Algorithms","name":"Functions and Reusable Code","description":"Packaging steps into a named function (a custom block, a 'def') that can be reused, with inputs (parameters) that change what it does; keeping programs short and readable","ages":[10,13],"type":"PROCEDURAL","evidence":["Make a custom block or function and use it more than once","Add an input to a function, such as the size of a shape it draws","Explain why reusing a function is better than copying the same code"],"check":"Could your child make a 'draw star' block that takes a size, and use it to draw stars of different sizes?","standards":[]},{"id":"cx_comp_search_sort","subject":"Computing","domain":"Programming & Algorithms","name":"Searching and Sorting","description":"Why order helps: checking items one by one versus halving the search each time (the guess-the-number game, binary search); simple ways to sort a pile of cards; how sorted data makes searching fast","ages":[10,12],"type":"CONCEPTUAL","evidence":["Play guess-the-number with a halving strategy and explain why it needs so few guesses","Sort a set of cards with a step-by-step method and describe the method","Explain why looking something up in a sorted list is faster than in a jumbled one"],"check":"If you think of a number from 1 to 100, could your child find it in seven guesses or fewer, and explain the strategy?","standards":["cn-2022:computing-algorithms"]},{"id":"cx_comp_control","subject":"Computing","domain":"Programming & Algorithms","name":"Sensors, Feedback and Control","description":"Process and control: a system reads a sensor (light, temperature, distance), decides, and acts (turn on a light, sound an alarm); feedback loops like a thermostat; programming a micro:bit or similar board to control something real","ages":[10,12],"type":"PROCEDURAL","evidence":["Program a board such as a micro:bit to react to a sensor reading","Describe a system as input → processing → output","Explain how a feedback loop (a thermostat, an automatic street light) keeps something steady"],"check":"Could your child explain how an automatic night light knows when to switch on, and build a simple version with a programmable board?","standards":["cn-2022:computing-control"]},{"id":"cx_comp_lists","subject":"Computing","domain":"Programming & Algorithms","name":"Lists and Data in Programs","description":"Storing many values in a list, going through it with a loop, and computing something from it: the highest score, an average, how many words start with a letter","ages":[11,14],"type":"PROCEDURAL","evidence":["Store a set of values in a list and loop through it","Compute a total, an average or a maximum from a list in code","Explain when a list is better than many separate variables"],"check":"Could your child write code that takes a list of test scores and prints the highest and the average?","standards":[]},{"id":"cx_comp_python","subject":"Computing","domain":"Programming & Algorithms","name":"Writing Code in Text","description":"Moving from blocks to a text language such as Python: print and input, variables, if, loops; reading error messages and fixing typos; writing small programs like a quiz or a times-table tester","ages":[11,14],"type":"PROCEDURAL","evidence":["Write a short Python program that uses input, a variable, an if statement and a loop","Read an error message and use it to find and fix the problem","Rewrite a block program they made earlier as text code"],"check":"Could your child write a short Python program that asks a question, checks the answer and keeps score?","standards":[]},{"id":"cx_comp_project","subject":"Computing","domain":"Programming & Algorithms","name":"Building a Program Others Can Use","description":"A full small project: choosing a problem for a real user, planning, building in stages, testing with other people, and improving it from their feedback; a game, a quiz, a tool for the family or class","ages":[12,14],"type":"PROCEDURAL","evidence":["Plan a program for someone else, listing what it must do","Build it in stages, testing each part as they go","Watch someone use it and make at least one improvement from what they saw"],"check":"Has your child made a program that someone else actually used, and changed it after watching them use it?","standards":[]},{"id":"mt_XbGfVhfiUz","subject":"Computing","domain":"Data & Information","name":"Computers in Everyday Life","description":"Identifying computers in everyday life — not just laptops but phones, tablets, smart speakers, traffic lights, washing machines; what makes something a computer","ages":[5,7],"type":"CONCEPTUAL","evidence":["Point out at least five everyday objects that contain computers","Explain what all computers have in common (they follow instructions and process information)","Sort a set of objects into 'contains a computer' and 'does not contain a computer'"],"check":"Could your child look around your home and point out at least five things that have a computer inside them, including ones that don't look like traditional computers?","standards":[]},{"id":"cx_comp_input_output","subject":"Computing","domain":"Data & Information","name":"Input, Processing and Output","description":"Every computer takes input (keyboard, touch, camera, microphone, sensors), processes it, stores it, and gives output (screen, speaker, printer, motor); naming the parts on a phone, a tablet and a washing machine","ages":[6,8],"type":"CONCEPTUAL","evidence":["Name input and output devices on a phone or computer","Describe what happens between input and output for a familiar task (taking a photo)","Explain that computers store information so it is still there later"],"check":"Could your child point to the parts of a phone that take things in and the parts that give things out?","standards":["cn-2022:computing-online"]},{"id":"mt_kH1DzOPsXG","subject":"Computing","domain":"Data & Information","name":"Data and Information for Computers","description":"What data is: information that computers use — numbers, words, pictures, sounds; everything a computer knows comes from data that people give it","ages":[7,9],"type":"CONCEPTUAL","evidence":["Define data as information stored in a computer (numbers, text, images, sounds)","Give at least three examples of data they create every day (photos, messages, search queries)","Explain that a computer only knows what it has been given — it has no knowledge of its own"],"check":"Could your child explain what 'data' means and give examples of data they create every time they use a phone or computer?","standards":[]},{"id":"cx_comp_files","subject":"Computing","domain":"Data & Information","name":"Files, Folders and Formats","description":"Saving work, naming files so they can be found again, organising folders, knowing common formats (photo, document, video, audio) and keeping a backup copy","ages":[7,9],"type":"PROCEDURAL","evidence":["Save a piece of work with a sensible name and find it again later","Organise files into folders","Recognise common file types and say what each holds","Explain why keeping a backup copy matters"],"check":"Could your child save a drawing or document with a clear name, put it in the right folder, and find it the next day?","standards":["cn-2022:computing-online"]},{"id":"cx_comp_collecting_data","subject":"Computing","domain":"Data & Information","name":"Collecting and Organising Data","description":"Asking a clear question, collecting data with a survey, form or sensor, recording it in a table, and sorting or filtering it to answer the question; noticing when data is missing or messy","ages":[8,10],"type":"PROCEDURAL","evidence":["Design a short survey or form to answer a question","Record the results in a table with clear column headings","Sort or filter the table to find an answer","Point out gaps or mistakes in a data set"],"check":"Could your child run a small survey of family or classmates, put the answers in a table and say what it shows?","standards":["cn-2022:computing-data-coding"]},{"id":"cx_comp_binary","subject":"Computing","domain":"Data & Information","name":"Binary: Everything Is Numbers","description":"Computers store everything as bits, 0s and 1s; counting in binary with cards or fingers; how a black-and-white picture becomes a grid of 0s and 1s, and how colours become numbers","ages":[9,11],"type":"CONCEPTUAL","evidence":["Count from 0 to 15 in binary","Turn a small black-and-white picture into a grid of 0s and 1s and back","Explain why computers use only two states (on/off)"],"check":"Could your child show how the number 5 is written in binary and explain that every photo on a phone is stored as numbers?","standards":["cn-2022:computing-data-coding"]},{"id":"mt_n5_Jt4ExUd","subject":"Computing","domain":"Data & Information","name":"Patterns & Codes for Information","description":"Generate and compare multiple solutions that use patterns to transfer information, such as codes and signals","ages":[9,10],"type":"CONCEPTUAL","evidence":["Describe at least two systems that use patterns of light or sound to transfer information (e.g. Morse code, semaphore, drum signals)","Design a simple code using light or sound patterns to send a message","Compare the advantages and disadvantages of different information transfer methods"],"check":"Can your child come up with different ways to send a secret message using patterns of light or sound, like Morse code or drum beats?","standards":["ngss-k5:4-PS4-3"]},{"id":"cx_comp_encoding","subject":"Computing","domain":"Data & Information","name":"Encoding Text, Images and Sound","description":"How text (including Chinese characters, via Unicode), images (pixels and resolution) and sound (samples) are turned into numbers; why some files are bigger than others; the idea of compression","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain how a picture is made of pixels, each with a colour value","Explain that every character, including each Chinese character, has a number code","Compare file sizes of a photo, a song and a page of text and explain the difference","Describe in simple terms what compression does"],"check":"Could your child explain why a video file is so much bigger than a text message?","standards":["cn-2022:computing-data-coding"]},{"id":"cx_comp_spreadsheets","subject":"Computing","domain":"Data & Information","name":"Using Spreadsheets","description":"Entering data into a spreadsheet, writing simple formulas (sum, average), sorting and filtering, making a chart, and checking that the numbers make sense","ages":[10,13],"type":"PROCEDURAL","evidence":["Enter a data set into a spreadsheet with clear headings","Write a formula to total or average a column","Make a chart from the data and say what it shows","Spot a result that can't be right and track down the error"],"check":"Could your child set up a spreadsheet of their pocket money or a class survey and use a formula to add it up?","standards":[]},{"id":"cx_comp_internet","subject":"Computing","domain":"Networks & the Internet","name":"How the Internet Moves Information","description":"The internet is a network of networks: messages are cut into packets, addressed, and passed between routers, along cables (including under the sea) and through the air, then put back together","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe the internet as many connected computers, not a single place","Explain that messages travel in small packets with addresses","Trace roughly how a message gets from their device to a friend's"],"check":"Could your child explain roughly what happens between pressing 'send' on a message and a friend receiving it?","standards":["cn-2022:computing-internet"]},{"id":"cx_comp_web_search","subject":"Computing","domain":"Networks & the Internet","name":"How the Web and Search Engines Work","description":"Websites, links and web addresses; how a search engine collects pages and ranks results; results are ordered by relevance and popularity, not by truth; ads and sponsored results; choosing good search words","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain the difference between the internet and the web","Describe how a search engine finds and ranks pages","Spot the ads or sponsored results on a results page","Improve a search by changing the words used"],"check":"Could your child explain why the first search result is not necessarily the most accurate, and point out which results are ads?","standards":["cn-2022:computing-internet"]},{"id":"cx_comp_cloud","subject":"Computing","domain":"Networks & the Internet","name":"The Cloud and Online Services","description":"'The cloud' is other people's computers in data centres: accounts, syncing photos and files across devices, online documents; what you gain (access anywhere, sharing) and what you give up (control, privacy, dependence on a company)","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain that cloud storage means files kept on a company's computers","Give an example of syncing or sharing through the cloud","Name one benefit and one risk of keeping things in the cloud"],"check":"Could your child explain where the photos in a cloud album are actually kept?","standards":["cn-2022:computing-internet"]},{"id":"cx_comp_iot","subject":"Computing","domain":"Networks & the Internet","name":"The Internet of Things","description":"Everyday objects with sensors connected to the internet: smart meters, shared bikes, home cameras, farm sensors; designing a small connected system (sense → send → decide → act); the security and privacy questions it raises","ages":[12,14],"type":"PROCEDURAL","evidence":["Describe how a connected device such as a shared bike or smart meter works","Design or build a small system where a sensor reading is sent and triggers an action","Explain one security or privacy risk of connected devices and how to reduce it"],"check":"Could your child explain how a shared bike knows where it is and unlocks when you scan it?","standards":["cn-2022:computing-iot"]},{"id":"mt_zIzJGkaj0Q","subject":"Computing","domain":"Digital Safety & Citizenship","name":"Basic digital citizenship","description":"Understand basic digital citizenship — being kind online, protecting personal information, recognising that people behind screens are real people with real feelings, and knowing what to do if something online makes them uncomfortable","ages":[7,9],"type":"CONCEPTUAL","evidence":["State at least three rules for staying safe and being kind online","Explain why hurtful messages online are just as harmful as saying them in person","Describe what they should do if someone online makes them feel uncomfortable or asks for personal information"],"check":"When your child is chatting with friends online or playing multiplayer games, do they treat people kindly and know not to share personal details like their address or school name?","standards":["ib-pyp-pspe:PSPE.INT.P2.CU.5"]},{"id":"cx_comp_passwords","subject":"Computing","domain":"Digital Safety & Citizenship","name":"Passwords and Account Security","description":"Making strong passwords (long passphrases), never sharing them, not reusing them everywhere, using two-step verification, and spotting messages that try to trick you into giving a password away","ages":[8,10],"type":"PROCEDURAL","evidence":["Make a strong passphrase and explain why length matters","Explain why the same password shouldn't be used everywhere","Describe what two-step verification is and why it helps","Spot a message that is fishing for a password or code"],"check":"Could your child explain what makes a password strong and what they'd do if a message asked for their login code?","standards":[]},{"id":"cx_comp_attention_design","subject":"Computing","domain":"Digital Safety & Citizenship","name":"Apps Designed to Hook You","description":"Persuasive design: autoplay, infinite scroll, streaks, red notification dots and rewards that come at random are built to keep you using an app; noticing how it feels, and setting your own limits","ages":[9,12],"type":"CONCEPTUAL","evidence":["Name at least three design features that keep people scrolling or playing","Explain why a company benefits from the time people spend in its app","Set and keep a personal rule, such as notifications off during homework"],"check":"Could your child point out features in a video app that make it hard to stop watching, and explain why the app was built that way?","standards":[]},{"id":"cx_comp_privacy_settings","subject":"Computing","domain":"Digital Safety & Citizenship","name":"Privacy Settings and Permissions","description":"Checking what an app can access (location, camera, microphone, contacts) and turning off what it doesn't need; choosing who can see what you post; thinking before sharing photos of other people","ages":[9,11],"type":"PROCEDURAL","evidence":["Check an app's permissions and turn off one it doesn't need","Set who can see a post or profile","Ask permission before sharing a photo of someone else"],"check":"Could your child find which apps on a device can see its location, and explain whether each one needs to?","standards":[]},{"id":"mt_W5euSyU2sO","subject":"Computing","domain":"Digital Safety & Citizenship","name":"Scams & Online Safety","description":"Recognising financial scams and tricks; phishing emails and fake websites; protecting personal and financial information online; 'if it seems too good to be true, it probably is'","ages":[9,11],"type":"CONCEPTUAL","evidence":["Identify at least two warning signs of a scam (asking for personal details, too-good-to-be-true offers, urgency)","Explain why you should never share passwords or bank details online","Describe what to do if they receive a suspicious message or email (don't click, tell an adult)"],"check":"If your child received a message saying they'd won a prize and just needed to enter their details, would they know it's probably a scam?","standards":[]},{"id":"cx_comp_footprint","subject":"Computing","domain":"Digital Safety & Citizenship","name":"Your Digital Footprint","description":"What you post, like and search leaves a lasting trail; screenshots outlive deletions; how a footprint can help or hurt later (schools, jobs, friendships); building one you'd be happy for anyone to see","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain that deleted posts may still exist as screenshots or copies","List the kinds of trail they leave online (posts, likes, searches, location)","Decide whether a given post is something they'd be comfortable with in five years"],"check":"Before posting something, does your child ask whether they'd be happy for a teacher or future employer to see it?","standards":[]},{"id":"mt_WtO50EZQkf","subject":"Computing","domain":"Digital Safety & Citizenship","name":"Online Identity and Misinformation","description":"Understand the ethics of online identity and the importance of consistency between who you are online and offline; explain how recommendation algorithms and filter bubbles narrow information exposure; evaluate the psychology of misinformation: why it spreads, why smart people believe it, and how to apply source evaluation (lateral reading, checking evidence, recognising emotional manipulation); understand digital consent around sharing images or personal information; explore the ethics of AI, surveillance, and data privacy as they affect everyday life; reflect on responsible content creation and online influence","ages":[12,13],"type":"CONCEPTUAL","evidence":[],"check":"When your child sees a convincing claim shared on social media, can they describe their process for deciding whether to believe or share it — and explain why even intelligent people are regularly misled online?","standards":[]},{"id":"mt_AzTrT5ySCx","subject":"Computing","domain":"Artificial Intelligence","name":"AI in Daily Life","description":"Spotting AI in daily life: face unlock, video recommendations, auto-correct, voice assistants, and devices that sense and respond (automatic doors, motion-sensor lights) compared with ones that do the same thing every time; technology that seems to 'know' things but works from patterns and data","ages":[5,7],"type":"CONCEPTUAL","evidence":["Identify at least five examples of AI in their daily life","Sort devices into ones that sense and respond and ones that do the same thing every time","Explain that these technologies, including voice assistants, use patterns and data, not magic or real thinking","Describe one way AI makes their life easier and one time it might not work perfectly"],"check":"Could your child point out several things they use every day — like auto-correct or face unlock — and explain that these are examples of AI?","standards":[]},{"id":"mt_jvJ35MmCvK","subject":"Computing","domain":"Artificial Intelligence","name":"Real-World Robots","description":"What a robot really is — not the sci-fi version; robots in factories, robot vacuum cleaners, robot arms in surgery; that robots follow instructions given by people","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe what a robot is (a machine that follows instructions to do a task)","Name at least three real robots and what they do","Explain that robots are not alive and do not have feelings — they follow instructions people wrote"],"check":"If your child saw a robot vacuum cleaner, could they explain how it's different from a person cleaning — that it follows instructions rather than thinking for itself?","standards":[]},{"id":"mt_bPFToj0OhZ","subject":"Computing","domain":"Artificial Intelligence","name":"AI Mistakes and Limitations","description":"Machines make mistakes; they only know what they've been shown; bad training data leads to bad results; AI is not magic — just maths on data; showing edge cases and failures","ages":[7,9],"type":"CONCEPTUAL","evidence":["Give an example of AI making a mistake (voice assistant mishearing, auto-correct error, wrong recommendation)","Explain that AI mistakes happen because of gaps or errors in training data","Describe why AI is not magic — it follows mathematical rules applied to data"],"check":"If an AI incorrectly identified a picture of a muffin as a chihuahua, could your child explain why that kind of mistake happens?","standards":[]},{"id":"mt_oajUvqAiBJ","subject":"Computing","domain":"Artificial Intelligence","name":"Humans Versus Machines","description":"Comparing human and machine capabilities: creativity, empathy, common sense vs speed, memory, repetition; the Turing Test (simplified); what makes humans unique","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least three things humans are better at than computers (creativity, empathy, common sense)","Name at least three things computers are better at than humans (speed, memory, repetitive tasks)","Describe the Turing Test in simple terms (can a computer fool a person into thinking it's human?)"],"check":"Could your child explain what humans are still better at than computers and what computers can do that humans can't?","standards":[]},{"id":"mt_K6qtan847r","subject":"Computing","domain":"Artificial Intelligence","name":"Machine Learning Basics","description":"How machine learning works at a conceptual level: show the computer many examples, it finds patterns, then it makes predictions about new things; how this differs from a system following fixed rules (a simple game opponent); hands-on experience with Teachable Machine or a similar tool","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe the three steps of machine learning in simple terms (give examples, find patterns, make predictions)","Explain the difference between a program that follows fixed rules and one that learns from examples","Train a simple model using a tool like Teachable Machine and describe what happened","Explain why showing more and better examples makes the model more accurate"],"check":"Could your child describe how you teach a computer to recognise something — by showing it lots of examples until it spots the pattern?","standards":[]},{"id":"mt_ofOGCQ7FWj","subject":"Computing","domain":"Artificial Intelligence","name":"Patterns and Classification","description":"Humans are great at spotting patterns; computers can learn to spot patterns too, but they need lots of examples; sorting and classification activities as the basis of machine learning","ages":[7,9],"type":"CONCEPTUAL","evidence":["Sort a set of items into categories and explain the rules they used","Explain that computers learn patterns by looking at many examples","Describe why a computer needs more examples than a human to learn the same pattern"],"check":"If you showed your child pictures of cats and dogs, could they explain how a computer could learn to tell them apart — and why it would need many more pictures than a person would?","standards":[]},{"id":"mt_EedcpioR0v","subject":"Computing","domain":"Artificial Intelligence","name":"Recommendation Systems and Filter Bubbles","description":"How recommendation systems work: YouTube, Netflix, and shop websites track what you click and find patterns; filter bubbles; the difference between helpful suggestions and manipulation","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain how YouTube or Netflix decides what to suggest next","Describe what a 'filter bubble' is (only seeing things similar to what you already like)","Give one benefit and one risk of recommendation systems"],"check":"Does your child understand why YouTube keeps suggesting similar videos to ones they've watched, and could they explain how the recommendation system works?","standards":[]},{"id":"mt_cVp_nop-5L","subject":"Computing","domain":"Artificial Intelligence","name":"AI and Fairness in Decisions","description":"Whether AI should make important decisions about people: jobs, loans, justice; who is responsible when AI makes unfair decisions; designing your own rules for an AI system (who it should help, what it must never do); introduction to algorithmic fairness","ages":[9,11],"type":"CONCEPTUAL","evidence":["Give an example of an important decision that AI might help make (hiring, medical diagnosis, loan approval)","Explain why letting AI make decisions about people can be risky if the system is biased","Suggest who should be responsible if an AI system makes an unfair decision","Propose at least three rules for an AI system they are designing, thinking about who might be harmed"],"check":"If your child learned that a computer program was deciding who gets a job interview, could they explain why that might be unfair and who should be responsible?","standards":[]},{"id":"mt_ZpCcTU8j_o","subject":"Computing","domain":"Artificial Intelligence","name":"AI and the Environment","description":"AI needs huge amounts of energy and water to train; data centres and their environmental cost; but AI can also help — predicting weather, monitoring deforestation, optimising energy; trade-offs","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain that training AI models uses a lot of electricity and water","Give at least two examples of AI being used to help the environment","Describe the trade-off between AI's environmental cost and its environmental benefits"],"check":"Could your child explain that AI needs a lot of energy to work but can also be used to help protect the environment, and discuss whether the trade-off is worth it?","standards":[]},{"id":"mt__AWSThGJ0d","subject":"Computing","domain":"Artificial Intelligence","name":"AI and the Future of Work","description":"How AI is changing the world of work: some jobs disappear, new ones are created, many change; jobs AI can't do (yet); what skills matter in an AI world","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least two jobs that AI is changing or replacing and two new jobs AI has created","Explain why creativity, empathy, and problem-solving are skills that matter more in an AI world","Describe how AI might change a specific job they know about (teacher, doctor, farmer) without replacing it"],"check":"Could your child explain how AI might change the way people work in the future and which human skills will still be important?","standards":[]},{"id":"mt_HopZomN12L","subject":"Computing","domain":"Artificial Intelligence","name":"AI Data Collection and Privacy","description":"What data AI systems collect about you; who has it and why it matters; cookies, tracking, smart speakers always listening; your data is valuable","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least three types of personal data that AI systems collect","Explain why personal data is valuable to companies","Describe one step they can take to protect their privacy online"],"check":"Does your child understand that apps and websites collect information about what they do online, and could they explain why that matters?","standards":[]},{"id":"mt__BbOjiY5A5","subject":"Computing","domain":"Artificial Intelligence","name":"Bias in AI Systems","description":"If training data is biased, AI will be biased; examples: facial recognition working better for some skin tones, translation assuming gender; where bias comes from and whether we can fix it","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what bias in AI means using a real-world example","Describe how biased training data leads to biased AI results","Suggest one way to reduce bias in an AI system (use more diverse data, test with different groups)"],"check":"Could your child explain why an AI trained mostly on photos of light-skinned faces might not work as well for people with darker skin?","standards":[]},{"id":"mt_tzMr83pS8v","subject":"Computing","domain":"Artificial Intelligence","name":"Deepfakes and AI-Generated Content","description":"Deepfakes, AI-generated images and text; how to spot them and why they matter; the importance of checking sources; not everything online is real","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what a deepfake is and give an example of AI-generated content","Describe at least two clues that might reveal an image or text was AI-generated","Explain why it matters that AI can create realistic fake content"],"check":"If your child saw an amazing photo online, would they think to question whether it might have been created by AI rather than captured by a camera?","standards":[]},{"id":"mt__LiAEHt9nk","subject":"Computing","domain":"Artificial Intelligence","name":"The Future of AI","description":"Big questions about where AI is going: what it might do in 10 years, what we want from it and what we're worried about (safety, jobs, who controls powerful systems, rules governments make); young people as future designers and decision-makers about AI; a hopeful, empowered framing","ages":[11,14],"type":"CONCEPTUAL","evidence":["Describe at least two ways AI might be used in the future that don't exist yet","Explain one thing they would want AI to do and one thing they would want it not to do","Describe why it matters that young people understand AI — because they will shape how it is used"],"check":"Could your child have a thoughtful conversation about what they'd want AI to do in the future and what they'd be worried about?","standards":[]},{"id":"cx_comp_ai_asking","subject":"Computing","domain":"Working with AI","name":"Asking AI Good Questions","description":"Getting useful help from an AI chatbot: say what you are trying to do, give context, ask for steps or examples, and follow up when the first answer misses; a good prompt is clear writing","ages":[8,11],"type":"PROCEDURAL","evidence":["Rewrite a vague question to an AI so it includes the goal and context","Ask a follow-up that improves an unhelpful first answer","Ask the AI to explain its steps or give an example"],"check":"If an AI's first answer wasn't helpful, would your child know how to ask again in a better way?","standards":["cn-2022:computing-ai"]},{"id":"cx_comp_ai_honesty","subject":"Computing","domain":"Working with AI","name":"Being Honest About AI Help","description":"Knowing the rules for AI at school and at home, saying clearly what AI did and what you did, never passing off AI work as your own, and crediting AI the way you would credit a book or a person","ages":[9,12],"type":"CONCEPTUAL","evidence":["Explain the AI rules for a piece of schoolwork","Describe which parts of a piece of work were theirs and which came from AI","Explain why passing off AI work as your own is dishonest"],"check":"If your child used AI on a project, would they say so and explain what it did?","standards":[]},{"id":"cx_comp_ai_checking","subject":"Computing","domain":"Working with AI","name":"Checking an AI's Answer","description":"Treating an AI answer as a lead, not a fact: checking claims against reliable sources, making sure cited sources exist and say what is claimed, sanity-checking numbers by estimating, and testing any code or method it suggests","ages":[9,12],"type":"PROCEDURAL","evidence":["Check an AI's factual claim against at least one reliable source","Find an AI answer where a number or source is wrong","Estimate roughly to catch an AI answer that can't be right","Test a method or code an AI suggested before relying on it"],"check":"When an AI tells your child a fact for a school project, do they check it somewhere else before using it?","standards":[]},{"id":"cx_comp_ai_learning","subject":"Computing","domain":"Working with AI","name":"Using AI to Learn, Not to Skip Learning","description":"Using AI as a tutor rather than an answer machine: try first, then ask for a hint instead of the answer, ask it to explain, quiz you, or check your work; knowing that the effort of working something out is what makes you learn it","ages":[9,13],"type":"META","evidence":["Use AI to get a hint or explanation rather than the finished answer","Ask AI to quiz them on something they're learning","Explain why copying an AI answer doesn't help them learn","Decide when not to use AI for a task"],"check":"When your child is stuck on homework, do they ask AI for a hint and keep working, rather than for the answer?","standards":[]},{"id":"cx_comp_ai_sharing","subject":"Computing","domain":"Working with AI","name":"What Not to Tell an AI","description":"Chats with AI may be stored, read by people or used for training: keep out full names, addresses, school, passwords, photos of others and secrets; an AI chatbot is a tool, not a friend, and real worries should go to a trusted adult","ages":[9,11],"type":"CONCEPTUAL","evidence":["List information they should never type into a chatbot","Explain that conversations with AI may be stored and seen by others","Explain why a chatbot is not a substitute for talking to a trusted person"],"check":"Does your child know what personal information to keep out of AI chats, and who to turn to with a real worry?","standards":[]},{"id":"cx_comp_ai_making","subject":"Computing","domain":"Working with AI","name":"Making Things with AI","description":"Using AI to make images, stories, music or code: you set the idea, direct it, and edit the result; noticing what it does badly, checking that the output works, and thinking about whose work it learned from","ages":[10,13],"type":"PROCEDURAL","evidence":["Make something with an AI tool and improve it through several rounds of direction","Edit or fix an AI's output rather than accepting the first version","Explain one limit of AI-made work and one question about originality or credit"],"check":"If your child made a picture or story with AI, could they explain which choices were theirs?","standards":["cn-2022:computing-ai"]},{"id":"cx_comp_ai_wrong","subject":"Computing","domain":"Working with AI","name":"When AI Is Likely to Be Wrong","description":"A chatbot predicts likely-sounding words, so it can be fluent, confident and wrong ('hallucination'); it is weaker on recent events, rare facts, exact counting and arithmetic, quotes and references, and anything about you personally; stronger at explaining common ideas and rewording","ages":[10,12],"type":"CONCEPTUAL","evidence":["Explain in simple terms why a chatbot can sound sure and still be wrong","List kinds of questions where AI answers are riskier","Predict whether a given question is one an AI is likely to get right"],"check":"Could your child explain why an AI might invent a book title or a quote that doesn't exist?","standards":["cn-2022:computing-ai"]},{"id":"cx_comp_ai_judgement","subject":"Computing","domain":"Working with AI","name":"Keeping Your Own Judgement","description":"Thinking for yourself alongside AI: forming your own view before asking, being willing to disagree with an answer, noticing that chatbots tend to agree with you, and catching yourself when you start leaning on AI for things you should be able to do","ages":[11,14],"type":"META","evidence":["Form and write down their own answer or view before asking an AI","Disagree with an AI answer and give a reason","Explain why a chatbot might just agree with whatever they suggest","Name a skill they choose to keep doing themselves"],"check":"Has your child ever told an AI it was wrong, with a good reason?","standards":[]},{"id":"cx_life_dressing","subject":"Life Skills","domain":"Home & Self-Care","name":"Dressing Yourself","description":"Getting dressed without help: putting clothes on the right way round, doing up buttons and zips, putting on shoes and fastening them, choosing clothes for the weather, and putting clothes away afterwards","ages":[4,6],"type":"PROCEDURAL","evidence":["Get fully dressed, including shoes, without help","Do up buttons and zips","Choose suitable clothes for today's weather"],"check":"Could your child get dressed by themselves in the morning, including shoes, and choose clothes that suit the weather?","standards":["cn-2022:labour-cleaning"]},{"id":"cx_life_hygiene","subject":"Life Skills","domain":"Home & Self-Care","name":"Personal Hygiene Routines","description":"Keeping clean as daily habits: washing hands properly (before eating, after the toilet), brushing teeth twice a day, washing face and body, keeping nails short, covering coughs and sneezes; knowing that germs spread illness","ages":[4,7],"type":"PROCEDURAL","evidence":["Wash hands properly with soap for about 20 seconds","Brush teeth twice a day without reminders","Explain why washing hands stops illness spreading"],"check":"Could your child wash their hands and brush their teeth properly without being reminded, and explain why it matters?","standards":["cn-2022:labour-cleaning"]},{"id":"cx_life_tidying","subject":"Life Skills","domain":"Home & Self-Care","name":"Tidying and Organising","description":"Putting things back where they belong: tidying toys and books, packing and sorting a school bag, folding and storing clothes, organising a desk or shelf so things are easy to find","ages":[5,8],"type":"PROCEDURAL","evidence":["Tidy their own room or play area without help","Pack their school bag the night before","Organise a drawer or shelf so items are easy to find"],"check":"Could your child tidy their own space and pack their school bag without help?","standards":["cn-2022:labour-tidying"]},{"id":"cx_life_cleaning","subject":"Life Skills","domain":"Home & Self-Care","name":"Cleaning at Home","description":"Doing a share of the housework: sweeping and mopping, wiping tables, washing dishes, cleaning a sink, taking out rubbish and sorting it for recycling; doing it regularly as part of the family","ages":[6,9],"type":"PROCEDURAL","evidence":["Wash and dry dishes properly","Sweep or vacuum a room","Sort household rubbish into the right recycling categories"],"check":"Could your child do a regular household job, like washing dishes or sorting the rubbish, properly and without being chased?","standards":["cn-2022:labour-cleaning"]},{"id":"cx_life_simple_food","subject":"Life Skills","domain":"Home & Self-Care","name":"Preparing Simple Food","description":"Making simple food without a hob: washing fruit and vegetables, peeling, spreading, mixing, making a sandwich or a fruit salad, setting the table; safe behaviour in the kitchen and cleaning up afterwards","ages":[6,9],"type":"PROCEDURAL","evidence":["Make a simple snack such as a sandwich or fruit salad","Wash and peel fruit or vegetables safely","Clean up the workspace after preparing food"],"check":"Could your child make themselves a simple snack and clean up afterwards?","standards":["cn-2022:labour-cooking"]},{"id":"cx_life_caring_for_others","subject":"Life Skills","domain":"Home & Self-Care","name":"Caring for Others at Home","description":"Taking real responsibility for someone or something: helping look after a younger sibling, caring for a pet every day, helping an elderly grandparent; noticing what others need and doing it without being asked","ages":[8,12],"type":"PROCEDURAL","evidence":["Care for a pet or plant every day for a month","Help look after a younger child safely for a short time","Notice and do something an older family member needs without being asked"],"check":"Could your child take daily responsibility for a pet or help look after a younger child or grandparent?","standards":["cn-2022:labour-cleaning"]},{"id":"cx_life_food_safety","subject":"Life Skills","domain":"Home & Self-Care","name":"Food Hygiene and Safety","description":"Keeping food safe to eat: washing hands and surfaces, keeping raw meat apart from ready-to-eat food, cooking food through, storing food in the fridge, reading use-by dates, and knowing about common allergies","ages":[8,11],"type":"CONCEPTUAL","evidence":["Explain why raw meat must be kept apart from other food","Read and explain use-by and best-before dates","Name common food allergies and why they matter"],"check":"Could your child explain how to keep food safe, including what to do with raw meat and how to read a use-by date?","standards":["cn-2022:labour-cooking"]},{"id":"cx_life_laundry","subject":"Life Skills","domain":"Home & Self-Care","name":"Laundry and Caring for Clothes","description":"Looking after clothes: sorting laundry by colour, washing small items by hand, using a washing machine, hanging clothes to dry, folding and putting them away, and reading care labels","ages":[8,11],"type":"PROCEDURAL","evidence":["Hand-wash socks or a small item","Sort laundry and run a washing machine with help","Fold and put away clean clothes"],"check":"Could your child wash a small item by hand and fold and put away their own clean clothes?","standards":["cn-2022:labour-cleaning"]},{"id":"cx_life_cooking","subject":"Life Skills","domain":"Home & Self-Care","name":"Cooking a Hot Meal","description":"Cooking real food with heat, supervised at first: boiling, steaming and frying safely, cooking rice, noodles and eggs, following a recipe, being able to make two or three everyday family dishes from start to finish","ages":[9,12],"type":"PROCEDURAL","evidence":["Cook rice or noodles and an egg dish safely","Follow a written recipe from start to finish","Make two or three family dishes on their own"],"check":"Could your child cook a simple hot meal, such as fried rice or noodles with egg, safely and on their own?","standards":["cn-2022:labour-cooking"]},{"id":"cx_life_meal_planning","subject":"Life Skills","domain":"Home & Self-Care","name":"Planning Meals for a Week","description":"Planning how a household eats: a balanced weekly menu, a shopping list, a budget, using leftovers to avoid waste, and cooking a full meal for the family","ages":[11,14],"type":"PROCEDURAL","evidence":["Plan a balanced menu for several days","Write a shopping list and stay within a budget","Cook a complete meal for the family"],"check":"Could your child plan a few days of balanced meals, shop for them within a budget, and cook one for the family?","standards":["cn-2022:labour-cooking"]},{"id":"cx_life_growing_plants","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Growing Plants","description":"Growing something from seed and keeping it alive: sowing, watering, giving light, repotting; growing herbs, beans or cherry tomatoes in pots; recording growth and learning from plants that die","ages":[6,10],"type":"PROCEDURAL","evidence":["Grow a plant from seed to flowering or harvest","Keep a simple record of a plant's growth","Explain what went wrong when a plant did not thrive"],"check":"Could your child grow a plant from seed and keep it alive, and explain what it needs?","standards":["cn-2022:labour-farming"]},{"id":"cx_life_hand_tools","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Using Hand Tools Safely","description":"Using tools properly and safely: scissors, glue, rulers and tape at first, then a hammer, screwdriver, pliers and small saw with an adult; carrying and storing tools safely, and choosing the right tool for a job","ages":[6,9],"type":"PROCEDURAL","evidence":["Use scissors, glue and a ruler accurately","Use a hammer or screwdriver safely with supervision","Choose the right tool for a simple job and put it away safely"],"check":"Could your child use a hammer or screwdriver safely, and pick the right tool for a simple job?","standards":["cn-2022:labour-appliances"]},{"id":"cx_life_traditional_crafts","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Traditional Crafts","description":"Making things by hand the way people have for centuries: paper-cutting, folding, knotting (Chinese knots), clay modelling, weaving and simple embroidery; learning where a craft comes from and practising until the work is neat","ages":[7,11],"type":"PROCEDURAL","evidence":["Make a finished piece in at least two traditional crafts","Explain where a craft comes from and how it was used","Improve a piece through practice, so the second is neater than the first"],"check":"Could your child make a neat piece of paper-cutting, weaving or clay work and say something about where the craft comes from?","standards":["cn-2022:labour-crafts"]},{"id":"cx_life_volunteering","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Volunteering and Community Service","description":"Doing useful work for others without pay: helping at community clean-ups, school events, libraries or elderly centres; planning a small service project; reflecting on what it achieved and why service matters","ages":[8,14],"type":"PROCEDURAL","evidence":["Take part in a community service activity","Plan and carry out a small project that helps others","Describe what difference the work made and what they learned"],"check":"Could your child take part in or plan a volunteer activity, and explain what difference it made?","standards":["cn-2022:labour-volunteer"]},{"id":"cx_life_making_wood_fabric","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Making with Wood and Fabric","description":"Making a useful object from raw materials: measuring, marking, cutting, joining and finishing; building a box, shelf or birdhouse from wood, sewing a bag or cushion; planning with a sketch and improving the design","ages":[9,13],"type":"PROCEDURAL","evidence":["Make a useful object from wood following a plan","Sew a simple item such as a bag","Measure and mark accurately before cutting"],"check":"Could your child plan and make a simple wooden box or sew a bag that is actually usable?","standards":["cn-2022:labour-industrial"]},{"id":"cx_life_simple_repairs","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Simple Repairs at Home","description":"Fixing things instead of throwing them away: sewing on a button, mending a tear, tightening a loose screw, changing batteries and light bulbs, pumping up a bike tyre, using household appliances properly and looking after them","ages":[9,12],"type":"PROCEDURAL","evidence":["Sew on a button or mend a small tear","Tighten a loose screw or fix a wobbly handle","Pump up a tyre or change a battery safely"],"check":"Could your child sew on a button or fix a loose screw instead of asking someone else?","standards":["cn-2022:labour-appliances"]},{"id":"cx_life_electronics_kits","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Building with Electronics and New Tools","description":"Hands-on making with modern tools: electronics kits with lights, motors and sensors, simple robots, microcontroller boards, 3D printing or laser cutting where available; building something that works, then improving it","ages":[10,14],"type":"PROCEDURAL","evidence":["Build a working project from an electronics kit","Add a sensor or motor to make something respond","Explain what each part of their build does"],"check":"Could your child build a small gadget that lights up or moves, and explain how it works?","standards":["cn-2022:labour-newtech"]},{"id":"cx_life_growing_food","subject":"Life Skills","domain":"Making, Growing & Fixing","name":"Growing Food","description":"Producing food over a whole season: preparing soil, composting, planting at the right time, watering, dealing with pests, harvesting and eating what was grown; understanding how much work goes into food","ages":[10,13],"type":"PROCEDURAL","evidence":["Plan and plant a small vegetable bed or set of pots for a season","Make or use compost","Harvest and prepare something they grew"],"check":"Could your child grow some vegetables through a season and cook what they harvest?","standards":["cn-2022:labour-farming"]},{"id":"cx_life_lost_strangers","subject":"Life Skills","domain":"Safety & First Aid","name":"Getting Lost and Staying Safe with Strangers","description":"What to do when separated from your grown-up: stay where you are, ask a safe person (staff in uniform, a parent with children), know your full name, parent's phone number and address; never go anywhere with someone you don't know; your body belongs to you, and you can say no and tell","ages":[4,8],"type":"PROCEDURAL","evidence":["Say their full name and a parent's phone number","Describe what to do if lost in a shop or park","Explain who is a safe person to ask for help","Know they can say no to unwanted touch and must tell a trusted adult"],"check":"Could your child tell you exactly what they would do if they got lost in a busy place?","standards":["cn-2022:morality-safety"]},{"id":"cx_life_body_safety","subject":"Life Skills","domain":"Safety & First Aid","name":"My Body Belongs to Me","description":"Using the correct names for body parts; knowing that private parts are the parts a swimsuit covers and that no one should touch them or ask to see them except to keep you clean or healthy (a parent at bath time, a doctor with a parent there); that you can say no to any touch, even a hug; and telling a trusted adult, and telling again if they don't listen","ages":[4,9],"type":"CONCEPTUAL","evidence":["Name body parts using the correct words","Explain which touches are not okay and that they can say no to any touch","Name trusted adults and know to keep telling until someone helps"],"check":"Could your child say which parts of their body are private, and who they would tell if anyone asked to touch or see them?","standards":[]},{"id":"mt__pMF-Xb0TE","subject":"Life Skills","domain":"Safety & First Aid","name":"Earthquake Safety","description":"Know basic earthquake safety: drop, cover, and hold on; move away from windows; tell a trusted adult","ages":[5,7],"type":"PROCEDURAL","evidence":["Demonstrate the drop, cover, and hold on procedure","Explain why to move away from windows and shelves during shaking","Name a trusted adult to tell if they feel an earthquake"],"check":"If you asked your child what to do if the ground started shaking, could they show you 'drop, cover, and hold on' and say they'd move away from windows?","standards":[]},{"id":"mt_q3vRl4dddK","subject":"Life Skills","domain":"Safety & First Aid","name":"Everyday Safety Awareness","description":"Keep themselves safe in everyday situations — knowing basic safety rules about roads, strangers, water, and the internet — and understanding who their trusted adults are and when to tell them something","ages":[5,7],"type":"PROCEDURAL","evidence":["State at least three basic safety rules and explain why each matters","Name their trusted adults and describe when they should tell them something","Demonstrate safe behaviour in a familiar everyday situation without being reminded"],"check":"Does your child know their basic safety rules — like not going off with someone they don't know, looking both ways before crossing, and telling you if something online makes them uncomfortable?","standards":["cn-2022:morality-safety"]},{"id":"cx_life_road_safety","subject":"Life Skills","domain":"Safety & First Aid","name":"Road Safety","description":"Staying safe near traffic: stopping at the kerb, looking and listening, crossing at crossings and with lights, seat belts and car seats, being seen at night, and riding a bike or scooter safely with a helmet","ages":[5,9],"type":"PROCEDURAL","evidence":["Cross a road safely at a crossing, explaining each step","Explain why seat belts and helmets matter","Ride a bike or scooter following basic road rules"],"check":"Could your child cross a quiet road safely on their own, explaining what they are checking?","standards":["cn-2022:morality-safety"]},{"id":"cx_life_secrets_surprises","subject":"Life Skills","domain":"Safety & First Aid","name":"Secrets and Surprises","description":"The difference between a surprise (fun, kept for a short time, everyone finds out, like a birthday present) and a secret that makes you feel worried or uncomfortable, or that an adult asks you to keep from your parents; children never have to keep that kind of secret","ages":[5,9],"type":"CONCEPTUAL","evidence":["Sort examples into surprises and unsafe secrets","Explain that an adult asking them to keep a secret from their parents is a warning sign","Say what to do if someone asks them to keep an unsafe secret"],"check":"Could your child explain the difference between a surprise and a secret they shouldn't keep?","standards":[]},{"id":"mt_4pLvMN8uzL","subject":"Life Skills","domain":"Safety & First Aid","name":"Storm Safety","description":"Know basic storm safety: during thunder and lightning, go indoors or into a car, stay away from trees and water; understand that storms can be frightening but there are ways to stay safe","ages":[5,7],"type":"CONCEPTUAL","evidence":["State at least two safety rules for thunderstorms","Explain why going indoors is the safest option during lightning","Describe that storms are natural events and there are ways to stay safe"],"check":"If your child heard thunder while playing outside, would they know to come inside straight away and could they explain why standing under a tree isn't safe during a lightning storm?","standards":[]},{"id":"cx_life_water_safety","subject":"Life Skills","domain":"Safety & First Aid","name":"Water Safety","description":"Staying safe near water: only swimming where an adult is watching, not swimming in rivers, ponds or reservoirs, knowing that drowning is quick and silent, and never jumping in to save someone — shout for help and throw something that floats","ages":[5,10],"type":"PROCEDURAL","evidence":["State the rules for swimming safely","Explain why rivers and ponds are more dangerous than pools","Describe what to do if someone is in trouble in the water"],"check":"Could your child explain the rules for staying safe near water, and what to do if someone else is in trouble?","standards":["cn-2022:morality-safety"]},{"id":"cx_life_emergency_calls","subject":"Life Skills","domain":"Safety & First Aid","name":"Calling for Help in an Emergency","description":"Knowing when and how to call for help: what counts as an emergency, the local emergency numbers (in China 110 police, 119 fire, 120 ambulance; elsewhere numbers such as 112, 911 or 999), and what to say — what happened, where you are, and staying on the line","ages":[6,9],"type":"PROCEDURAL","evidence":["Say the emergency numbers where they live","Give examples of real emergencies and non-emergencies","Role-play an emergency call, giving location and what happened"],"check":"Could your child tell you the emergency numbers and act out a clear emergency call?","standards":["cn-2022:morality-safety"]},{"id":"cx_life_fire_safety","subject":"Life Skills","domain":"Safety & First Aid","name":"Fire and Home Safety","description":"Preventing and escaping danger at home: not playing with matches, lighters, gas or sockets; what smoke alarms do; a family escape plan; staying low under smoke, testing doors for heat, and never going back inside","ages":[6,10],"type":"PROCEDURAL","evidence":["Name common fire and electrical dangers at home","Describe their family's escape plan","Explain what to do if their clothes catch fire or a room fills with smoke"],"check":"Could your child walk you through how they would get out of the house if there were a fire?","standards":["cn-2022:morality-safety"]},{"id":"cx_life_first_aid","subject":"Life Skills","domain":"Safety & First Aid","name":"Basic First Aid","description":"Helping with common injuries: cleaning and covering a cut, cooling a burn under running water for 20 minutes, stopping a nosebleed, resting a sprain, the recovery position, and knowing when to get an adult or call for help","ages":[9,12],"type":"PROCEDURAL","evidence":["Clean and dress a small cut","Show the right first aid for a burn and a nosebleed","Put someone in the recovery position"],"check":"Could your child show you what to do for a small burn or a nosebleed?","standards":["cn-2022:morality-safety"]},{"id":"cx_life_cpr","subject":"Life Skills","domain":"Safety & First Aid","name":"CPR and Emergency Response","description":"Responding when someone collapses: checking for danger and breathing, calling emergency services, starting chest compressions, using an AED (defibrillator) found in many public places, and why acting quickly saves lives","ages":[12,14],"type":"PROCEDURAL","evidence":["Describe the steps when someone collapses and is not breathing","Practise chest compressions on a training dummy","Explain what an AED is and where to find one"],"check":"Could your child explain what to do if someone collapsed and stopped breathing?","standards":["cn-2022:morality-safety"]},{"id":"mt_RNRymbz5SO","subject":"Life Skills","domain":"Money & Finance","name":"Buying Things","description":"How buying and selling works: prices, paying for items, receiving change; the basic transaction process in shops and markets","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explain what happens when you buy something in a shop (choose, pay, get change)","Read a price label and say whether they have enough money to buy the item","Act out a simple buying scenario using real or play coins"],"check":"If your child had a £2 coin and wanted to buy a snack for 80p, could they work out roughly how much change they'd get back?","standards":[]},{"id":"mt_FIkqA0qhnj","subject":"Life Skills","domain":"Money & Finance","name":"Coins & Notes","description":"Recognising common coins and notes, knowing their values, and understanding that different combinations can make the same amount","ages":[5,7],"type":"CONCEPTUAL","evidence":["Sort a handful of mixed coins into groups by value","State the value of common coins and notes when shown them","Find two different ways to make the same amount using different coins"],"check":"If you tipped out a jar of coins, could your child sort them and tell you how much each type is worth?","standards":[]},{"id":"mt_asRwlPZXC3","subject":"Life Skills","domain":"Money & Finance","name":"Jobs People Do","description":"Different kinds of work people do; that people earn money by working; how jobs help the community; linking personal interests to possible jobs","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name at least five different jobs and describe what each person does","Explain that people get paid money for the work they do","Connect a personal interest to a job (e.g. 'I like animals so I could be a vet')"],"check":"Could your child tell you about different jobs people do in your community and explain that people get paid for their work?","standards":[]},{"id":"mt__ab4knIaSL","subject":"Life Skills","domain":"Money & Finance","name":"Needs & Wants","description":"The difference between things we need (food, shelter, clothing) and things we want (toys, treats); that we sometimes have to choose because money is limited","ages":[5,7],"type":"CONCEPTUAL","evidence":["Sort a set of pictures into 'need' and 'want' categories and explain their choices","Give an example of something everyone needs and something that is a want","Explain why a family might choose to buy a need before a want"],"check":"If you showed your child pictures of a winter coat, a toy robot, and a loaf of bread, could they tell you which ones are needs and which is a want?","standards":[]},{"id":"mt_zrCyqhngYm","subject":"Life Skills","domain":"Money & Finance","name":"Saving Money","description":"Why people save money; piggy banks and saving jars; setting a savings goal; the idea that not spending now means having more later","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explain why someone might save money instead of spending it straight away","Describe a savings goal they could set and how they would work towards it","Tell you what delayed gratification means in their own words (waiting to get something better)"],"check":"If your child received some birthday money, could they explain why it might be smart to save some of it rather than spending it all at once?","standards":[]},{"id":"mt_SsS7GptD_o","subject":"Life Skills","domain":"Money & Finance","name":"What Money Is","description":"What money is and why we use it; that money is exchanged for goods and services; brief history from barter to coins to digital payments","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explain that people use money to pay for things they need or want","Give an example of how buying worked before money existed (swapping or bartering)","Name at least two forms money can take (coins, notes, card, phone payment)"],"check":"If you asked your child why people use money instead of just swapping things, could they give you a sensible answer?","standards":[]},{"id":"cx_life_giving","subject":"Life Skills","domain":"Money & Finance","name":"Giving and Generosity","description":"Choosing to give money, time or things to people and causes you care about; checking that a charity is real and does what it says; and knowing that giving time and help counts too","ages":[6,11],"type":"CONCEPTUAL","evidence":["Choose a cause and explain why it matters to them","Give some of their own money, time or things","Describe one way to check that a charity is genuine"],"check":"Has your child chosen something to give to, whether money, time or things, and can they say why?","standards":[]},{"id":"cx_life_red_envelope","subject":"Life Skills","domain":"Money & Finance","name":"Red-Envelope Money as a First Budget","description":"Treating 压岁钱 (New Year red-envelope money) and other gift money as a child's first real budget: agreeing with parents how much is theirs to manage, splitting it into saving, spending and giving, and keeping track over the year","ages":[6,11],"type":"PROCEDURAL","evidence":["Count and record the money they received","Split it into saving, spending and giving with a plan","Check later how the plan went and adjust it"],"check":"Could your child make a plan for their red-envelope money and tell you months later how it went?","standards":[]},{"id":"mt_uSUqTjOl8m","subject":"Life Skills","domain":"Money & Finance","name":"Banks & Saving","description":"What banks do and why people use them; bank accounts as safe places for money; that savings in a bank can earn interest; children's savings accounts","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain what a bank does in simple terms (keeps money safe, lets you save)","Describe what interest means (the bank pays you a little extra for keeping money there)","Name one reason a bank account is safer than keeping all your money at home"],"check":"Could your child explain what a bank does and why people put their money there instead of keeping it all at home?","standards":[]},{"id":"mt_Qzbh-_v0Gq","subject":"Life Skills","domain":"Money & Finance","name":"Budgeting Pocket Money","description":"What a budget is; planning how to spend a fixed amount of pocket money or allowance; making trade-offs between different things you want to buy","ages":[7,9],"type":"CONCEPTUAL","evidence":["Create a simple spending plan for £10 showing what they would buy and how much is left","Explain what a budget is and why it helps to plan spending","Identify a trade-off (choosing one thing means not having enough for another)"],"check":"If your child had £10 to spend at a school fair, could they plan in advance what to spend it on so the money lasts?","standards":[]},{"id":"mt_uP9faJlnRq","subject":"Life Skills","domain":"Money & Finance","name":"Earning Money","description":"Ways that children and adults earn money; the connection between work, skills and pay; that harder or more skilled work often pays more","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least three different ways people can earn money","Explain why a doctor might earn more than a shop assistant (training, skills, responsibility)","Describe a way a child could earn money (chores, car wash, selling crafts)"],"check":"Could your child explain why some jobs pay more than others and describe a way they might earn some money themselves?","standards":[]},{"id":"mt_K8_RYIvrTV","subject":"Life Skills","domain":"Money & Finance","name":"Ways to Pay","description":"Different ways to pay: cash, debit cards, contactless, online payments, mobile payments; that digital payments still use real money; keeping payment details safe","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least four different ways people can pay for things","Explain that tapping a card or phone still spends real money from a bank account","Give one reason why you should keep card numbers and passwords private"],"check":"Does your child understand that when you tap a card or use a phone to pay, real money leaves your bank account even though you can't see coins changing hands?","standards":[]},{"id":"cx_life_in_app","subject":"Life Skills","domain":"Money & Finance","name":"In-App Purchases, Loot Boxes and Subscriptions","description":"How games and apps make money from players: virtual currencies that hide real prices, loot boxes and gacha draws (抽卡) that work like gambling, small repeated purchases that add up, and subscriptions that renew automatically unless cancelled","ages":[8,13],"type":"CONCEPTUAL","evidence":["Convert a virtual-currency price into real money","Explain why random-reward draws work like gambling","Find out how to see and cancel a subscription"],"check":"Could your child work out what a pack of gems really costs in yuan, and explain why gacha draws are designed like gambling?","standards":[]},{"id":"mt_bAy4dmP1-A","subject":"Life Skills","domain":"Money & Finance","name":"Borrowing & Debt","description":"What borrowing money means; that loans must be repaid with interest; what credit is; why too much debt can be risky; responsible borrowing","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what a loan is and that borrowed money must be paid back with extra (interest)","Give an example of when borrowing might be sensible (buying a house) versus risky (buying luxuries you can't afford)","Describe what happens if someone borrows too much money and can't repay it"],"check":"Could your child explain why borrowing money costs more than the amount you borrow, and why that matters?","standards":[]},{"id":"mt_r1hw-KenpK","subject":"Life Skills","domain":"Money & Finance","name":"Financial Planning","description":"Setting longer-term financial goals; planning and prioritising spending; how saving regularly adds up over time; the value of thinking ahead with money","ages":[9,11],"type":"CONCEPTUAL","evidence":["Set a realistic savings goal and calculate how long it would take saving a fixed amount each week","Create a simple financial plan for a specific purpose (birthday party, school trip, gift)","Explain why planning ahead with money is better than spending everything as it comes in"],"check":"If your child wanted to save up for something costing £30, could they work out a realistic plan for how long it would take?","standards":[]},{"id":"cx_life_value_time","subject":"Life Skills","domain":"Money & Finance","name":"Comparing Value and Pricing Your Time","description":"Comparing value rather than price: unit prices, quality, how long something lasts and the total cost including delivery; and thinking of time as money: how many hours of work something costs, and when paying to save time is worth it","ages":[10,14],"type":"PROCEDURAL","evidence":["Compare two products by unit price and expected lifespan","Convert a price into hours of work at a given wage","Decide in a real case whether paying to save time is worth it"],"check":"Could your child work out which of two packs is better value, and how many hours of work a new phone costs?","standards":[]},{"id":"cx_life_compound_interest","subject":"Life Skills","domain":"Money & Finance","name":"Compound Interest and Investing","description":"How money grows when interest earns interest: compound growth over years, why starting early matters, the same maths working against you with debt, and the basics of investing — risk and return, diversification, and why get-rich-quick offers are usually scams","ages":[11,14],"type":"CONCEPTUAL","evidence":["Calculate how savings grow with compound interest over several years","Explain why starting to save early makes a big difference","Explain the link between risk and return"],"check":"Could your child explain why money saved at 15 can grow much more than money saved at 35?","standards":[]},{"id":"mt_SbEaQnMQoD","subject":"Life Skills","domain":"Entrepreneurship","name":"Buyers & Sellers","description":"When someone makes or has something, they can sell it; when someone wants something, they can buy it; introduction to the concept of exchange and transactions","ages":[5,7],"type":"CONCEPTUAL","evidence":["Explain what a buyer does and what a seller does","Act out a simple buying and selling transaction with a partner","Describe a time they or a family member bought something from a person (market stall, car boot sale, bake sale)"],"check":"If your child set up a stall at a school fair, could they explain who the buyers and sellers are and what each person does?","standards":[]},{"id":"mt_RgQxPddV8v","subject":"Life Skills","domain":"Entrepreneurship","name":"Goods & Services","description":"Some people make things (goods) and some people do things for others (services); recognising both in everyday life and understanding that both have value","ages":[5,7],"type":"CONCEPTUAL","evidence":["Sort a set of pictures into goods (things you can touch) and services (things people do for you)","Give three examples of goods and three examples of services from their everyday life","Explain that both making things and helping people are valuable kinds of work"],"check":"Could your child tell you the difference between a product you buy in a shop and a service like getting a haircut, and give examples of each?","standards":[]},{"id":"mt_CrGnpVjnk8","subject":"Life Skills","domain":"Entrepreneurship","name":"Making Something to Sell","description":"The experience of creating a product to sell — a craft, a drawing, baked goods; what makes something worth buying; pride in making something others want","ages":[5,7],"type":"CONCEPTUAL","evidence":["Create a simple product (craft, drawing, baked item) that could be sold","Explain what makes their product good enough for someone to want to buy it","Suggest a fair price for their product and give a reason"],"check":"If your child made something at home — like friendship bracelets or decorated biscuits — could they explain why someone might want to buy them?","standards":[]},{"id":"mt_cq711F7ruL","subject":"Life Skills","domain":"Entrepreneurship","name":"Being a Good Seller","description":"Customer service, fairness, and honesty in business; keeping promises to customers; why being trustworthy matters for repeat business and reputation","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain why being honest about what you're selling matters","Describe what good customer service looks like (being polite, helpful, keeping promises)","Give an example of how being unfair or dishonest could hurt a business"],"check":"If your child sold something to a friend and it broke the next day, would they understand why it's important to make it right rather than ignore it?","standards":[]},{"id":"mt_9gpUHWVKMR","subject":"Life Skills","domain":"Entrepreneurship","name":"Costs & Revenue","description":"It costs money to make things (costs/expenses); you earn money by selling them (revenue); if revenue is more than costs, that's profit; if costs are more, that's a loss","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain what costs, revenue, and profit mean using a simple example","Calculate profit from a given scenario (e.g. spent £3 on ingredients, sold cakes for £8, profit = £5)","Explain what happens if costs are higher than revenue (you make a loss)"],"check":"If your child spent £4 on supplies for a lemonade stand and earned £10 selling lemonade, could they tell you how much profit they made?","standards":[]},{"id":"mt_RTwmvr9R7V","subject":"Life Skills","domain":"Entrepreneurship","name":"Having a Business Idea","description":"Where business ideas come from; spotting everyday problems and thinking of solutions; the difference between inventing something new and improving something that exists","ages":[7,9],"type":"CONCEPTUAL","evidence":["Identify a simple everyday problem and suggest a product or service that could solve it","Explain the difference between an invention (something new) and an innovation (making something better)","Describe where one real entrepreneur got their business idea from"],"check":"If you asked your child to think of a problem at school or home that they could solve by making or selling something, could they come up with an idea?","standards":[]},{"id":"mt_dknMcCqvoY","subject":"Life Skills","domain":"Entrepreneurship","name":"Learning from Failure","description":"Not every business idea works; entrepreneurs try, fail, learn, and try again; iteration and resilience as core entrepreneurial skills; famous failure-to-success stories","ages":[7,9],"type":"CONCEPTUAL","evidence":["Give an example of a famous entrepreneur who failed before succeeding","Explain what they would do differently if a business idea didn't work the first time","Describe why failing and trying again is better than giving up"],"check":"If your child's first attempt at a project or business idea didn't work out, would they see it as a chance to improve rather than a reason to give up?","standards":[]},{"id":"mt_phpn6KhCAv","subject":"Life Skills","domain":"Entrepreneurship","name":"Making a Simple Plan","description":"Before starting a business, making a simple plan: what will I make or do, who will buy it, what do I need, how much will it cost, and what price will I charge?","ages":[7,9],"type":"PROCEDURAL","evidence":["Write or draw a simple business plan covering: product, customer, materials needed, and price","Identify at least three things they would need before they could start selling","Explain why planning ahead is better than just starting without thinking"],"check":"If your child wanted to run a small business at a school fair, could they write a simple plan covering what they'd sell, what they'd need, and what they'd charge?","standards":[]},{"id":"mt_M2Gou3O6qT","subject":"Life Skills","domain":"Entrepreneurship","name":"Marketing Basics","description":"How people find out about what you're selling; signs, posters, social media, word of mouth; being persuasive; the basics of advertising and promotion","ages":[7,9],"type":"CONCEPTUAL","evidence":["Design a simple poster or advert for a product or service","Name at least three ways to let people know about something you're selling","Explain why a catchy name or eye-catching design helps sell more"],"check":"If your child wanted to advertise a car wash or bake sale, could they design a poster that would make people want to come?","standards":[]},{"id":"mt_b0sXYFblDL","subject":"Life Skills","domain":"Entrepreneurship","name":"Ethics in Business","description":"Being honest, being fair, treating workers well, not harming the environment; what makes a 'good' business; whether businesses should care about more than profit","ages":[9,11],"type":"CONCEPTUAL","evidence":["Name at least two things that make a business ethical (fair wages, honest advertising, environmentally responsible)","Explain why a business that only cares about profit might cause problems","Describe a situation where a business owner faces an ethical choice and suggest what they should do"],"check":"If your child heard about a company paying its workers very little to make bigger profits, could they explain why that's unfair and suggest a better approach?","standards":[]},{"id":"mt_bAYy0ytbfC","subject":"Life Skills","domain":"Entrepreneurship","name":"Pitching an Idea","description":"Presenting a business idea to others convincingly; explaining what makes it good and why people should support it; building confidence in public speaking about ideas","ages":[9,11],"type":"PROCEDURAL","evidence":["Deliver a 1-2 minute pitch for a business idea covering: what it is, who it helps, and why it's good","Answer at least two questions about their idea from an audience","Explain why being able to explain your idea clearly matters for getting support"],"check":"If your child had to stand up in front of the class and explain a business idea in two minutes, could they do it confidently and persuasively?","standards":[]},{"id":"mt_7SsduPB2tP","subject":"Life Skills","domain":"Entrepreneurship","name":"Scaling Up","description":"What happens when a small business grows; making more products, hiring people, reaching more customers; the challenges and opportunities of scaling","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe what 'scaling up' means for a business","Identify at least two challenges of growing a business (need more money, more people, more materials)","Explain how a lemonade stand could grow into a bigger business step by step"],"check":"Could your child explain what would need to change if their small school-fair business became so popular that lots more people wanted to buy from them?","standards":[]},{"id":"mt_QepALf3bin","subject":"Life Skills","domain":"Entrepreneurship","name":"Social Enterprise","description":"Using business skills to help others or solve social and environmental problems; making money AND making a difference; examples of social enterprises","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain what a social enterprise is in their own words (a business that helps people or the planet)","Give an example of a real social enterprise or charity shop","Suggest a social enterprise idea that could help their school or community"],"check":"Could your child come up with an idea for a business that both makes money and helps people or the environment?","standards":[]},{"id":"cx_art_singing","subject":"Arts","domain":"Music","name":"Singing in Tune","description":"Singing songs from memory and matching pitch with others: nursery songs, 儿歌 and simple folk songs; singing high and low, loud and soft, and starting and stopping together","ages":[4,7],"type":"PROCEDURAL","evidence":["Sing several songs from memory","Match a note sung by an adult","Sing louder, softer, higher or lower when asked"],"check":"Could your child sing a few songs from memory and copy a short tune you sing to them?","standards":["cn-2022:arts-music"]},{"id":"cx_art_beat","subject":"Arts","domain":"Music","name":"Steady Beat and Rhythm","description":"Feeling and keeping a steady beat by clapping, marching or tapping; copying short rhythms; telling fast from slow; playing simple percussion in time","ages":[4,7],"type":"PROCEDURAL","evidence":["Clap or march in time to music","Copy a short rhythm clapped by someone else","Tell whether a piece is fast or slow and move to match"],"check":"Could your child clap along in time to a song and copy a rhythm you clap?","standards":["cn-2022:arts-music"]},{"id":"cx_art_listening","subject":"Arts","domain":"Music","name":"Listening to Music and Describing It","description":"Listening closely and talking about what you hear: fast or slow (tempo), loud or soft (dynamics), high or low (pitch), which instruments, and the mood it creates; listening to a wide range of music","ages":[5,9],"type":"CONCEPTUAL","evidence":["Describe a piece using words for speed, loudness and pitch","Name some instruments they can hear","Say what mood a piece creates and what in the music makes it"],"check":"After listening to a piece of music, could your child describe it beyond 'I like it', for example fast, quiet, played on strings, sad?","standards":["cn-2022:arts-music"]},{"id":"cx_art_instrument","subject":"Arts","domain":"Music","name":"Playing an Instrument","description":"Learning to play an instrument through regular practice (recorder, melodica, ukulele, piano, guzheng, hulusi or another), from a few notes to whole pieces; practising in short, focused sessions and noticing improvement","ages":[6,14],"type":"PROCEDURAL","evidence":["Play a simple tune on an instrument","Practise regularly and describe what they are working on","Play a longer piece for others"],"check":"Can your child play a tune on an instrument and keep up regular practice?","standards":["cn-2022:arts-music"]},{"id":"cx_art_composing","subject":"Arts","domain":"Music","name":"Making Up Music","description":"Improvising and composing: making up a rhythm or short tune, using repetition and contrast, building a piece with a beginning and end, and recording or writing it down (including with music apps)","ages":[7,12],"type":"PROCEDURAL","evidence":["Make up and repeat a short rhythm or tune","Use repetition and contrast in a short piece","Record or write down their piece so they can play it again"],"check":"Has your child made up a tune of their own and been able to play or sing it the same way twice?","standards":["cn-2022:arts-music"]},{"id":"cx_art_notation","subject":"Arts","domain":"Music","name":"Reading Music","description":"Reading and writing simple music: numbered notation (简谱, widely used in China) and basic staff notation; note lengths, rests, and following the notes to play or sing a simple tune","ages":[7,11],"type":"REPRESENTATIONAL","evidence":["Read a simple tune in numbered notation and sing or play it","Name note lengths (whole, half, quarter, eighth) and rests","Read a few notes on the staff"],"check":"Given a simple song written in numbered notation (简谱), could your child sing or play it?","standards":["cn-2022:arts-music"]},{"id":"cx_art_ensemble","subject":"Arts","domain":"Music","name":"Making Music Together","description":"Singing in a choir or playing in a group: keeping time with others, listening while performing, singing or playing a separate part, and following a leader","ages":[8,14],"type":"PROCEDURAL","evidence":["Keep their part going while others sing or play something different","Stay in time with a group","Follow a conductor or leader's signals"],"check":"Could your child hold their own part in a round or group song while others sing a different part?","standards":["cn-2022:arts-music"]},{"id":"cx_art_world_music","subject":"Arts","domain":"Music","name":"Music from Different Cultures","description":"Hearing how music differs around the world: Chinese folk songs and instruments (erhu, pipa, guzheng, dizi), Peking opera, and music from other cultures; what makes styles sound different (scales, instruments, rhythm, purpose)","ages":[8,12],"type":"CONCEPTUAL","evidence":["Recognise and name several Chinese traditional instruments by sound","Compare two pieces from different cultures and describe differences","Explain that music is made for different purposes (celebration, work, worship, storytelling)"],"check":"Could your child tell the sound of an erhu from a violin, and describe how a Chinese folk song differs from a Western pop song?","standards":["cn-2022:arts-music"]},{"id":"cx_art_mark_making","subject":"Arts","domain":"Visual Art & Design","name":"Drawing and Mark-Making","description":"Making marks with crayons, pencils, brushes and fingers; drawing lines, shapes and figures; drawing what they imagine and talking about it","ages":[4,6],"type":"PROCEDURAL","evidence":["Use several tools to make different kinds of lines and marks","Draw people, animals and places from imagination","Talk about what is happening in their drawing"],"check":"Does your child draw for fun with different tools and tell you the story of what they drew?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_colour","subject":"Arts","domain":"Visual Art & Design","name":"Colour: Mixing and Choosing","description":"Primary and secondary colours, mixing paint to get new colours, light and dark, warm and cool colours, and choosing colours to create a mood","ages":[5,8],"type":"CONCEPTUAL","evidence":["Mix two primary colours to make a secondary colour","Make a colour lighter or darker","Choose warm or cool colours on purpose and explain the effect"],"check":"Could your child mix paints to make green or orange, and explain why they chose certain colours for a picture?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_3d","subject":"Arts","domain":"Visual Art & Design","name":"Making in 3D","description":"Modelling with clay and dough, folding and cutting paper (including Chinese paper-cutting, 剪纸), building with found materials, and joining parts so a sculpture stands up","ages":[5,10],"type":"PROCEDURAL","evidence":["Model a figure or object in clay","Fold and cut paper to make a pattern or shape, such as a simple paper-cut","Build a freestanding sculpture from found materials"],"check":"Could your child make a small sculpture that stands on its own, or a simple paper-cut with a repeating pattern?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_looking","subject":"Arts","domain":"Visual Art & Design","name":"Looking at and Talking About Art","description":"Looking carefully at artworks (paintings, sculpture, buildings, design) and talking about them: what you see, what you think it means, why the artist made those choices, and what you think of it; visiting galleries and museums","ages":[6,12],"type":"META","evidence":["Describe an artwork in detail before giving an opinion","Suggest why an artist made a particular choice (colour, size, material)","Give and justify their own view of an artwork"],"check":"In a museum, could your child talk about a painting for a few minutes: what they see, what it might mean and what they think of it?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_observation","subject":"Arts","domain":"Visual Art & Design","name":"Drawing from Observation","description":"Drawing what is really in front of you rather than what you expect: looking more than drawing, getting proportions roughly right, showing light and shadow, and keeping a sketchbook","ages":[7,11],"type":"PROCEDURAL","evidence":["Draw an object from life, looking back at it often","Get the relative sizes of parts roughly right","Use shading to show where light falls","Keep a sketchbook of observations"],"check":"Could your child draw a shoe or a plant placed in front of them so that it really looks like that object?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_chinese_art","subject":"Arts","domain":"Visual Art & Design","name":"Chinese Painting and Calligraphy as Art","description":"Trying Chinese ink painting: holding the brush, ink from dark to light, a few strokes for bamboo or a fish, and leaving blank space (留白); looking at calligraphy and landscape painting as art and talking about how they differ from Western painting","ages":[8,13],"type":"PROCEDURAL","evidence":["Paint a simple subject with brush and ink using dark and light ink","Explain the idea of leaving blank space in a painting","Compare a Chinese landscape painting with a Western one"],"check":"Could your child paint a bamboo stalk with a brush and ink, and say one way Chinese painting differs from oil painting?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_composition","subject":"Arts","domain":"Visual Art & Design","name":"Shape, Space and Composition","description":"How the arrangement of a picture guides the eye: foreground and background, overlapping, simple perspective (things get smaller further away), balance and symmetry, and leaving empty space","ages":[8,12],"type":"CONCEPTUAL","evidence":["Arrange a picture with a clear foreground and background","Use size and overlapping to show distance","Explain where a picture draws the eye first and why"],"check":"Could your child explain why one photo or picture looks balanced and another feels crowded?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_design","subject":"Arts","domain":"Visual Art & Design","name":"Designing for a Purpose","description":"Design is art with a job: posters, logos, packaging, signs and simple products made for a particular person or purpose; sketching ideas, getting feedback and improving","ages":[9,13],"type":"PROCEDURAL","evidence":["Design a poster or logo for a real purpose and say who it is for","Sketch several ideas before choosing one","Improve a design after feedback"],"check":"Could your child design a poster for a school event and explain why it would catch the eye of the people it's for?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_digital","subject":"Arts","domain":"Visual Art & Design","name":"Digital Art and Photography","description":"Taking photos with care for framing and light, editing images, drawing and designing on screen, and being honest about edits; knowing that images online are often edited","ages":[9,14],"type":"PROCEDURAL","evidence":["Take a photo that uses framing and light on purpose","Edit a photo (crop, adjust light, colour) and explain the changes","Make a digital drawing or design","Explain why images online may have been edited"],"check":"Could your child take and edit a photo they're proud of, and explain what they changed and why?","standards":["cn-2022:arts-visual"]},{"id":"cx_art_role_play","subject":"Arts","domain":"Drama & Film","name":"Role-Play and Pretend","description":"Pretending to be someone else: playing shop, doctor or a character from a story; using voice, face and body to show who they are and how they feel; making up scenes with others","ages":[4,7],"type":"PROCEDURAL","evidence":["Take on a role and stay in it for a short scene","Use voice and body to show a character's feelings","Make up a short scene with a friend"],"check":"When playing pretend, does your child change their voice and movements to become a character?","standards":["cn-2022:arts-drama"]},{"id":"cx_art_performing","subject":"Arts","domain":"Drama & Film","name":"Performing a Story","description":"Turning a story into a short play (including textbook plays, 课本剧): deciding who says what, rehearsing, speaking clearly so an audience can hear, using the stage space, and performing for others","ages":[7,11],"type":"PROCEDURAL","evidence":["Turn a familiar story into a short scene with lines","Rehearse and improve a scene with others","Perform clearly and confidently for an audience"],"check":"Has your child acted in a short play with others, and spoken loudly and clearly enough for an audience to follow?","standards":["cn-2022:arts-drama"]},{"id":"cx_art_film","subject":"Arts","domain":"Drama & Film","name":"How Films Are Made","description":"How film tells a story: shots and camera angles, editing and cuts, sound and music changing the mood; planning a short video with a storyboard, filming and editing it","ages":[10,14],"type":"PROCEDURAL","evidence":["Name different shots (close-up, wide shot) and explain their effect","Explain how music or editing can change how a scene feels","Plan a short video with a storyboard, then film and edit it"],"check":"Could your child make a one-minute video with a storyboard, and explain why they chose certain shots?","standards":["cn-2022:arts-drama"]},{"id":"cx_pe_balance","subject":"Physical Education & Health","domain":"Movement Skills","name":"Balance and Body Control","description":"Standing on one foot, walking along a line or beam, rolling, climbing, and falling and landing safely; holding still shapes and moving smoothly between them","ages":[4,8],"type":"PROCEDURAL","evidence":["Balance on one foot for ten seconds","Walk along a narrow line or low beam","Roll and land safely","Hold a still shape and move smoothly into another"],"check":"Could your child stand on one foot for ten seconds and do a forward roll safely?","standards":["cn-2022:pe-movement"]},{"id":"cx_pe_running_jumping","subject":"Physical Education & Health","domain":"Movement Skills","name":"Running, Jumping and Hopping","description":"Basic ways of moving: running and stopping safely, changing direction, jumping for height and distance with a safe landing, hopping, skipping and galloping","ages":[4,7],"type":"PROCEDURAL","evidence":["Run, stop and change direction without bumping into others","Jump with two feet and land softly with bent knees","Hop on each foot and skip"],"check":"Could your child run, stop on a signal, hop on each foot and jump with a soft landing?","standards":["cn-2022:pe-movement"]},{"id":"cx_pe_ball_skills","subject":"Physical Education & Health","domain":"Movement Skills","name":"Throwing, Catching and Kicking","description":"Handling a ball: rolling, throwing underarm and overarm at a target, catching with two hands, bouncing, and kicking a ball with control","ages":[4,8],"type":"PROCEDURAL","evidence":["Throw a ball overarm towards a target","Catch a ball thrown gently from a few metres away","Kick a ball to a partner with control"],"check":"Could your child catch a ball you throw gently and throw it back to you accurately?","standards":["cn-2022:pe-movement"]},{"id":"cx_pe_rhythm","subject":"Physical Education & Health","domain":"Movement Skills","name":"Moving to Rhythm","description":"Moving in time to music and counts: simple dances, group exercise routines such as radio calisthenics (广播体操), and following and remembering a sequence of moves","ages":[5,9],"type":"PROCEDURAL","evidence":["Move in time with music","Learn and remember a short sequence of moves","Perform a group routine in time with others"],"check":"Could your child learn a short dance or exercise routine and do it in time with music?","standards":["cn-2022:pe-movement"]},{"id":"cx_pe_endurance","subject":"Physical Education & Health","domain":"Fitness","name":"Endurance: Keeping Going","description":"Building stamina by running, swimming or cycling for longer at a steady pace; feeling the heart and breathing speed up; pacing yourself rather than sprinting and stopping","ages":[7,14],"type":"PROCEDURAL","evidence":["Keep moving at a steady pace for several minutes","Notice and describe how heart rate and breathing change with effort","Pace a longer run rather than starting too fast"],"check":"Could your child jog steadily for several minutes without stopping, and explain why their heart beats faster?","standards":["cn-2022:pe-fitness"]},{"id":"cx_pe_strength_flexibility","subject":"Physical Education & Health","domain":"Fitness","name":"Strength and Flexibility","description":"Bodyweight exercises (squats, push-ups, planks, sit-ups) done with good form, stretching to improve flexibility, and understanding that muscles get stronger with regular use and rest","ages":[8,14],"type":"PROCEDURAL","evidence":["Do several bodyweight exercises with correct form","Stretch major muscle groups safely","Explain that muscles get stronger through regular exercise and recovery"],"check":"Could your child do a set of squats and a plank with good form, and explain how muscles get stronger?","standards":["cn-2022:pe-fitness"]},{"id":"cx_pe_warmup","subject":"Physical Education & Health","domain":"Fitness","name":"Warming Up, Cooling Down and Avoiding Injury","description":"Warming up before exercise, cooling down after, drinking water, wearing the right gear, stopping when something hurts, and simple care for minor sports injuries (rest, ice, tell an adult)","ages":[8,12],"type":"PROCEDURAL","evidence":["Lead a short warm-up for themselves or a group","Explain why warming up and cooling down help","Know what to do when something hurts during exercise"],"check":"Before playing sport, does your child warm up without being reminded, and do they know to stop and tell someone if something hurts?","standards":["cn-2022:pe-fitness"]},{"id":"cx_pe_fitness_tracking","subject":"Physical Education & Health","domain":"Fitness","name":"Tracking Your Own Fitness","description":"Measuring your own fitness over time with simple tests (like those in China's student fitness standard: 50 m sprint, one-minute rope skipping, sit-and-reach, sit-ups), recording results, setting a goal and comparing with your past self rather than others","ages":[9,14],"type":"META","evidence":["Record their results on a few fitness tests","Set a realistic fitness goal and a plan to reach it","Compare results over time and explain what changed"],"check":"Does your child know their own fitness results (say, rope skips in a minute) and have a goal for improving them?","standards":["cn-2022:pe-fitness"]},{"id":"cx_pe_games_rules","subject":"Physical Education & Health","domain":"Sports & Games","name":"Playing Games by the Rules","description":"Playing tag, relay and simple team games; following and agreeing rules, playing fairly, winning and losing gracefully, and accepting a referee's decision","ages":[5,9],"type":"CONCEPTUAL","evidence":["Explain and follow the rules of a simple game","Win or lose without gloating or sulking","Accept a referee's or umpire's decision"],"check":"When your child loses a game, can they shake hands and move on, and do they play fair when no one is watching?","standards":["cn-2022:pe-sports"]},{"id":"cx_pe_swimming","subject":"Physical Education & Health","domain":"Sports & Games","name":"Swimming and Water Safety","description":"Getting comfortable in water, floating, swimming at least 25 metres, and staying safe: never swimming alone or in unknown water, and how to help someone in trouble without jumping in (shout, reach, throw)","ages":[5,10],"type":"PROCEDURAL","evidence":["Float on front and back","Swim at least 25 metres unaided","Explain the rules for staying safe near water","Describe how to help someone in trouble without going in"],"check":"Can your child swim 25 metres, and do they know never to jump in to save someone but to shout, reach or throw something instead?","standards":["cn-2022:pe-sports"]},{"id":"cx_pe_traditional_games","subject":"Physical Education & Health","domain":"Sports & Games","name":"Jump Rope, Shuttlecock and Traditional Games","description":"Traditional and playground games that build coordination: rope skipping alone and in groups (跳绳), kicking a shuttlecock (踢毽子), hopscotch and elastic skipping (跳皮筋)","ages":[6,10],"type":"PROCEDURAL","evidence":["Skip a rope continuously for a minute","Keep a shuttlecock up with several kicks","Play a traditional playground game and explain its rules"],"check":"Can your child skip a rope steadily for a minute, or keep a shuttlecock in the air for a few kicks?","standards":["cn-2022:pe-sports"]},{"id":"cx_pe_racket","subject":"Physical Education & Health","domain":"Sports & Games","name":"Racket and Net Sports","description":"Table tennis, badminton and similar sports: grip, ready position, hitting the ball or shuttle over the net, short rallies, and serving","ages":[8,14],"type":"PROCEDURAL","evidence":["Hold a racket or bat with the right grip","Keep a short rally going with a partner","Serve legally to start a point"],"check":"Could your child keep a table tennis or badminton rally going for several hits?","standards":["cn-2022:pe-sports"]},{"id":"cx_pe_team_games","subject":"Physical Education & Health","domain":"Sports & Games","name":"Team Ball Games","description":"Playing invasion games such as football, basketball and volleyball: passing and receiving, moving into space, defending, simple tactics, and playing a position for the team","ages":[8,14],"type":"PROCEDURAL","evidence":["Pass and receive accurately while moving","Move into space to receive the ball","Explain a simple attacking or defending tactic","Play a position as part of a team"],"check":"In a game of football or basketball, does your child pass to teammates and move into space, rather than chasing the ball?","standards":["cn-2022:pe-sports"]},{"id":"cx_pe_wushu","subject":"Physical Education & Health","domain":"Sports & Games","name":"Wushu and Tai Chi","description":"Chinese martial arts as sport and discipline: basic stances (horse stance, bow stance), punches and kicks with control, a short routine, and the slow, controlled movements of tai chi; respect for partners and teachers","ages":[8,14],"type":"PROCEDURAL","evidence":["Hold basic stances with good form","Perform a short wushu or tai chi routine from memory","Show control and respect when practising with a partner"],"check":"Could your child perform a short wushu or tai chi routine with steady stances and controlled movements?","standards":["cn-2022:pe-sports"]},{"id":"cx_pe_hygiene","subject":"Physical Education & Health","domain":"Health & Wellbeing","name":"Hygiene and Germs","description":"Washing hands properly (before eating, after the toilet), brushing teeth twice a day, covering coughs and sneezes, and knowing that tiny germs spread illness from person to person","ages":[4,7],"type":"PROCEDURAL","evidence":["Wash hands thoroughly with soap at the right times","Brush teeth properly twice a day","Cover a cough or sneeze with an elbow or tissue","Explain that germs too small to see can make people ill"],"check":"Does your child wash their hands properly before eating without being reminded, and explain why?","standards":["cn-2022:pe-health"]},{"id":"cx_pe_sleep","subject":"Physical Education & Health","domain":"Health & Wellbeing","name":"Sleep","description":"Why sleep matters for growing, learning, mood and fighting illness; roughly how much children need (about 9–12 hours at primary age); a calm bedtime routine and why screens before bed make sleep worse","ages":[5,12],"type":"CONCEPTUAL","evidence":["Explain at least two things sleep does for the body and brain","Say roughly how much sleep they need","Follow a bedtime routine and explain why screens are put away first"],"check":"Could your child explain why sleep matters and stick to a bedtime routine without screens?","standards":["cn-2022:pe-health"]},{"id":"cx_pe_daily_activity","subject":"Physical Education & Health","domain":"Health & Wellbeing","name":"Being Active Every Day","description":"Getting about an hour of moving and getting out of breath every day, breaking up long periods of sitting, and finding activities you enjoy enough to keep doing","ages":[6,14],"type":"META","evidence":["Explain how much activity children need each day","Plan active time into an ordinary day","Name physical activities they enjoy and do regularly"],"check":"Does your child get about an hour of active play or sport most days, and choose to be active on their own?","standards":["cn-2022:pe-health"]},{"id":"cx_pe_eyes_posture","subject":"Physical Education & Health","domain":"Health & Wellbeing","name":"Eyesight and Posture","description":"Protecting eyesight against short-sightedness (近视防控): about two hours outdoors a day, breaks from close work (look 6 metres away for 20 seconds every 20 minutes), good light and distance from books and screens, eye exercises; sitting and carrying a bag in ways that protect the back","ages":[6,12],"type":"PROCEDURAL","evidence":["Explain why time outdoors helps protect eyesight","Take regular breaks from close work and screens","Keep a good reading distance and sitting posture"],"check":"Does your child take breaks from reading or screens to look into the distance, and sit up rather than hunch over their desk?","standards":["cn-2022:pe-health"]},{"id":"cx_pe_mind_body","subject":"Physical Education & Health","domain":"Health & Wellbeing","name":"Mind and Body","description":"How exercise, sleep, food and time outdoors affect mood, focus and stress; noticing body signals of stress; using movement and rest to feel better; knowing when to talk to someone about how you feel","ages":[9,13],"type":"CONCEPTUAL","evidence":["Explain how exercise and sleep affect mood and concentration","Notice physical signs of stress in themselves","Use activity, rest or a calming strategy to feel better","Name a trusted person to talk to when feelings get too big"],"check":"When your child feels stressed or low, do they know that a walk, some sleep or a talk with someone can help?","standards":["cn-2022:pe-health"]},{"id":"mt_kvrvpQris4","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Expressing Feelings with Words","description":"Express their own feelings appropriately using words rather than actions — saying 'I feel angry because...' instead of hitting, shouting, or withdrawing","ages":[5,7],"type":"PROCEDURAL","evidence":["Use an 'I feel ___ when ___' statement during a disagreement","Choose to tell an adult how they feel instead of acting out physically","Describe their feelings about a difficult situation using at least two emotion words"],"check":"When your child is frustrated — say a sibling takes their toy — do they use words to say how they feel rather than snatching it back or crying?","standards":["ib-pyp-pspe:PSPE.INT.P1.LO.4"]},{"id":"cx_psd_jealousy","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Feeling Jealous","description":"Noticing and naming jealousy and envy (wanting what someone else has, or feeling left out when they get something), knowing that everyone feels it and it is not bad to feel, and choosing what to do with it instead of grabbing, sulking or saying something mean","ages":[5,7],"type":"CONCEPTUAL","evidence":["Say \"I feel jealous\" or \"I wish I had that\" instead of acting it out","Explain that feeling jealous is normal and passes","Use a calming step or talk to a grown-up when the feeling is strong"],"check":"When a friend or sibling got something your child wanted, could your child say they felt jealous, without grabbing, sulking or being unkind?","standards":[]},{"id":"mt_ggcamLzXAy","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Feelings Change and Differ","description":"Understand that everyone has feelings, that feelings change throughout the day, and that the same event can make different people feel different things","ages":[5,7],"type":"CONCEPTUAL","evidence":["Give an example of a time their feelings changed during a single day","Explain why two children might feel differently about the same event","Recognise that feelings are temporary and can change"],"check":"If you and your child watch the same film and you find it funny but your child finds it scary, can they understand why you both felt differently?","standards":["ib-pyp-pspe:PSPE-ID-CU-P1-3"]},{"id":"mt_LhkP_KKIRS","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Naming Basic Emotions","description":"Name and recognise basic emotions — happy, sad, angry, scared, excited, and surprised — in themselves and in others by looking at facial expressions and body language","ages":[5,7],"type":"LANGUAGE","evidence":["Label at least five basic emotions from pictures or real situations","Match facial expressions to emotion words in a sorting activity","Say 'I feel ___' using a correct emotion word when asked about their own day"],"check":"If your child sees a friend crying at a birthday party, can they tell you what that friend might be feeling and name the emotion?","standards":["ib-pyp-pspe:PSPE-ID-LO-P1-5","ib-pyp-pspe:PSPE-ID-LO-P1-6"]},{"id":"mt_9Y5-GjF2B0","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Triggers and Causes of Feelings","description":"Understand that feelings have causes — something happens (a trigger) and that makes us feel a certain way — and begin to identify what triggers their own emotions","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe a trigger for at least three different emotions from their own experience","Complete 'I felt ___ because ___' sentences accurately","Identify what made a character in a story feel a particular way"],"check":"When your child gets upset about something at school, can they explain to you what happened that made them feel that way?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-3","ib-pyp-pspe:PSPE-ID-LO-P2-4"]},{"id":"cx_psd_grief","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Sadness, Grief and Loss","description":"Sadness is a normal response to loss: a pet or grandparent dying, a friend moving away, parents separating. Grief comes in waves, people grieve in different ways, talking and remembering help, and feeling happy again is not disloyal","ages":[6,12],"type":"CONCEPTUAL","evidence":["Name kinds of loss that can cause grief","Describe ways people remember someone and cope with a loss","Know that grief comes and goes, and that it's okay to talk about it or to need time"],"check":"If someone or something your child loved was lost, could they talk about how they feel and about a way to remember them?","standards":[]},{"id":"mt_MOY_2Cqalz","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Emotion Vocabulary","description":"Use a wider vocabulary of emotion words beyond the basics — including frustrated, worried, anxious, embarrassed, jealous, proud, disappointed, grateful, and lonely — and distinguish between similar emotions","ages":[7,9],"type":"LANGUAGE","evidence":["Use at least five emotion words beyond the basic six in everyday conversation","Explain the difference between two similar emotions such as angry and frustrated","Choose a precise emotion word that fits a described scenario"],"check":"If your child doesn't get invited to a classmate's party, can they describe whether they feel disappointed, jealous, lonely, or a mix — rather than just saying 'sad'?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-3"]},{"id":"mt_E5ju6kQSu3","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Hidden and Masked Feelings","description":"Recognise that people sometimes hide or mask their true feelings — smiling when they're actually sad, or saying 'I'm fine' when they're not — and understand why someone might do this","ages":[7,9],"type":"CONCEPTUAL","evidence":["Give an example of a time someone might hide their feelings and explain why","Identify mismatches between someone's words and their body language","Explain that hiding feelings is common but that it's usually better to share with someone trusted"],"check":"If a friend at school says 'I'm fine' but looks upset and is being very quiet, can your child recognise that the friend might not actually be fine?","standards":["ib-pyp-pspe:PSPE-ID-LO-P3-8"]},{"id":"mt_Ytd8XC3eQr","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"How Emotions Feel in Your Body","description":"Understand the connection between emotions and the body — recognising physical signals like butterflies in the stomach (nervous), clenched fists (angry), racing heart (scared or excited), and tight shoulders (stressed)","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least three body sensations and match them to the emotions they signal","Notice a physical feeling in their own body and identify the emotion behind it","Explain why the body reacts physically when we have strong emotions"],"check":"Before a school performance or sports day, can your child notice and tell you about the physical feelings in their body — like butterflies in their tummy — and connect them to being nervous or excited?","standards":["ib-pyp-pspe:PSPE-ID-CU-P2-3"]},{"id":"mt_rymBfJmvFl","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Mild to Strong Emotions","description":"Understand that emotions come in different intensities — from mild to strong — and that the same emotion can feel very different depending on how intense it is (e.g., annoyed → angry → furious, or nervous → anxious → panicked)","ages":[7,9],"type":"CONCEPTUAL","evidence":["Place three related emotion words in order from mild to strong","Rate their own emotion on a simple scale (e.g., 1-5) in a real situation","Explain why recognising intensity matters for choosing how to respond"],"check":"Can your child tell the difference between being a bit annoyed about losing a game and being truly furious — and explain that they're different levels of the same feeling?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-10"]},{"id":"mt_nIl1kKZHsk","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Culture and Experience Shape Emotions","description":"Understand that emotional responses are shaped by personal experiences, culture, and context — the same situation triggers different emotions in different people because of their backgrounds and past experiences","ages":[9,11],"type":"CONCEPTUAL","evidence":["Explain why two people might have very different emotional reactions to the same event","Give an example of how a past experience shaped someone's emotional response","Describe how cultural background might influence what makes someone feel proud or embarrassed"],"check":"If one child in your child's class gets very scared during a thunderstorm while others think it's exciting, can your child understand that the scared child might have had a frightening experience with storms before?","standards":["ib-pyp-pspe:PSPE-ID-CU-P3-1"]},{"id":"mt_cEQqskOaoo","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Emotional Patterns Over Time","description":"Reflect on their own emotional patterns over time — noticing recurring triggers, understanding their typical responses, and recognising how their emotional awareness has grown","ages":[9,11],"type":"META","evidence":["Identify a recurring emotional trigger and their typical response to it","Describe how their emotional understanding has changed compared to when they were younger","Set a personal goal related to emotional awareness, such as noticing when stress is building"],"check":"Can your child tell you something like 'I always get stressed before tests but I've learned that's normal for me' — showing they understand their own emotional patterns?","standards":["ib-pyp-pspe:PSPE-ID-CU-P3-5"]},{"id":"mt_KA5j5OeGvw","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Emotions and Decision-Making","description":"Understand how emotions influence thinking and decision-making — that strong feelings can cloud judgement, that we often make different choices when calm versus when upset, and that recognising this gives us more control","ages":[9,11],"type":"CONCEPTUAL","evidence":["Give an example of a time a strong emotion led them or someone else to a poor decision","Explain the idea of 'cooling off' before making an important choice","Describe how the same situation looks different when you're calm versus upset"],"check":"If your child sends an angry message to a friend during an argument and later regrets it, can they explain how their anger affected their decision and what they might do differently next time?","standards":["ib-pyp-pspe:PSPE-ID-LO-P3-3"]},{"id":"mt_dlm3NspUyy","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Mixed and Conflicting Emotions","description":"Understand that people can experience mixed or conflicting emotions at the same time — feeling excited and nervous about starting a new school, or happy for a friend who won but disappointed for yourself","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe a personal situation where they felt two emotions simultaneously","Explain why mixed feelings are normal and not something to worry about","Identify mixed emotions in a character from a book or film"],"check":"When your child's best friend gets picked for the team and they don't, can your child explain that they feel happy for their friend AND disappointed for themselves at the same time?","standards":["ib-pyp-pspe:PSPE-ID-CU-P4-5"]},{"id":"cx_psd_when_to_tell","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"When It's More Than a Bad Day","description":"Everyone has bad days, but some signs mean it is time to tell a trusted adult: sadness or worry that lasts for weeks, no longer enjoying anything, trouble sleeping or eating, thoughts of hurting yourself, or a friend saying these things. Knowing who to tell (a parent, teacher, school counsellor, doctor or helpline) and that asking for help is a strength","ages":[9,14],"type":"CONCEPTUAL","evidence":["Tell an ordinary bad day from signs that need more help","Name at least two trusted adults they could go to","Know that if a friend talks about hurting themselves, they must tell an adult even if asked to keep it secret"],"check":"Could your child name signs that someone needs more help than a good night's sleep, and who they would tell?","standards":[]},{"id":"mt_gf4RUcACLg","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Brain Science of Emotions","description":"Understand how the amygdala triggers emotional responses and how the prefrontal cortex (still developing in adolescence) regulates them; explain why stress hormones (cortisol, adrenaline) affect thinking and memory; understand that the adolescent brain's dopamine system makes feelings more intense; distinguish between emotion regulation (managing feelings effectively) and emotion suppression (pushing feelings down, which is counterproductive); introduce cognitive reappraisal as a research-backed technique for changing how we interpret a situation","ages":[11,12],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain, in basic terms, why teenagers tend to feel emotions more intensely than adults — what's happening in the developing brain that makes feelings so powerful during adolescence, and what's the difference between managing a feeling and suppressing it?","standards":[]},{"id":"mt_p-8Hlf6_9k","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Identity and Belonging in Adolescence","description":"Understand that adolescence involves active construction of identity, leading to emotional complexity around questions of 'who am I?'; explore the emotional dynamics of belonging to multiple groups simultaneously (family, peer group, cultural or religious identity); understand social comparison and its intensification through social media; recognise that identity is not fixed and that uncertainty about identity is normal, not a sign of failure; develop language for navigating emotions tied to group membership and personal values","ages":[12,13],"type":"CONCEPTUAL","evidence":[],"check":"If your child goes through a phase of feeling unsure about who they are or where they belong, can they explain why this kind of uncertainty is a completely normal and even necessary part of adolescence — not a sign that something is wrong?","standards":[]},{"id":"mt_mydcMoa8gN","subject":"Personal & Social Development","domain":"Emotional Literacy","name":"Using Emotional Skills Together","description":"Bringing together the emotional skills learned so far (noticing your own feelings, managing them, reading other people's and handling relationships) in real situations such as conflict, pressure or leading a group. 'Emotional intelligence' is a popular label for these skills; treat it as a set of practical habits that can improve, not a fixed score you either have or don't.","ages":[13,14],"type":"META","evidence":["Handle a real conflict while managing their own feelings and reading the other person's","Describe how their emotions affected a recent decision and what they would do differently","Explain why emotional skills are habits that can improve rather than a fixed trait"],"check":"In a heated situation, could your child keep their own feelings in check, read the other person's, and steer things somewhere better?","standards":[]},{"id":"mt_TU3BcLOgiV","subject":"Personal & Social Development","domain":"Self-Awareness","name":"Feelings Versus Actions","description":"Understand that feelings and actions are separate — you can feel something strongly without having to act on it straight away","ages":[6,8],"type":"META","evidence":["emotion regulation development research","Effects of Age and Gender in Emotion Regulation (PMC 2020)","expressive control to emotion regulation (PMC)"],"check":"Does your child understand that feeling angry, scared, or jealous doesn't mean they have to act on it immediately — that there's a gap between the feeling and what they choose to do next?","standards":[]},{"id":"mt_H8dEMH_wik","subject":"Personal & Social Development","domain":"Self-Awareness","name":"Patterns in Your Own Reactions","description":"Notice patterns in your own reactions — 'I tend to respond like this when I'm tired, left out, or put on the spot'","ages":[7,9],"type":"META","evidence":["middle childhood self-reliance in emotion regulation","7-year developmental shift in self-understanding research"],"check":"Has your child ever noticed a pattern in how they react — for example, that they get more upset at certain times of day, or that a particular type of situation reliably triggers a strong feeling?","standards":[]},{"id":"mt_rpug2tkYhb","subject":"Personal & Social Development","domain":"Self-Awareness","name":"Your Impact on Others","description":"Reflect on how your behaviour lands on others — consider not just what you intended but what the actual impact was on the other person","ages":[8,9],"type":"META","evidence":["Describe how something they said or did affected someone else — e.g. 'When I didn't include them, they looked upset'","Predict what might happen before acting — e.g. 'If I take the last one without asking, they'll feel it's unfair'","After a conflict, explain what they could have done differently and what effect that would have had"],"check":"Can your child think about how something they said or did might have felt to the other person — not just what they meant by it, but what the impact actually was?","standards":[]},{"id":"mt_Mb1JUJmnbX","subject":"Personal & Social Development","domain":"Self-Awareness","name":"Questioning First Impressions","description":"Notice when your first reading of a social situation might be wrong — your assumptions about why someone acted a certain way are not always facts","ages":[9,10],"type":"META","evidence":["Pause before reacting to a classmate's behaviour and consider an alternative explanation — e.g. 'Maybe they bumped me by accident, not on purpose'","Describe a time they assumed the worst about someone's intention and later found out they were wrong","When told about an ambiguous social situation, suggest at least two possible reasons for the other person's behaviour instead of jumping to one conclusion"],"check":"If your child felt sure someone was being unfair or unkind, could they pause and consider whether there might be another explanation for what happened?","standards":[]},{"id":"mt_bkMDDstwwG","subject":"Personal & Social Development","domain":"Self-Awareness","name":"Personal Growth Over Time","description":"Reflect on your own growth over time — the things that challenge you now are not fixed, and noticing how you have already changed builds genuine self-knowledge","ages":[10,11],"type":"META","evidence":["emotion vocabulary development continues to age 11 (PMC)","self-reflection importance in children research"],"check":"Can your child look back over the past year or two and point to something they used to find really difficult that they now handle better — and explain what changed?","standards":[]},{"id":"mt_aS-Gdh-MHx","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Coping with Life Changes","description":"Understand that change is a normal part of life — such as starting school, getting a new teacher, a new baby arriving, or moving house — and identify simple strategies that help them cope with changes","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name at least two changes they have experienced and how they felt","Identify a person they can talk to when a change feels hard","Describe one strategy that helps them cope with change, such as keeping a familiar routine"],"check":"When something changes in your child's life — like getting a new teacher at school — can they talk about how it makes them feel and think of ways to help themselves adjust?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-7"]},{"id":"cx_psd_anger","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Handling Anger in the Moment","description":"Noticing the early signs of anger in the body (a hot face, clenched fists, a loud voice), getting some space before acting, using a calming move, and saying what made you angry once calm; anger is a normal feeling, but hitting, throwing and breaking things are not okay","ages":[5,9],"type":"PROCEDURAL","evidence":["Name their own early warning signs of anger","Use a calming strategy in the moment, such as walking away, slow breathing or counting","Explain afterwards, in words, what made them angry"],"check":"When your child gets really angry, could they step away and calm down before hitting, throwing or shouting?","standards":[]},{"id":"mt_UGf6jICEhs","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Learning from Mistakes","description":"Understand that making mistakes is a normal part of learning and that everyone — including adults — makes mistakes, and begin to see mistakes as opportunities to learn rather than reasons to give up","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe a time they made a mistake and what they learned from it","Respond to a mistake by trying again rather than giving up","Explain why mistakes help people learn"],"check":"If your child gets an answer wrong in class or messes up during a game, do they bounce back and keep trying rather than shutting down or saying 'I can't do it'?","standards":["ib-pyp-pspe:PSPE-ID-CU-P1-2","ib-pyp-pspe:PSPE-ID-LO-P1-9"]},{"id":"mt_nNDX_jZ-cb","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Patience and Delayed Gratification","description":"Wait for things they want without becoming very distressed — practising patience and delayed gratification in everyday situations like waiting their turn, waiting for a treat, or waiting for help","ages":[5,7],"type":"PROCEDURAL","evidence":["Wait for their turn in a game or activity without constant complaints","Describe what they do to help themselves wait, such as thinking about something else","Explain why sometimes we have to wait and that it is a skill they can practise"],"check":"If your child has to wait their turn for something they really want — like a go on the iPad or being served dinner — can they wait without a big fuss?","standards":["ib-pyp-pspe:PSPE-ID-LO-P1-11"]},{"id":"mt_Iwg2diBSyW","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Simple Calming Strategies","description":"Use simple calming strategies when feeling upset or overwhelmed — such as taking deep breaths, counting to ten, or going to a quiet space — and understand that these help the body and mind settle down","ages":[5,7],"type":"PROCEDURAL","evidence":["Demonstrate at least two calming strategies when prompted","Choose to use a calming strategy independently during a real upset","Explain in simple terms why calming down helps them think better"],"check":"When your child gets really upset — say they lose a game or argue with a sibling — can they use a strategy like deep breaths to calm themselves down rather than staying in meltdown mode?","standards":["ib-pyp-pspe:PSPE-ID-LO-P1-7"]},{"id":"mt_pAuo9Op89t","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Abilities Grow with Practice","description":"Understanding that abilities grow with practice, good strategies and help from others, and that 'I can't do it yet' is usually more accurate than 'I'm no good at it'. Effort alone isn't enough: changing strategy when stuck matters as much. (Large studies find that mindset messages on their own make only a small difference; the practice and strategies do the work.)","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe something they got better at through practice and what helped","Use 'yet' about a skill they find hard","Try a different strategy, or ask for help, when the same approach keeps failing"],"check":"Could your child name something they got better at by practising, and say what they'd change when they're stuck?","standards":["ib-pyp-pspe:PSPE-ID-CU-P2-4","ib-pyp-pspe:PSPE-ID-LO-P2-12"]},{"id":"mt_miGrca8zaS","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Breaking Tasks into Steps","description":"Break a challenging task into smaller, manageable steps rather than feeling overwhelmed by the whole thing — and celebrate progress along the way","ages":[7,9],"type":"PROCEDURAL","evidence":["Take a challenging task and list at least three smaller steps to complete it","Start with the first step rather than procrastinating on the whole task","Acknowledge progress after completing each step"],"check":"If your child has a big school project that feels overwhelming, can they break it down into smaller steps — like 'first I'll research, then I'll write the introduction' — rather than panicking about the whole thing?","standards":[]},{"id":"mt_j8Pv3s7TZR","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Choosing the Right Coping Strategy","description":"Understand that different situations require different coping strategies — what works for anger might not work for sadness, and what helps at school might be different from what helps at home","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least two different coping strategies and explain when each one is most useful","Choose an appropriate strategy based on the specific situation and emotion","Reflect on a time a strategy didn't work and explain what they might try instead"],"check":"Can your child recognise that when they're angry they need to do something physical like walk around, but when they're worried they need to talk it through — rather than using the same approach for every difficult feeling?","standards":["ib-pyp-pspe:PSPE-ID-CU-P2-7"]},{"id":"mt_35-DhMh_Yr","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Positive Self-Talk","description":"Use positive self-talk to manage difficult situations — replacing unhelpful thoughts like 'I'm stupid' or 'I'll never be able to do this' with encouraging ones like 'This is hard but I can keep trying' or 'I've done hard things before'","ages":[7,9],"type":"PROCEDURAL","evidence":["Give an example of an unhelpful thought and rephrase it as a helpful one","Use positive self-talk aloud or in writing when facing a challenge","Explain how the words we say to ourselves affect how we feel and perform"],"check":"When your child is struggling with homework and starts saying 'I'm rubbish at this', can they catch that thought and replace it with something more helpful like 'I just need to try a different approach'?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-11","ib-pyp-pspe:PSPE-ID-LO-P3-10"]},{"id":"cx_psd_worry","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Worry and Anxiety","description":"Worry is the mind trying to protect you; anxiety tends to grow when we avoid what we fear, because avoiding brings quick relief and teaches the brain the thing really was dangerous. Facing a fear in small steps, with support, shrinks it; useful worries lead to a plan, unhelpful ones go round in loops","ages":[8,13],"type":"CONCEPTUAL","evidence":["Explain in their own words why avoiding something scary can make the fear bigger","Break a fear into small steps to face gradually","Tell a useful worry (one that leads to a plan) from a looping one"],"check":"Could your child explain why avoiding something scary can make the fear grow, and plan one small step towards it?","standards":[]},{"id":"cx_psd_self_compassion","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Being Kind to Yourself","description":"Talking to yourself after a mistake the way you would talk to a friend: noticing harsh self-criticism ('I'm so stupid'), remembering that everyone struggles, and turning to what to try next. Being kind to yourself isn't letting yourself off; it makes it easier to try again","ages":[9,14],"type":"PROCEDURAL","evidence":["Notice and quote a harsh thing they say to themselves","Rewrite it as what they would say to a friend in the same situation","Name a next step after a setback"],"check":"After a mistake, could your child say what they'd tell a friend in the same spot, and then say it to themselves?","standards":[]},{"id":"cx_psd_reappraisal","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Changing the Story You Tell Yourself","description":"How we feel depends partly on how we explain what happened: 'she ignored me' feels different from 'she might not have seen me'. Noticing the first story, asking what else could be true, and choosing the most accurate one is among the best-supported ways to manage emotions","ages":[9,14],"type":"PROCEDURAL","evidence":["Notice the explanation they gave themselves for an upsetting event","Come up with at least two other possible explanations","Describe how a different explanation changes the feeling"],"check":"When something upsets your child, could they think of another explanation for what happened and notice how it changes the feeling?","standards":[]},{"id":"mt_Jd2aWEUJ9G","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Personal Coping Toolkit","description":"Reflect on which self-regulation and coping strategies work best for them personally, building a 'toolkit' of approaches they can draw on in different situations and sharing what works with others","ages":[9,11],"type":"META","evidence":["Describe at least three personal coping strategies and when each is most effective","Recommend a strategy to a friend based on the friend's specific situation","Evaluate whether a strategy they tried worked well and explain their reasoning"],"check":"Can your child tell you 'When I'm stressed about exams I go for a walk and that helps, but when I'm sad I need to talk to someone' — showing they know their own coping toolkit?","standards":["ib-pyp-pspe:PSPE-ID-CU-P3-6","ib-pyp-pspe:PSPE-ID-CU-P4-7"]},{"id":"mt_cJjnPjuvCU","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Personal Goal-Setting","description":"Set realistic personal goals, create a simple plan to achieve them, monitor their own progress, and adjust their approach when things aren't working","ages":[9,11],"type":"PROCEDURAL","evidence":["Write or state a specific, achievable personal goal with a timeframe","Describe the steps they will take to reach the goal","Review their progress and adjust their plan when something isn't working"],"check":"Can your child set themselves a goal — like improving their swimming or finishing a book series — and actually work towards it step by step, adjusting their plan if needed?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-5"]},{"id":"mt_Amw5ikSSQI","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Resilience and Bouncing Back","description":"Understand resilience as the ability to recover from setbacks, adapt to difficult circumstances, and keep going — recognising that resilience is a skill that develops through experience, not a trait you either have or don't","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define resilience in their own words and explain why it matters","Describe a time they bounced back from a setback and what helped them recover","Explain that resilience grows through experience and that struggling doesn't mean you're weak"],"check":"After a real disappointment — like not getting a part in the school play or failing a test they studied for — can your child feel upset but then pick themselves up and figure out what to do next?","standards":["ib-pyp-pspe:PSPE-ID-CU-P4-8","ib-pyp-pspe:PSPE-ID-LO-P4-7"]},{"id":"mt_HoJGVsMO7H","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Time and Attention Management","description":"Manage their own time and attention effectively — prioritising tasks, minimising distractions, and maintaining focus on important work even when it's not the most exciting option","ages":[9,11],"type":"PROCEDURAL","evidence":["Create a simple plan for completing multiple tasks in a sensible order","Identify their own common distractions and describe strategies to manage them","Complete a less enjoyable task before a more enjoyable one without constant reminders"],"check":"When your child has homework to finish but also wants to play a game, can they manage their time — doing the homework first or setting a timer — rather than always needing you to enforce it?","standards":["ib-pyp-pspe:PSPE-ID-LO-P3-12"]},{"id":"mt_0VOZSVjo6c","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Good Stress and Bad Stress","description":"Distinguish between eustress (the productive, motivating kind of stress) and distress (harmful, overwhelming stress); explain the physiological stress response (fight-flight-freeze, HPA axis) and how chronic stress affects the body and mind; identify common adolescent stressors (academic pressure, social comparison, physical change, uncertainty about the future); evaluate evidence-based coping strategies (exercise, sleep, mindfulness, social support, expressive writing); recognise warning signs that stress has crossed into anxiety or depression and know where to get help","ages":[11,12],"type":"CONCEPTUAL","evidence":[],"check":"When your child is under pressure from exams or social situations, can they name two or three strategies that genuinely help them manage the stress — and explain why each one actually works, not just that it 'makes them feel better'?","standards":[]},{"id":"mt_0ewYhTSHtP","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Habits and Motivation","description":"Understand habit formation through the cue-routine-reward loop and how to design new habits intentionally; distinguish intrinsic motivation (doing something for its own value) from extrinsic motivation (rewards/punishments) and understand when each is more effective; understand procrastination as primarily an emotion regulation problem (avoiding discomfort) rather than a time management failure; apply self-determination theory (autonomy, competence, relatedness) to boost intrinsic motivation; design environments that reduce friction for desired behaviours","ages":[12,13],"type":"CONCEPTUAL","evidence":[],"check":"If your child keeps meaning to do something important but finds themselves putting it off, can they explain the real reason people procrastinate — it's not laziness — and describe one practical change they could make to their environment to make starting easier?","standards":[]},{"id":"mt__J2BO4V95l","subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","name":"Hard Times and Growth","description":"Hard experiences can sometimes lead to new strengths, closer relationships or clearer values, but often they simply hurt, and no one has to find a silver lining. What helps most is support from other people, time, and making sense of what happened at your own pace; growth is possible, not promised.","ages":[13,14],"type":"META","evidence":["Describe a hard experience and what, if anything, it changed for them","Explain that not every hardship leads to growth and that this is not a failure","Name the people and things that help when life is hard"],"check":"Could your child talk about a hard time, say what helped them through it, and accept that some things just hurt?","standards":[]},{"id":"mt_lAvS72LOUO","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Everyday Kindness and Care","description":"Show kindness and care towards others in simple everyday ways — comforting a friend who is upset, helping someone who has dropped their things, sharing without being asked, and saying kind words","ages":[5,7],"type":"PROCEDURAL","evidence":["Spontaneously offer comfort to someone who is visibly upset","Help another person with a practical task without being asked","Use kind words to encourage or cheer up someone who is struggling"],"check":"If a younger child at school falls over in the playground, does your child go over to help or comfort them without being told to by an adult?","standards":[]},{"id":"mt_wzUzVEBqJb","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Other People's Feelings and Thoughts","description":"Understand that other people have their own feelings and thoughts, and that these might be different from your own — a foundational awareness that not everyone sees or feels things the same way","ages":[5,7],"type":"CONCEPTUAL","evidence":["State that other people can feel differently about the same thing","Give an example of a time someone felt differently from them about the same situation","Accept another child's feeling as valid even when it differs from their own"],"check":"If your child loves dogs but their friend is scared of dogs, can your child understand that their friend's fear is real even though they don't feel it themselves?","standards":["ib-pyp-pspe:PSPE-ID-LO-P1-6"]},{"id":"mt_OJVkWvIaM_","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Similarities & Differences","description":"Notice and appreciate ways that people are similar to and different from each other — including appearance, family structures, languages spoken, foods eaten, and celebrations observed — and understand that differences make communities interesting","ages":[5,7],"type":"CONCEPTUAL","evidence":["Name several ways people in their class or community are different from each other","Describe at least one thing they have learned from someone who is different from them","Express a positive attitude about differences rather than judging them"],"check":"Can your child talk positively about how families in their class are different — some have two mums, some speak another language at home, some celebrate different holidays — and see this as interesting rather than strange?","standards":["ib-pyp-pspe:PSPE-ID-CU-P1-5","ib-pyp-pspe:PSPE-ID-LO-P1-4"]},{"id":"cx_psd_glad_for_others","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Glad for Others","description":"Being genuinely happy for a friend's good news (a trip, a present, a prize) even while wishing it were yours too; holding both feelings at once, saying something kind, and asking about it with interest rather than changing the subject or topping it","ages":[6,9],"type":"CONCEPTUAL","evidence":["Congratulate a friend on something they got or did, even when wanting it too","Ask a friend about their trip or present with real interest","Explain that you can feel jealous and glad for someone at the same time"],"check":"When a classmate came back from a special trip or got a new toy, could your child say how they felt about it, and still be glad for them?","standards":[]},{"id":"mt_S7UTAhptLi","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Different Lives and Experiences","description":"Understand that people's lives and experiences can be very different from their own — that some children face challenges like disability, poverty, family difficulties, or being new to a country — and develop compassion rather than judgement","ages":[7,9],"type":"CONCEPTUAL","evidence":["Describe at least two ways another child's life experience might differ significantly from their own","Explain why it's important not to judge someone based on their circumstances","Suggest a kind action they could take to help someone facing a difficult situation"],"check":"If a new child joins your child's class who doesn't speak much English or whose family situation is very different, does your child show understanding and try to include them rather than avoiding them?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-1"]},{"id":"mt_mDp-1vlL3R","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Fairness, Equality and Equity","description":"Understand what fairness means and why it matters — recognising that fair doesn't always mean equal (everyone getting the same) but can mean equitable (everyone getting what they need), and applying this understanding in group situations","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain the difference between treating everyone the same and treating everyone fairly","Give an example of a situation where equal treatment wouldn't be fair","Apply fairness thinking when sharing resources or making group decisions"],"check":"If a child with a broken arm gets extra time to finish a task at school, can your child explain why that's fair even though other children don't get extra time?","standards":["ib-pyp-pspe:PSPE.INT.P2.CU.2"]},{"id":"mt_9NQEiYLQA3","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Seeing Someone Else's Point of View","description":"Practise perspective-taking by imagining how someone else might feel in a given situation — using prompts like 'How would you feel if that happened to you?' and applying this when reading stories or during real interactions","ages":[7,9],"type":"PROCEDURAL","evidence":["Describe how a character in a story feels and give reasons based on the plot","Predict how another child would feel in a described scenario","Use perspective-taking during a real disagreement to understand the other person's view"],"check":"When reading a story together, can your child pause and explain how a character might be feeling and why — putting themselves in the character's shoes?","standards":["ib-pyp-pspe:PSPE-ID-CU-P2-2","ib-pyp-pspe:PSPE-ID-LO-P2-8"]},{"id":"mt_DkzsZdyaL2","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Many Cultures and Traditions","description":"Understand that the world contains many cultures, traditions, and belief systems, and that learning about others' perspectives enriches our own understanding — developing genuine curiosity about and respect for cultural diversity","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe a cultural practice different from their own and explain what they find interesting about it","Ask respectful questions to learn about someone else's traditions or beliefs","Explain why understanding different cultures makes communities stronger"],"check":"Does your child show genuine interest when learning about how families from different cultures celebrate, eat, or worship — asking questions respectfully rather than dismissing things that are unfamiliar?","standards":["ib-pyp-pspe:PSPE-ID-LO-P3-7","ib-pyp-pspe:PSPE.INT.P3.CU.3"]},{"id":"mt_HFN1pGASpZ","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Prejudice and Discrimination","description":"Understand the impact of prejudice and discrimination on individuals and communities — that treating people unfairly because of their identity causes real harm — and recognise their own responsibility to stand against it","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define prejudice and discrimination in their own words with examples","Describe the emotional and social impact of discrimination on the person experiencing it","Identify at least one action they can personally take to challenge unfair treatment"],"check":"If your child sees someone at school being excluded or teased because of their race, religion, or disability, can they explain why that's wrong and describe what they could do about it?","standards":["ib-pyp-pspe:PSPE-ID-LO-P4-8"]},{"id":"mt_cOknxrYhwL","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Questioning Your Own Biases","description":"Reflect on their own assumptions and biases — recognising that everyone carries unconscious assumptions about others, and that actively questioning these assumptions is an ongoing practice that leads to greater fairness and empathy","ages":[9,11],"type":"META","evidence":["Describe a time they made an assumption about someone that turned out to be wrong","Explain what unconscious bias means in simple terms","Describe a strategy for checking their own assumptions, such as asking questions before judging"],"check":"Can your child catch themselves making an assumption about someone — like assuming a quiet child is unfriendly — and then question whether that assumption is fair?","standards":[]},{"id":"mt_2oswCNuapH","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Stereotypes and Individual Differences","description":"Recognise stereotypes — oversimplified beliefs about groups of people based on gender, race, age, or other characteristics — and understand that stereotypes are unfair because they ignore individual differences","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define what a stereotype is in their own words","Identify a common stereotype and explain why it is inaccurate","Challenge a stereotype they encounter by giving a counter-example"],"check":"If someone says 'boys don't cry' or 'girls aren't good at maths', can your child explain why those statements are unfair stereotypes that don't apply to everyone?","standards":["ib-pyp-pspe:PSPE-ID-CU-P4-3","ib-pyp-pspe:PSPE-ID-LO-P4-6"]},{"id":"mt_oqvJJKCJXw","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Systemic Inequality and Allyship","description":"Move beyond 'treating everyone the same' to understand that structural advantages and disadvantages exist regardless of individual effort or intention; explore concrete examples of systemic inequality (educational attainment gaps, gender pay gap, representation in leadership); distinguish between individual prejudice and structural discrimination; understand intersectionality — how multiple aspects of identity interact; develop informed compassion rooted in evidence rather than pity; explore what being a genuine ally means in practice","ages":[11,12],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain the difference between treating everyone 'the same' and actually making things fair — and give a real example of a structural barrier that means two people starting in different positions face unequal opportunities even if they try equally hard?","standards":[]},{"id":"mt_VA126P6Wp5","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Sympathy Versus Empathy","description":"Distinguish sympathy ('I feel sorry for you') from empathy ('I understand what you're experiencing'); develop active listening skills: reflecting, paraphrasing, asking open questions, resisting the urge to problem-solve too quickly; understand empathic curiosity as genuine interest in another person's inner world; practise being present for someone in distress without trying to fix or minimise their experience; understand vicarious trauma and compassion fatigue, and how empathetic people can protect their own wellbeing while staying present for others","ages":[12,13],"type":"PROCEDURAL","evidence":[],"check":"When a friend is going through something really difficult, can your child describe what makes a listener genuinely helpful — and explain the difference between empathy and sympathy, using an example of something that sounds supportive but actually isn't?","standards":[]},{"id":"mt_5XLhiqmocP","subject":"Personal & Social Development","domain":"Empathy & Social Awareness","name":"Global Citizenship","description":"Understand what it means to be a citizen in an interconnected world where decisions in one place affect people elsewhere; explore global issues (climate justice, forced migration, global health, poverty) through an empathy lens, distinguishing facts from value judgements; engage with the ethical tension between obligations to those close to us and obligations to distant strangers; introduce evidence-based giving and effective altruism as one framework for thinking about global responsibility; develop a personal, reasoned stance on global citizenship that acknowledges complexity","ages":[13,14],"type":"META","evidence":[],"check":"When your child reads about a crisis happening in another country, can they describe how they think about their own responsibility — and name one practical thing young people can genuinely do about large-scale problems rather than just feeling helpless?","standards":[]},{"id":"mt_PdYlsA33jB","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Asking for Help","description":"Ask for help when they need it — from a friend, teacher, or family member — and understand that asking for help is a sign of strength, not weakness","ages":[5,7],"type":"PROCEDURAL","evidence":["Approach an appropriate person and ask for help clearly","Identify who to go to for different kinds of help (academic, emotional, practical)","Explain why asking for help is sensible rather than something to be embarrassed about"],"check":"If your child is stuck on something at school or feeling worried about something, will they ask a teacher or friend for help rather than struggling in silence?","standards":["ib-pyp-pspe:PSPE.INT.P1.LO.7"]},{"id":"cx_psd_joining_in","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Joining In","description":"Joining a game or group that has already started: watching for a moment, finding an opening, asking in a friendly way or offering to take a role, and coping calmly if the answer is no","ages":[5,8],"type":"PROCEDURAL","evidence":["Watch a game for a moment before asking to join","Ask in a friendly way or offer something useful to the game","Try another group or activity calmly if told no"],"check":"At a playground, could your child find a way to join a game already going on, and cope if they're told no?","standards":[]},{"id":"mt_YbX3LD0Eca","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Listening to Others","description":"Listen to others when they are speaking — looking at the speaker, waiting until they finish, and showing they have heard by responding to what was said rather than just talking about their own ideas","ages":[5,7],"type":"PROCEDURAL","evidence":["Face the speaker and maintain attention while someone else is talking","Wait until the other person has finished before responding","Respond to what was actually said rather than changing the subject to their own idea"],"check":"When a friend is telling your child about their weekend, does your child actually listen and ask questions about it — rather than immediately jumping in to talk about their own weekend?","standards":["ib-pyp-pspe:PSPE.INT.P1.LO.3"]},{"id":"mt_HBcvu0UxYe","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Makes someone a good friend","description":"Understand what makes someone a good friend — being kind, honest, reliable, and including others — and recognise behaviours that are not friendly, such as being bossy, leaving people out, or saying mean things","ages":[5,7],"type":"CONCEPTUAL","evidence":["List at least four qualities of a good friend","Identify unfriendly behaviour in a story or real situation","Reflect on a time they were a good friend and explain what they did"],"check":"Can your child describe what makes a good friend and recognise when someone — including themselves — isn't being a good friend?","standards":["ib-pyp-pspe:PSPE.INT.P1.CU.4"]},{"id":"mt_FwI7q7DSIx","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Taking Turns and Sharing","description":"Take turns, share materials, and play cooperatively with others — understanding that group activities work better when everyone gets a fair go and that waiting for your turn is part of being a good friend","ages":[5,7],"type":"PROCEDURAL","evidence":["Take turns in a game or group activity without needing adult reminders","Share materials willingly during a shared task or playtime","Explain why taking turns makes games and group work more fun for everyone"],"check":"When your child is playing a board game with friends or siblings, can they wait for their turn and share the pieces without grabbing or getting upset?","standards":["ib-pyp-pspe:PSPE.INT.P1.CU.2","ib-pyp-pspe:PSPE.INT.P1.LO.2"]},{"id":"cx_psd_apologising","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Apologising Well","description":"A real apology names what you did, shows you understand how it affected the other person, does not add 'but', and offers to make it right; and forgiveness can take time","ages":[6,11],"type":"PROCEDURAL","evidence":["Apologise by naming the specific thing they did","Avoid excuses such as 'sorry, but…'","Suggest a way to make it right"],"check":"Could your child give an apology that names what they did, without a 'but', and offers to fix it?","standards":[]},{"id":"cx_psd_left_out","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Being Left Out and Loneliness","description":"Everyone feels left out sometimes; loneliness is a signal to connect, not proof that something is wrong with you. Ways to cope include telling someone, finding people who share an interest and reaching out first; and noticing when someone else is left out and inviting them in","ages":[7,12],"type":"CONCEPTUAL","evidence":["Describe what feeling left out is like and know that it happens to everyone","Name two things they can do when they feel lonely","Notice someone who is left out and include them"],"check":"Could your child say what they'd do if they felt left out at school, and notice when another child is?","standards":[]},{"id":"mt_X7Tu94-a2m","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Friendships change over time","description":"Understand that friendships change over time — that it's normal for friends to drift apart or for new friendships to form — and develop strategies for making new friends and handling friendship changes without feeling like something is wrong with them","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain that friendships changing is normal and doesn't mean something is wrong","Describe a strategy for making new friends, such as joining a club or inviting someone to play","Talk about a friendship that changed and how they handled it"],"check":"If your child's best friend starts spending more time with someone else, can they handle it without falling apart — understanding that friendships shift and they can make new friends too?","standards":[]},{"id":"mt_iWGnyUyN2j","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Resolving Disagreements with Friends","description":"Resolve simple disagreements with peers by talking it through — explaining how they feel, listening to the other person's side, and finding a compromise or solution that both can accept","ages":[7,9],"type":"PROCEDURAL","evidence":["Explain their own point of view calmly during a disagreement","Listen to the other person's perspective without interrupting","Suggest a compromise or solution that addresses both sides"],"check":"If your child and a friend disagree about which game to play at break time, can they talk it through and find a compromise — rather than one person always getting their way or the argument escalating?","standards":["ib-pyp-pspe:PSPE.INT.P2.LO.9"]},{"id":"mt_w4nSIDhIgC","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Roles in a Group","description":"Understand different roles people play in groups — leader, supporter, mediator, idea-generator — and recognise that effective groups need a mix of roles, not everyone trying to be the leader","ages":[7,9],"type":"CONCEPTUAL","evidence":["Name at least three different roles people can play in a group","Identify their own preferred role and describe its strengths","Explain why groups work better when different people take different roles"],"check":"In a group project, can your child recognise that they don't always have to be in charge — and that sometimes the group works better when they support someone else's idea rather than pushing their own?","standards":["ib-pyp-pspe:PSPE.INT.P2.LO.5","ib-pyp-pspe:PSPE.INT.P2.LO.6"]},{"id":"cx_psd_boundaries","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Saying No and Setting Boundaries","description":"Saying no clearly and kindly to friends, siblings or adults when something feels wrong or you just don't want to: sharing a password, a game that has gone too far, being touched or teased; and respecting other people's no as well","ages":[7,12],"type":"PROCEDURAL","evidence":["Say no clearly without over-apologising","Stick to a no under friendly pressure","Stop when someone else says no or looks uncomfortable"],"check":"Could your child say no to a friend who keeps pushing them to do something they don't want to do?","standards":[]},{"id":"cx_psd_having_more","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"When You Have More","description":"Knowing how to be a good friend when you are the one with the new toy, the bigger party or the trip abroad: not bragging or making others feel small, sharing and including without turning it into a favour they owe you, and noticing when someone is left out","ages":[7,10],"type":"CONCEPTUAL","evidence":["Talk about a new thing or a trip without boasting or comparing","Share or include others without expecting something back","Notice when a friend feels left out because of something they don't have"],"check":"When your child had something new or special, could they enjoy it with friends without bragging or making anyone feel left out?","standards":[]},{"id":"mt_QxsoqVUt6u","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Working Well in a Group","description":"Work effectively as part of a small group — contributing their own ideas, listening to others' ideas, taking on a fair share of the work, and supporting the group to reach a shared goal","ages":[7,9],"type":"PROCEDURAL","evidence":["Contribute at least one idea during a group discussion","Listen to and build on another group member's idea","Complete their assigned part of a group task on time"],"check":"When your child has to do a group project at school, do they pull their weight — sharing ideas and doing their part — rather than sitting back or trying to take over?","standards":["ib-pyp-pspe:PSPE.INT.P2.CU.1","ib-pyp-pspe:PSPE.INT.P2.LO.3"]},{"id":"mt_rqLMfiw61L","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Assertive Communication","description":"Use assertive communication — expressing needs, opinions, and boundaries clearly and respectfully without being aggressive (pushy/demanding) or passive (giving in/staying silent) — including saying no when something doesn't feel right","ages":[9,11],"type":"PROCEDURAL","evidence":["Explain the difference between assertive, aggressive, and passive responses","Role-play saying no in a peer pressure scenario","Express a personal boundary clearly and respectfully in a real situation"],"check":"If friends want your child to do something they're uncomfortable with — like excluding another child or breaking a rule — can your child say 'I don't want to do that' firmly but politely?","standards":["ib-pyp-pspe:PSPE.INT.P2.LO.8"]},{"id":"mt_33zncDHC3N","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Giving and Receiving Feedback","description":"Give and receive constructive feedback — telling someone what they did well and what could be improved in a way that is helpful rather than hurtful, and receiving feedback about their own work without becoming defensive","ages":[9,11],"type":"PROCEDURAL","evidence":["Give feedback that includes both a specific positive point and a constructive suggestion","Receive feedback about their own work without getting upset or dismissive","Explain why constructive feedback helps people improve"],"check":"If your child reviews a classmate's story and finds mistakes, can they give feedback that's helpful — like 'I loved this part, and this bit could be clearer' — rather than just saying 'it's wrong'?","standards":["ib-pyp-pspe:PSPE.INT.P3.LO.8"]},{"id":"cx_psd_group_chats","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Group Chats and Online Friendships","description":"How friendship works in group chats and online games: messages lack tone of voice and are easily misread, screenshots spread, being left out of a chat hurts, and pile-ons happen fast. Re-reading before sending, leaving or speaking up in a chat that has turned mean, and keeping personal details private with people you only know online","ages":[9,13],"type":"PROCEDURAL","evidence":["Explain why a message can be misread without tone of voice","Leave or speak up in a chat that is being unkind","Keep personal details private with people they only know online"],"check":"Could your child tell you what they'd do if a group chat started picking on someone?","standards":[]},{"id":"mt_AbnwmKD8oe","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Helping Others Resolve Conflicts","description":"Mediate conflicts between others — helping two friends who are arguing by listening to both sides, helping them see each other's perspective, and guiding them toward a fair resolution","ages":[9,11],"type":"PROCEDURAL","evidence":["Listen to both sides of a conflict without taking sides initially","Help each person articulate their perspective to the other","Suggest a fair resolution or compromise that both parties can accept"],"check":"If two of your child's friends are arguing and both come to your child for support, can your child help them talk it out fairly rather than just taking one side?","standards":["ib-pyp-pspe:PSPE.INT.P3.LO.7","ib-pyp-pspe:PSPE.INT.P4.LO.3"]},{"id":"mt_z98J_Zg2L3","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Self-Reflection in Relationships","description":"Reflect on their own role and behaviour in relationships — recognising patterns in how they interact with others, understanding what they contribute to friendships, and identifying areas where they could improve as a friend or team member","ages":[9,11],"type":"META","evidence":["Identify a pattern in their own social behaviour, such as always wanting to lead or avoiding confrontation","Describe what they do well in relationships and one area they'd like to improve","Set a specific social goal, such as 'I will ask others for their ideas before sharing mine'"],"check":"Can your child honestly reflect on their friendships and say something like 'I think I sometimes take over in group work and I'm trying to listen more' — showing awareness of their own social patterns?","standards":["ib-pyp-pspe:PSPE.INT.P4.CU.2","ib-pyp-pspe:PSPE.INT.P4.LO.1"]},{"id":"mt_nqM2OW0Qlm","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Social Cues and Group Dynamics","description":"Understand subtext, indirect communication, and social cues in adolescent peer groups; analyse the psychology of in-group and out-group dynamics and why belonging can come at the cost of exclusion; understand gossip as a social bonding and status mechanism, and its costs; develop strategies for navigating social hierarchies without compromising values; distinguish between assertiveness and aggression in peer settings; understand how to respond to exclusion — whether experiencing it or witnessing it","ages":[11,12],"type":"CONCEPTUAL","evidence":[],"check":"When your child senses tension or unspoken 'undercurrents' in a group of friends, can they describe what social cues they pick up on and explain the difference between being assertive and being aggressive when they choose to address it?","standards":[]},{"id":"mt_NCrbQe0LdB","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Honest Conversations and Conflict Repair","description":"Understand how to have honest, direct conversations that address problems without attacking the person; apply the principles of non-violent communication (observation, feeling, need, request); understand the repair process after significant conflicts: taking responsibility without defensiveness, offering a genuine apology (without blame-shifting), and rebuilding trust through consistent behaviour over time; distinguish between a real apology and a face-saving 'sorry'; understand how friendships survive and deepen through navigated conflict rather than avoidance","ages":[12,13],"type":"PROCEDURAL","evidence":[],"check":"When your child falls out seriously with a friend, can they describe what makes an apology actually repair a relationship — and what the difference is between a genuine apology and just saying sorry to end the awkwardness?","standards":[]},{"id":"mt_8StiXnYq1u","subject":"Personal & Social Development","domain":"Friendship & Cooperation","name":"Leadership Styles and Influence","description":"Distinguish different leadership styles (directive, democratic, servant, transformational) and understand when each is appropriate; understand that influence in a group comes with responsibility, and explore the difference between leading through inspiration versus coercion; practise inclusive leadership: actively creating space for quieter voices and diverse perspectives; understand the ethics of influence and the boundary between persuasion and manipulation; explore concepts of consent and coercion in peer relationships; reflect on what kind of influence they want to have in their communities","ages":[13,14],"type":"META","evidence":[],"check":"If your child were leading a group project where one person was dominating all the decisions, can they describe two different leadership approaches they could take and explain why the most authoritative person in a group isn't always the best leader?","standards":[]},{"id":"cx_psd_family_shapes","subject":"Personal & Social Development","domain":"Family Relationships","name":"Different Shapes of Families","description":"Families come in many shapes: two parents, one parent, grandparents raising grandchildren, step-families, adopted and foster families, families who live apart for work; what makes a family is people caring for each other, not one particular shape","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe several different family shapes without ranking them","Explain that what makes a family is people looking after each other","Talk about their own family respectfully and listen when others describe theirs"],"check":"Could your child describe a few different kinds of families and say what makes each of them a family?","standards":[]},{"id":"cx_psd_siblings","subject":"Personal & Social Development","domain":"Family Relationships","name":"Siblings and Fairness","description":"Living with brothers, sisters or cousins: sharing space, toys and parents' attention; why fair does not always mean the same (a baby needs more help); jealousy as a normal feeling; and sorting out fights without hurting each other","ages":[5,10],"type":"CONCEPTUAL","evidence":["Explain why fair can mean each person gets what they need rather than exactly the same","Name feeling jealous of a sibling or cousin without acting it out","Sort out a small dispute with a sibling using words"],"check":"Could your child explain why a younger child gets more help with some things, and still call it fair?","standards":[]},{"id":"cx_psd_family_money","subject":"Personal & Social Development","domain":"Family Relationships","name":"Families Have Different Amounts of Money","description":"Understanding that families have different amounts of money, bigger or smaller homes, cars and holidays for many reasons (jobs, where they live, luck, choices about what matters), that it says nothing about who is a better person, and that their own family makes its own choices; talking about it without shame or showing off","ages":[6,9],"type":"CONCEPTUAL","evidence":["Give a few reasons why one family might have more money than another","Explain that having more or less money doesn't make someone better or worse","Talk about their own family's choices (\"we spend on this, not that\") without embarrassment or boasting"],"check":"If your child noticed a friend has a bigger house or a fancier car, could they explain why families differ, without feeling ashamed of their own or looking down on anyone?","standards":[]},{"id":"cx_psd_family_repair","subject":"Personal & Social Development","domain":"Family Relationships","name":"Making Up After a Family Fight","description":"After an argument at home: calming down first, coming back to talk, saying sorry for your own part, hearing the other side, and knowing that parents get things wrong too and can apologise; arguments happen in loving families and can be repaired","ages":[6,12],"type":"PROCEDURAL","evidence":["Take time to calm down and then come back to the conversation","Apologise for their own part specifically","Understand that a fight, or a parent apologising, doesn't mean they are loved any less"],"check":"After a row at home, could your child come back, say sorry for their part and talk it through?","standards":[]},{"id":"cx_psd_parent_view","subject":"Personal & Social Development","domain":"Family Relationships","name":"Seeing a Parent's Point of View","description":"Working out why a parent says no or sets a rule: what they might be worried about, what pressures they carry (work, money, time, caring for others), and how to make a request in a way that answers that worry","ages":[7,10],"type":"PROCEDURAL","evidence":["Name a likely worry behind one of their parents' rules","Describe a parent's day and pressures in their own words","Rephrase a request so that it addresses the parent's concern"],"check":"When you say no to something, could your child guess why, and suggest a way that would deal with your worry?","standards":[]},{"id":"cx_psd_disagree_adults","subject":"Personal & Social Development","domain":"Family Relationships","name":"Disagreeing with Adults Respectfully","description":"Telling a parent, grandparent or teacher 'I see it differently' calmly: choosing a good moment, saying what you think and why, listening to their reasons, and accepting that adults sometimes still decide, while knowing that safety rules are not up for bargaining","ages":[8,12],"type":"PROCEDURAL","evidence":["State a disagreement with an adult calmly and give a reason","Listen to the adult's reasons and repeat them back fairly","Accept a decision they disagree with without sulking or shouting, and raise it again later if it matters"],"check":"Could your child tell you they disagree with a decision, give a reason, and stay calm whatever you decide?","standards":[]},{"id":"cx_psd_earning_independence","subject":"Personal & Social Development","domain":"Family Relationships","name":"Negotiating Rules and Earning Independence","description":"Teenagers want more independence and parents want them safe; negotiating things like screen time, going out alone or bedtime by proposing a concrete plan, agreeing a trial, keeping your side of the deal, and building trust step by step","ages":[11,14],"type":"PROCEDURAL","evidence":["Propose a specific plan with limits rather than just asking 'can I?'","Agree a trial period and what happens if it goes wrong","Keep their side of an agreement and use that record to ask for more freedom"],"check":"Could your child bring you a concrete proposal for more freedom, with limits and a trial period, instead of arguing?","standards":[]},{"id":"mt_UHQfb-n-w3","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Actions and Their Consequences","description":"Understand that actions have consequences — that what you choose to do affects both yourself and other people — and begin to think about what might happen before they act","ages":[5,7],"type":"CONCEPTUAL","evidence":["Describe what happened as a consequence of a specific action they took","Predict what might happen if they choose a particular action before doing it","Explain that actions can have good or bad consequences for themselves and others"],"check":"Before your child does something — like taking a toy from a sibling or running in the corridor — can they stop and think about what might happen as a result?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-9","ib-pyp-pspe:PSPE.INT.P1.LO.8"]},{"id":"mt_Wc6cOTQ1bA","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Right and Wrong Choices","description":"Know the difference between right and wrong in familiar everyday situations — understanding basic rules about honesty, not hurting others, respecting others' property, and being fair — and choose to do the right thing even when it's harder","ages":[5,7],"type":"CONCEPTUAL","evidence":["Identify the right and wrong choice in a simple moral scenario","Choose to be honest even when lying would avoid trouble","Explain why rules about not hurting others and being honest matter"],"check":"If your child accidentally breaks something at a friend's house, do they tell the truth about it rather than hiding it or blaming someone else?","standards":[]},{"id":"mt_yCmYV9ruQu","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Bystanders and Upstanders","description":"Understand the bystander role — that when someone witnesses unkind or unfair behaviour, they have a choice: they can be a passive bystander (doing nothing), join in, or be an upstander (speaking up or getting help) — and develop the confidence to be an upstander","ages":[7,9],"type":"CONCEPTUAL","evidence":["Explain the difference between a bystander and an upstander","Describe at least two safe actions an upstander can take","Give an example of a time they or someone they know stood up for someone else"],"check":"If your child sees a group of children being mean to someone at school, do they have the courage to say something, walk away with the person being targeted, or tell a teacher — rather than just watching?","standards":["ib-pyp-pspe:PSPE.INT.P1.CU.5","ib-pyp-pspe:PSPE.INT.P2.LO.11"]},{"id":"mt_RhntJz7p_6","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Stop, Think, Then Choose","description":"Use a simple decision-making process when faced with a choice — stopping to think, identifying the options, considering the consequences of each option, and then choosing — rather than acting impulsively","ages":[7,9],"type":"PROCEDURAL","evidence":["Describe at least two options when facing a decision","Predict a likely consequence for each option","Explain which option they chose and why, showing they considered the consequences"],"check":"When your child faces a tricky choice — like whether to tell the teacher that a friend cheated — can they think through their options and the consequences rather than just reacting?","standards":["ib-pyp-pspe:PSPE-ID-LO-P2-6"]},{"id":"mt_I9iSzpGRn5","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Understanding Bullying","description":"Understand what bullying is — repeated behaviour intended to hurt someone, including physical, verbal, social (exclusion, spreading rumours), and cyberbullying — and know that it is always wrong and what to do if they experience or witness it","ages":[7,9],"type":"CONCEPTUAL","evidence":["Define bullying and distinguish it from a one-off conflict","Name at least three forms of bullying including cyberbullying","Describe the steps they should take if they experience or witness bullying"],"check":"Does your child understand the difference between a one-off argument and bullying, and do they know what to do if they see someone being bullied — rather than just ignoring it?","standards":[]},{"id":"mt_6xj94tmpi-","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Difficult Ethical Choices","description":"Understand that ethical decisions are not always black and white — that sometimes there is no perfect answer and reasonable people can disagree — and practise weighing up competing values when making difficult choices","ages":[9,11],"type":"CONCEPTUAL","evidence":["Describe a moral dilemma where both sides have valid points","Explain the values in tension (e.g., loyalty vs safety, honesty vs kindness)","Describe how they would make a decision in such a situation and justify their reasoning"],"check":"If your child's friend tells them a secret but the secret involves something dangerous, can your child think through the tension between loyalty to their friend and the need to keep someone safe?","standards":[]},{"id":"mt_RNeEF1JU4J","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Ethics in Real-World Issues","description":"Evaluate the ethical dimensions of real-world issues they encounter — such as environmental responsibility, fairness in sport, digital ethics, or social justice — considering multiple perspectives and forming a reasoned personal position","ages":[9,11],"type":"META","evidence":["Identify an ethical issue and describe at least two different perspectives on it","Explain which perspective they agree with most and give reasons for their position","Acknowledge that the other perspective has some validity even if they disagree"],"check":"Can your child discuss a real issue — like whether it's fair that some children have more than others, or whether animals should be kept in zoos — considering different viewpoints and explaining their own position thoughtfully?","standards":["ib-pyp-pspe:PSPE.INT.P4.CU.4","ib-pyp-pspe:PSPE.INT.P4.LO.5"]},{"id":"mt_JivEBTD_KV","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Peer Pressure and Resisting It","description":"Understand peer pressure — the influence friends and peers can have on your choices and behaviour — and develop strategies for resisting pressure to do something they know is wrong or that makes them uncomfortable","ages":[9,11],"type":"CONCEPTUAL","evidence":["Define peer pressure in their own words and give a real-world example","Describe at least two strategies for resisting peer pressure, such as walking away or using humour","Explain why going along with something wrong to fit in usually makes things worse"],"check":"If your child's friends dare them to do something risky or unkind — like shoplifting a sweet or posting an embarrassing photo of someone — can they resist the pressure and explain why they won't do it?","standards":["ib-pyp-pspe:PSPE-ID-CU-P4-4"]},{"id":"mt_JiZ3H90Xg8","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Risk, Uncertainty, and Cognitive Bias","description":"Distinguish between risk (decisions with known probabilities) and uncertainty (decisions with unknown outcomes); identify cognitive biases that distort risk assessment: availability heuristic (judging likelihood by how easily examples come to mind), present bias (overvaluing the immediate over the future), optimism bias (underestimating personal risk), and groupthink; understand why adolescent brains are biologically calibrated toward higher risk tolerance; apply a structured decision-making framework to real choices; understand the role of personal values in decisions where facts alone cannot determine the answer","ages":[11,12],"type":"CONCEPTUAL","evidence":[],"check":"Can your child explain why taking a risk isn't always irrational — and describe one cognitive bias that causes people to misjudge risk in their everyday decisions, such as why teenagers tend to underestimate certain dangers?","standards":[]},{"id":"mt_LPYPuSaxv_","subject":"Personal & Social Development","domain":"Responsible Decision-Making","name":"Ethical Frameworks and Moral Reasoning","description":"Introduce the three main ethical frameworks: consequentialism (judge actions by outcomes and overall welfare), deontology (judge actions by adherence to rules and duties regardless of consequences), and virtue ethics (judge actions by the character they reflect); apply each framework to real-world moral dilemmas: climate responsibility, AI ethics, civil disobedience, wealth inequality, healthcare rationing; understand the strengths and limitations of each framework; develop the capacity for careful moral reasoning — the ability to think through ethical questions systematically rather than relying only on intuition or group opinion","ages":[13,14],"type":"META","evidence":[],"check":"Can your child take a real ethical dilemma — like whether it's ever right to break a rule to help someone — and explain how a consequentialist, a deontologist, and someone focused on virtue ethics would each think about it differently, and which approach they find most persuasive?","standards":[]},{"id":"cx_psd_mind_comparison","subject":"Personal & Social Development","domain":"How Minds Work","name":"Comparing Yourself to Others","description":"Understanding why we compare ourselves to others and why it so often feels bad: we see other people's highlights (the holiday photos, the new things) but our own whole life, including the boring and hard parts; social media and group chats make the highlight reel even sharper; comparing with your own past self is fairer","ages":[8,11],"type":"CONCEPTUAL","evidence":["Explain that people mostly show their best moments, online and off","Notice when comparing is making them feel worse, and name it","Compare their progress with their own earlier self instead"],"check":"After seeing a friend's holiday photos or new things, could your child explain that they're only seeing the best bits, and that their own life looks different from the inside?","standards":[]},{"id":"cx_psd_mind_happiness","subject":"Personal & Social Development","domain":"How Minds Work","name":"What Actually Makes People Happy","description":"Knowing what research says about lasting happiness: the thrill of a new thing fades quickly as we get used to it (hedonic adaptation), while time with people we care about, getting good at something, helping others, sleep and being outdoors keep paying off; using this when wanting something badly","ages":[9,12],"type":"CONCEPTUAL","evidence":["Recall a time a new thing stopped feeling exciting after a while, and explain why","Name several things that make people happier over the long run","Use the idea when wanting something (\"will I still care about this in a month?\")"],"check":"Could your child tell you about something they really wanted that stopped feeling exciting soon after they got it, and say what tends to make people happy for longer?","standards":[]},{"id":"cx_psd_mind_illusions","subject":"Personal & Social Development","domain":"How Minds Work","name":"Your Senses Can Be Fooled","description":"Perception is the brain's best guess, not a recording: optical illusions, the dress that looks blue to some people and gold to others, hearing words that aren't there once told what to listen for. The guesses are usually right, which is why the rare mistakes feel so convincing","ages":[9,12],"type":"CONCEPTUAL","evidence":["Show and explain an optical illusion","Explain that the brain fills in gaps using what it expects","Give an example of expectations changing what someone perceives"],"check":"Could your child show you an optical illusion and explain why the brain falls for it?","standards":[]},{"id":"cx_psd_mind_persuasion","subject":"Personal & Social Development","domain":"How Minds Work","name":"How Persuasion Works on You","description":"The levers persuaders pull: scarcity ('only 2 left!'), urgency, authority, liking, reciprocity (a free gift first), social proof and repetition; recognising them in adverts, apps, games and people, and pausing before deciding","ages":[10,14],"type":"CONCEPTUAL","evidence":["Name several persuasion techniques with examples","Find them in a real advert, app or sales page","Use a pause or 'sleep on it' rule before deciding under pressure"],"check":"Could your child point out the persuasion tricks in an advert or an app's 'limited-time offer'?","standards":[]},{"id":"cx_psd_mind_memory","subject":"Personal & Social Development","domain":"How Minds Work","name":"Memory Rebuilds the Past","description":"Memories are rebuilt each time we recall them, so they can change: gaps get filled in, leading questions plant false details, and confident eyewitnesses can be wrong. That is why notes, photos and records matter, and why two honest people can remember the same event differently","ages":[10,14],"type":"CONCEPTUAL","evidence":["Explain why recalling a memory can change it","Describe how a leading question can alter what someone remembers","Explain why an eyewitness's confidence is not proof"],"check":"Could your child explain how two honest people can remember the same event differently?","standards":[]},{"id":"cx_psd_mind_traps","subject":"Personal & Social Development","domain":"How Minds Work","name":"Thinking Traps","description":"Shortcuts the mind takes that often mislead: confirmation bias (noticing what fits what we already believe), social proof (doing what everyone else does), anchoring (the first number we hear sways our guess) and the sunk-cost trap; spotting them in yourself, not just in others","ages":[10,14],"type":"CONCEPTUAL","evidence":["Name and describe at least three thinking traps","Spot one in an advert, a news story or their own decision","Use a check such as 'what would change my mind?' against confirmation bias"],"check":"Could your child spot a thinking trap, like only noticing evidence that agrees with them, in their own thinking?","standards":[]},{"id":"cx_psd_mind_beliefs","subject":"Personal & Social Development","domain":"How Minds Work","name":"Why People Believe Different Things","description":"People reach different beliefs because of different information, upbringing and communities, and because we all tend to reason towards conclusions we want (motivated reasoning) and trust our own group. Understanding this helps you disagree without contempt and test your own beliefs","ages":[11,14],"type":"CONCEPTUAL","evidence":["Explain motivated reasoning with an example","Describe how a person's group or sources of information shape what they believe","State a view they disagree with fairly before answering it"],"check":"Could your child explain why a reasonable person might believe something they don't, without calling them stupid?","standards":[]},{"id":"cx_psd_mind_replication","subject":"Personal & Social Development","domain":"How Minds Work","name":"When Famous Findings Don't Hold Up","description":"Many well-known psychology findings, such as power poses, ego depletion and some 'priming' effects, failed when other scientists repeated them with larger samples. Small studies, flexible analysis and the appeal of surprising results explain why; science corrects itself by replicating, and a single study is a starting point, not proof","ages":[12,14],"type":"META","evidence":["Explain what replication means and why it matters","Give an example of a finding that did not replicate","Ask sensible questions about a 'study shows' headline: how many people, and has it been repeated?"],"check":"When a headline says 'a study shows…', could your child ask how big the study was and whether it has been repeated?","standards":[]},{"id":"mt_8dstvf-KKb","subject":"Learning to Learn","domain":"Learning to Learn","name":"Checking Your Own Work","description":"After finishing a task, look back at what you did and ask yourself: does this seem right?","ages":[5,6],"type":"META","evidence":["After finishing a piece of work, re-read or review it without being asked to","Spot and correct at least one error in their own work by checking back through it","Describe what they checked for — e.g. 'I re-read each line to make sure my answers matched the question'"],"check":"After your child finishes a piece of work or activity, do they look it over themselves to check it seems right before saying they're done?","standards":[]},{"id":"mt_S4G6GLKr1-","subject":"Learning to Learn","domain":"Learning to Learn","name":"Persisting When It's Hard","description":"Keep trying when something feels hard — making mistakes and trying again is how learning happens","ages":[5,6],"type":"META","evidence":["Keep working on a difficult task for a sustained period without giving up or asking someone else to do it","After making a mistake, try again with a different approach rather than saying 'I can't do it'","Talk about difficulty positively — e.g. 'This is hard but I'm getting better' rather than 'I'm no good at this'"],"check":"If your child finds a puzzle or activity really tricky, do they keep trying different ways rather than giving up straight away?","standards":[]},{"id":"mt_klyw-tdlhP","subject":"Learning to Learn","domain":"Learning to Learn","name":"Feeling of not understanding","description":"Notice the feeling of not understanding — recognise when something is confusing rather than reading or listening past it","ages":[6,7],"type":"META","evidence":["comprehension monitoring research","Flavell metacognitive monitoring"],"check":"If your child is reading or listening and something doesn't make sense, do they notice and say so — rather than carrying on as if they understood?","standards":[]},{"id":"mt_QR3vxbN1o4","subject":"Learning to Learn","domain":"Learning to Learn","name":"Planning a Task","description":"Make a simple plan before starting a task: what do I need to do, and what should I do first?","ages":[6,7],"type":"META","evidence":["Before starting a task, describe what they need to do and what order to do it in","Break a larger task into smaller steps without being prompted — e.g. 'First I'll read the question, then I'll draw a diagram'","Gather the materials or information they need before beginning, rather than starting and then stopping to find things"],"check":"Before your child starts a bigger task — like writing a story or making something — do they take a moment to think about what they'll do first?","standards":[]},{"id":"mt_LE7nFEwS12","subject":"Learning to Learn","domain":"Learning to Learn","name":"Thinking Before Starting","description":"Before starting something new, stop and think: what do I already know about this topic?","ages":[6,7],"type":"META","evidence":["prior knowledge activation research","Ausubel meaningful learning"],"check":"When your child is about to learn something new — say a new topic in science or a new type of word problem — do they first think about what they already know?","standards":[]},{"id":"mt_32B7xjUPwF","subject":"Learning to Learn","domain":"Learning to Learn","name":"Connecting New & Old Ideas","description":"Look for connections between new ideas and things you already know — how does this fit with what I've learned before?","ages":[7,8],"type":"META","evidence":["elaborative encoding","schema theory (Bartlett, Rumelhart)"],"check":"When your child learns something new, do they ever say things like 'oh, that's like...' and connect it to something they already knew?","standards":[]},{"id":"mt_wvcFlwOrDl","subject":"Learning to Learn","domain":"Learning to Learn","name":"Spotting Patterns","description":"Spot patterns and recurring structures — in numbers, words, nature, sounds, or events — and use them to make sense of new information","ages":[7,8],"type":"META","evidence":["Spot a pattern in a set of numbers, shapes, or facts without being told to look for one","Use a pattern they noticed to make a prediction — e.g. 'The next one should be 16 because it's doubling each time'","Explain the pattern they found and why they think it works"],"check":"When your child notices a pattern — like a number pattern, a word ending, or something that keeps recurring — do they use it to figure out what comes next or predict something new?","standards":[]},{"id":"mt_6eTZUwKQZr","subject":"Learning to Learn","domain":"Learning to Learn","name":"Teaching It Back","description":"After learning something new, explain it in your own words — to yourself, a family member, or even a toy","ages":[7,8],"type":"META","evidence":["Explain a concept they've learned to someone else in their own words, not just repeating what the teacher said","After teaching something to a friend or sibling, identify a gap in their own understanding that they only noticed through explaining","Summarise a lesson by pretending to teach it back, using examples they made up themselves"],"check":"After your child learns something at school, can they explain it back to you in their own words — not just repeat what they were told?","standards":[]},{"id":"mt_95zxYqpP7m","subject":"Learning to Learn","domain":"Learning to Learn","name":"Trying a New Approach","description":"When your first approach isn't working, try a different one — being flexible about strategies is part of being a good learner","ages":[7,8],"type":"META","evidence":["When stuck on a problem, try a completely different approach rather than repeating the same method — e.g. drawing a picture instead of writing equations","Describe a time they changed strategy mid-task and explain why the new approach worked better","Accept that their first idea might not work and show willingness to start over with a fresh plan"],"check":"If your child tries one way to solve a problem and it isn't working, do they try a different approach rather than just repeating the same thing?","standards":[]},{"id":"mt_TDUpy57QVM","subject":"Learning to Learn","domain":"Learning to Learn","name":"Analysing Your Mistakes","description":"When you get something wrong, investigate why — what did you misunderstand or overlook? Analysing errors is one of the most powerful ways to learn","ages":[8,9],"type":"META","evidence":["error analysis research","Hattie feedback effect size"],"check":"When your child gets something wrong on a test or activity, do they look at the mistake to understand what went wrong — rather than just moving on?","standards":[]},{"id":"mt_hbe_kdE_7C","subject":"Learning to Learn","domain":"Learning to Learn","name":"Describing Rules & Patterns","description":"When you notice a pattern repeating, describe it as a rule that works every time — then test whether the rule holds in new cases","ages":[8,9],"type":"META","evidence":["Describe a pattern or rule they've noticed in their own words — e.g. 'Every time you add 0 to a number, it stays the same'","Test whether a rule they've described holds for new examples they haven't seen before","Explain the difference between noticing a pattern and proving it always works"],"check":"If your child spots a pattern — like a grammar rule or a number pattern — can they describe it as a general rule and then check whether it works in new examples?","standards":[]},{"id":"mt_99G6Msdzw-","subject":"Learning to Learn","domain":"Learning to Learn","name":"Transferring Skills","description":"Recognise when a skill or strategy learned in one subject or situation can be applied in a completely different one","ages":[8,9],"type":"META","evidence":["transfer of learning research","Perkins & Salomon transfer taxonomy"],"check":"Has your child ever spotted that something they learned in one subject — like a way of organising information — could help them in a completely different one?","standards":[]},{"id":"mt_Y6P9y1Rz-u","subject":"Learning to Learn","domain":"Learning to Learn","name":"Understanding Why","description":"Go beyond knowing *that* something is true — ask *why* it is true and *how* it works","ages":[8,9],"type":"META","evidence":["Ask 'why?' or 'how does that work?' about something they've been told, rather than just accepting it","Explain the reason behind a rule or method — e.g. 'We carry the ten because 13 ones is the same as 1 ten and 3 ones'","Show deeper understanding by connecting a new idea to something they already know — e.g. 'Oh, that's like when we...'"],"check":"Does your child often ask 'but why?' when they learn a fact — wanting to understand the reason behind it rather than just accepting it?","standards":[]},{"id":"mt_q7zxOloj_L","subject":"Learning to Learn","domain":"Learning to Learn","name":"Choosing a Strategy","description":"Before starting a study task, choose a deliberate strategy; after finishing, evaluate honestly whether that strategy actually helped","ages":[9,10],"type":"META","evidence":["Before starting a task, name the strategy they plan to use and explain why — e.g. 'I'll make a mind map first because there's a lot to organise'","After finishing, honestly evaluate whether their chosen strategy helped or whether a different one would have been better","Describe at least three different learning strategies and explain when each works best"],"check":"Does your child ever talk about *how* they're going to study or practise something — and afterwards think about whether that approach worked?","standards":[]},{"id":"mt_v5yDTWEiyQ","subject":"Learning to Learn","domain":"Learning to Learn","name":"Reflecting After Learning","description":"After completing a piece of learning, reflect on the process: what helped most, what was confusing, and what would you do differently next time?","ages":[9,10],"type":"META","evidence":["Kolb reflective learning cycle","Hattie & Timperley feedback model"],"check":"After your child finishes a project or topic at school, do they reflect on how the learning went — not just whether the result was good, but what worked and what didn't?","standards":[]},{"id":"mt_2uHYdoxD0H","subject":"Learning to Learn","domain":"Learning to Learn","name":"Finding Knowledge Gaps","description":"Survey your own understanding of a whole topic — identify where your knowledge is solid, where it is shaky, and what still needs work","ages":[10,11],"type":"META","evidence":["metacognitive monitoring research","Flavell metacognition framework"],"check":"If you ask your child how well they understand a whole topic, can they tell you honestly which parts they feel confident on and which parts need more work?","standards":[]},{"id":"cx_learn_ai_tutor","subject":"Learning to Learn","domain":"Learning to Learn","name":"Learning with an AI Tutor","description":"Using AI to learn rather than to avoid learning: asking it to quiz you, explain a step, or give a hint instead of the answer; trying first and checking after; noticing when it is wrong; knowing that the effort of thinking is what builds understanding","ages":[10,14],"type":"META","evidence":["Use an AI assistant to quiz themselves on a topic","Ask for a hint or explanation rather than the answer, and explain why","Catch and correct a mistake an AI made"],"check":"Could your child show you how they use AI to understand something better, without letting it do the work for them?","standards":[]},{"id":"cx_learn_retrieval","subject":"Learning to Learn","domain":"Learning to Learn","name":"Testing Yourself and Spacing Practice","description":"The study habits with the best evidence behind them: testing yourself instead of rereading, spreading practice over days rather than cramming, and mixing different kinds of problems; why they feel harder but work better","ages":[10,13],"type":"META","evidence":["Make and use flashcards or practice questions to test themselves","Plan revision spread over several days","Explain why rereading feels easy but is less effective"],"check":"Could your child explain why testing yourself works better than rereading, and plan revision spread over several days?","standards":[]},{"id":"cx_learn_deep_focus","subject":"Learning to Learn","domain":"Learning to Learn","name":"Deep Focus and Distraction","description":"Protecting attention in a world built to grab it: what notifications and phone nearby do to concentration, why multitasking is really switching, working in focused blocks with breaks, and setting up a space and device for deep work","ages":[11,14],"type":"META","evidence":["Set up a distraction-free study session and sustain focus for 25–40 minutes","Explain what switching between tasks costs","Describe the changes they made to their phone or space to protect focus"],"check":"Could your child set up a focused work session, without their phone, and explain why it helps?","standards":[]},{"id":"cx_learn_memory","subject":"Learning to Learn","domain":"Learning to Learn","name":"How Memory and Learning Work","description":"What science says about learning: working memory is small, long-term memory is built by effort and retrieval, sleep and exercise help, multitasking hurts; common myths such as fixed 'learning styles' and learning by cramming","ages":[11,14],"type":"CONCEPTUAL","evidence":["Explain the difference between working memory and long-term memory","Describe how sleep affects learning","Explain why the idea of fixed learning styles is not supported by evidence"],"check":"Could your child explain in simple terms how memories are formed, and one popular learning myth?","standards":[]},{"id":"cx_learn_self_directed","subject":"Learning to Learn","domain":"Learning to Learn","name":"Planning Your Own Learning","description":"Learning something no one is teaching you: choosing a goal, finding good resources (books, videos, people, AI), making a schedule, tracking progress, and adjusting the plan when it stops working","ages":[12,14],"type":"META","evidence":["Choose a skill or topic and write a learning plan for it","Find and judge at least three resources","Track progress for several weeks and change the plan when needed"],"check":"Could your child teach themselves a new skill over a few weeks, with a plan they made and kept to?","standards":[]},{"id":"cx_learn_project_question","subject":"Learning to Learn","domain":"Projects & Inquiry","name":"Choosing a Question to Explore","description":"Turning curiosity into a question that can actually be investigated: narrowing a big topic, making the question answerable, and noticing when a question needs several subjects to answer — the starting point of interdisciplinary project work","ages":[7,10],"type":"META","evidence":["Turn a broad interest into a specific question","Explain how they could find out the answer","Name the subjects their question draws on"],"check":"Could your child turn something they are curious about into a clear question they could investigate?","standards":["cn-2022:interdisciplinary"]},{"id":"cx_learn_project_research","subject":"Learning to Learn","domain":"Projects & Inquiry","name":"Finding Things Out for a Project","description":"Gathering information in several ways: observing, measuring, interviewing people, surveying, reading books and websites, and asking AI while checking what it says; keeping notes of where each piece came from","ages":[8,12],"type":"META","evidence":["Use at least three different ways of finding information for one project","Interview someone and record what they said","Keep a list of sources and check one claim against another source"],"check":"Could your child gather information for a project in several different ways and say where each fact came from?","standards":["cn-2022:interdisciplinary"]},{"id":"cx_learn_project_make","subject":"Learning to Learn","domain":"Projects & Inquiry","name":"Making Something Real","description":"Turning findings into something real for a real audience: a model, a product, a guide, an event, a campaign or a report; making a first version, testing it with others, and improving it","ages":[8,12],"type":"META","evidence":["Produce a finished product from a project","Test a first version with someone and gather feedback","Make at least one improvement based on that feedback"],"check":"Could your child make a real product from a project, test it with someone, and improve it?","standards":["cn-2022:interdisciplinary"]},{"id":"cx_learn_project_plan","subject":"Learning to Learn","domain":"Projects & Inquiry","name":"Planning a Project","description":"Planning work that takes days or weeks: breaking it into steps, deciding who does what, setting a timeline with checkpoints, listing materials, and changing the plan when something goes wrong","ages":[8,11],"type":"META","evidence":["Write a project plan with steps and dates","Divide roles in a group project fairly","Adjust the plan when a step takes longer than expected"],"check":"Could your child plan a project that takes a few weeks, with steps, roles and dates?","standards":["cn-2022:interdisciplinary"]},{"id":"cx_learn_project_review","subject":"Learning to Learn","domain":"Projects & Inquiry","name":"Looking Back on a Project","description":"Reviewing a finished project: what worked, what didn't, what they would do differently, what feedback said, and what new questions it raised for next time","ages":[9,14],"type":"META","evidence":["Write or say an honest review of a finished project","Use feedback from others in the review","Name a new question or project the work led to"],"check":"Could your child look back on a finished project and say honestly what they would do differently next time?","standards":["cn-2022:interdisciplinary"]},{"id":"cx_learn_project_present","subject":"Learning to Learn","domain":"Projects & Inquiry","name":"Presenting What You Found","description":"Sharing a project with an audience: choosing the most important findings, showing the evidence, using visuals well, answering questions honestly — including saying what you don't know","ages":[9,13],"type":"PROCEDURAL","evidence":["Present a project's main findings clearly in a few minutes","Use a chart, model or image to support a point","Answer audience questions, saying honestly when they don't know"],"check":"Could your child present a project to an audience and handle questions well?","standards":["cn-2022:interdisciplinary"]},{"id":"cx_learn_independent_project","subject":"Learning to Learn","domain":"Projects & Inquiry","name":"A Long Independent Project","description":"Carrying a self-chosen project through over many weeks with little adult direction: choosing the question, managing time, keeping momentum through setbacks, and producing something worth showing","ages":[12,14],"type":"META","evidence":["Complete a project of their own choice over at least six weeks","Keep a log of progress and decisions","Present the result and reflect on the whole process"],"check":"Could your child carry a project they chose themselves through to the end over a couple of months?","standards":["cn-2022:interdisciplinary"]}],"deps":[["mt_02DH7sGXCi","mt_WBfj79OqXz",1,"Joining letters builds on Y1 lowercase letter formation"],["mt_07Geg7LITa","mt_oNWXXAn3cn",1,"Must understand basic 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smelting"],["mt_0ewYhTSHtP","mt_0VOZSVjo6c",1,"Advanced resilience skills depends on foundational advanced self-regulation"],["mt_0ewYhTSHtP","mt_cJjnPjuvCU",1,"Advanced resilience skills depends on earlier coping strategies"],["mt_0NlbulkB5P","mt_7hB8s5eOP1",0,"The digestive system is an organ system — the hierarchy concept gives the structural framework"],["mt_0NlbulkB5P","mt_sDmrVCfzqt",0,"Digestion is the mechanism by which nutrients from diet become available to cells"],["mt_0NlbulkB5P","mt_JpQUM1129q",1,"KS3 digestive system (enzymes, organs in detail) extends KS2 basic digestive system overview"],["mt_0Rx1ISxXFE","mt_HPf-dVtA3p",0,"Fair trade awareness extends naturally to understanding global trade"],["mt_0Rx1ISxXFE","mt_udgPy5oAvR",1,"Must understand basic economics (supply/demand, producers/consumers) before exploring international trade"],["mt_0Rx1ISxXFE","cx_soc_specialisation",0,"Countries trade because they specialise"],["mt_0sELh0MYWb","mt_VfA4xo4kUv",1,"DNA is housed in the nucleus of cells — the cell as fundamental unit must be understood before studying what's inside the nucleus"],["mt_0T0Zf0YG6k","mt_QHKqckBdAk",0,"The extinction debate is a key example of evaluating competing explanations"],["mt_0T0Zf0YG6k","mt_T8JGTJ-oNI",0,"The bird-dinosaur connection is an example of scientific knowledge evolving with new evidence"],["mt_0T0Zf0YG6k","mt_bKlnc7dyVK",1,"Must understand fossils as evidence before evaluating how artists use them"],["mt_0u4KLbvBa1","mt_LpSuPgL31x",1,"Odd/even is about whether a number can be divided into 2 equal groups"],["mt_0u4KLbvBa1","mt_nvdpxAJTBG",1,"Odd/even requires counting by 2s (skip counting)"],["mt_0VOZSVjo6c","mt_Amw5ikSSQI",1,"Advanced self-regulation depends on earlier self-control skills"],["mt_13CtLTcWUB","mt_fDoE-pL6Jv",1,"Must identify animal groups before classifying by diet"],["mt_13CtLTcWUB","mt_dpM1l5IOk6",1,"Must understand dinosaurs existed before classifying their diets"],["mt_14F_x1Xwwp","mt_CSGqz245rV",1,"Persian Wars unite Athens and Sparta — need to know both city-states"],["mt_14OR-MhGJ9","mt_YKkCM63fSC",1,"Y3-4 exception words build on recognition of Y1-2 common exception words"],["mt_14T5yPXUq_","mt_o_p-3tCxiM",0,"Mixed number operations benefit from mixed/improper conversion"],["mt_14T5yPXUq_","mt_FbDKeLfBCo",1,"Finding common denominators requires simplification/common multiples skills"],["mt_14T5yPXUq_","mt_a1FdAsRKOF",1,"Same-denom add/sub is prerequisite to related-denom add/sub"],["mt_14T5yPXUq_","mt_TqDq6jyOmL",1,"Understanding hundredths is prerequisite to working with 10ths and 100ths together"],["mt_167X6Ax8P7","mt_4MFUAsbx_6",1,"Determining congruence requires constructing triangles from given conditions"],["mt_19qy2uuaKp","mt_mMMXD4v9Sh",1,"Comparing ancient life needs knowing where/when these civilisations were"],["mt_19qy2uuaKp","mt_P0HBNfp46z",0,"Comparing ancient lives benefits from prior exposure to Egyptian daily life 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required"],["mt_1KkvzwYxbR","mt_nvdpxAJTBG",1,"Counting backwards through zero extends counting backwards within 1000"],["mt_1VmTUxBrNd","mt_Jvg8X0N5u0",0,"Rearranging a² + b² = c² to find a shorter side uses formula rearrangement"],["mt_1VmTUxBrNd","mt_oqziWKry-L",1,"Pythagoras requires understanding triangle angle sums and properties"],["mt_1YwOCMMwD8","mt_Zt30Gxi-qp",1,"Enumerating sets for probability requires understanding that all outcomes sum to 1"],["mt_2b6CB0w3Yx","mt_Mf-T-fYRLX",1,"Must understand dissolving and solutions before choosing separation methods"],["mt_2b6CB0w3Yx","mt_YQkUdIHO8L",1,"Must know solids/liquids/gases to decide appropriate separation techniques"],["mt_2b6CB0w3Yx","mt_MBTVB-E-S7",0,"Separation techniques are chosen based on whether a substance is a mixture or pure compound"],["mt_2bnXrfS4Iq","mt_-QY08-88rw",1,"KS2 observation that more cells gives brighter bulbs is the empirical foundation for defining voltage as energy per charge"],["mt_2GDBmKCJxs","mt_9REmUc8r4D",1,"Recognising that accounts can differ requires first understanding that accounts exist because people left behind evidence"],["mt_2GDBmKCJxs","mt_GLY3R3YSlf",0,"Recognising that different people give different accounts of the same event is the historical application of the English skill of comparing and contrasting two texts on the same topic"],["mt_2GDBmKCJxs","mt_wvcFlwOrDl",0,"Recognising that accounts diverge in systematic ways — based on who is telling the story — is an application of the universal pattern-recognition habit"],["mt_2OSTHTWDpa","mt_pPGaf8bR8r",1,"Must understand biodiversity value before understanding what deforestation destroys"],["mt_2OSTHTWDpa","mt_Wyd-l-6H7G",0,"Deforestation is a powerful example of environmental change posing dangers to living things (exploratory age 9 -> curriculum age 8). Exploratory depends on curriculum."],["mt_2oswCNuapH","mt_S7UTAhptLi",1,"Recognising stereotypes builds on understanding diverse life experiences"],["mt_2oswCNuapH","mt_mDp-1vlL3R",1,"Understanding stereotypes requires knowing 'stereotype', 'prejudice', 'discrimination', and 'bias' as distinct terms"],["mt_2OtRUM_0zW","mt_h0gJcSuwdL",1,"Scale factor problems are a specific application of ratio/proportion"],["mt_2OtRUM_0zW","mt_liIW336odh",1,"Similarity requires understanding shape properties — equal angles, proportional sides"],["mt_2OtRUM_0zW","mt_5mIcmKRCgA",0,"Scale diagrams use proportional relationships that can be represented on double number lines"],["mt_2OtRUM_0zW","mt_SH7QgFl8-v",1,"Similarity and enlargement build on understanding rigid transformations first"],["mt_2OtRUM_0zW","mt_XWSGuFW7It",0,"Similar shapes have sides in a constant ratio — connects to ratio notation"],["mt_2qkn8Lhc8e","mt_2bnXrfS4Iq",1,"The magnetic effect of a current requires understanding what an electric current is and how it flows"],["mt_2qkn8Lhc8e","mt_56aspHjU19",1,"Electromagnetism requires prior understanding of magnetic field lines and field direction — established in the magnetic fields topic"],["mt_2R3xRpYhMa","mt_0NlbulkB5P",0,"Drug effects on the body are best understood in context of the organ systems they affect, including the digestive system"],["mt_2R3xRpYhMa","mt_4k3HGahK2k",1,"KS3 recreational drugs (mechanisms, categories) extends KS2 recognition that drugs and lifestyle affect health"],["mt_2uHYdoxD0H","mt_q7zxOloj_L",1,"Surveying understanding across a whole topic requires the strategy-evaluation habit applied at a wider scale"],["mt_2uHYdoxD0H","mt_v5yDTWEiyQ",1,"Metacognitive monitoring of a topic requires the reflective habits built in individual learning episodes"],["mt_2Um22lTBZV","mt_B3W5EfimJw",1,"Must understand forces change motion before relating speed to energy"],["mt_2Um22lTBZV","mt_X_aDUBh-HF",1,"Relating an object's speed to its energy requires 'kinetic energy' vocabulary"],["mt_-2VNlwAR5z","mt_4MFUAsbx_6",1,"Drawing ray diagrams requires measuring angles accurately with a protractor — the core skill in mt_4MFUAsbx_6"],["mt_-2VNlwAR5z","mt_PifbJOuXrG",1,"Ray diagrams formalise the laws of reflection and refraction established in the prerequisite topic"],["mt_-2VNlwAR5z","mt_qzGADV-NGe",0,"Ray diagrams for prisms and lenses connect to colour and dispersion concepts"],["mt_2_YoprauaJ","mt_2bnXrfS4Iq",0,"Understanding charge flow in circuits (current) enriches the concept of static charge as a build-up of charge with no flow path"],["mt_2_YoprauaJ","mt_d-EKO-pKkP",0,"KS2 conductors and insulators provides context: static charge builds where charges cannot flow (insulators)"],["mt_2zJ1NrGgYm","mt_FZ_ixwU1p1",1,"Must understand what a rainforest is before learning about the people who live there"],["mt_32B7xjUPwF","mt_LE7nFEwS12",1,"Making connections between new and old ideas requires the habit of activating prior knowledge first"],["mt_33zncDHC3N","mt_QxsoqVUt6u",1,"Giving/receiving feedback builds on group work skills"],["mt_33zncDHC3N","mt_rqLMfiw61L",0,"Giving feedback benefits from assertive communication"],["mt_33zncDHC3N","mt_wwdRhPyz6s",0,"Giving feedback benefits from evaluating viewpoints and building on contributions"],["mt_35-DhMh_Yr","mt_Iwg2diBSyW",1,"Positive self-talk builds on basic calming strategies"],["mt_35-DhMh_Yr","mt_pAuo9Op89t",0,"Self-talk benefits from growth mindset framing"],["mt_35-DhMh_Yr","mt_Amw5ikSSQI",0,"Positive self-talk practice requires knowing the term 'self-talk' and distinguishing it from intrusive negative thoughts"],["mt_37QCuGOxFe","mt_YKkCM63fSC",0,"Exception word knowledge supports homophone discrimination"],["mt_37QCuGOxFe","mt_OgJPbGkrYk",1,"Y3-4 homophones build on Y2 alternative spellings/homophones"],["mt_3-ii06P4YS","mt_xT6jPzyj92",0,"Water transport investigation supports understanding water as a plant growth material"],["mt_3-ii06P4YS","mt_3v0VNkwquK",1,"Must know plant growth requirements before arguing that most material comes from air and water"],["mt_3JgrHY221M","mt_oIzycTBeE4",1,"Finding unknowns in equations requires understanding what = means"],["mt_3JgrHY221M","mt_QCgbiVrwnp",0,"Solving missing-number problems benefits from knowing the inverse relationship"],["mt_3JgrHY221M","mt_SrrsLiJkr3",0,"Formal written methods support solving more complex problems"],["mt_3JgrHY221M","mt_LpSuPgL31x",1,"Finding unknown factors requires seeing division as unknown-factor problems"],["mt_3pgTpuetKi","mt_AB-TEMXSGJ",0,"Weather data interpretation benefits from weather vs climate concept"],["mt_3pgTpuetKi","mt_AghN5YcCHX",1,"Reading weather maps builds on knowing how forecasting works"],["mt_3S10OOGPqu","mt_sBcRdUfAzV",0,"Understanding angles as shape properties requires knowing basic shape properties"],["mt_3S10OOGPqu","mt_qeZYF6HZ4o",1,"Recognising angles as turns extends Y2 work on quarter/half/three-quarter turns"],["mt_3v0VNkwquK","mt_L1469gt34A",1,"Must know basic survival needs before investigating specific plant growth conditions"],["mt_3WMADSy0mA","mt_-p_xp4hMvh",1,"Must understand friction affects motion before investigating balanced/unbalanced forces"],["mt_44HkROUnzE","mt_5S4byWDX6n",1,"Quantifying biodiversity crisis and extinction rates depends on endangered species and IUCN Red List"],["mt_44HkROUnzE","mt_xSs0xAd6i1",1,"Extinction cascades depends on biodiversity and keystone species"],["mt_4A4RpX-Go9","mt_mLPEMpYb_R",0,"Listening comprehension supports shared research"],["mt_4A4RpX-Go9","mt_curkA82CmO",0,"Paraphrasing relates to precis skills"],["mt_4A7FYmvVhA","mt_S0hzjAeLSK",0,"Oral expression skills support understanding formality in speech"],["mt_4A7FYmvVhA","mt_wwdRhPyz6s",0,"Conversational skills support oral description"],["mt_4emC463IyW","mt_HNOPGJYiRK",1,"Calculating event durations requires reading time to the minute"],["mt_4IVWRAZoNC","mt_oR6dwRj2Ll",1,"Must know basic offspring-to-adult stages before comparing diverse life cycles"],["mt_4IVWRAZoNC","mt_WNBHZ1d94L",0,"Plant life cycle knowledge supports understanding diverse life cycles across organisms"],["mt_4IVWRAZoNC","mt_brgde1Vx0P",0,"Grouping organisms supports comparing life cycles across different groups"],["mt_4JpMXUIxeD","cx_bio_microbes",0,"The immune system makes sense once a child knows germs exist"],["mt_4JpMXUIxeD","mt_7hB8s5eOP1",1,"Understanding immune system requires knowing about cells and how they form systems"],["mt_4K1dr204Hi","mt_ZM9mhHsyYZ",1,"Extends Y5 percentage/decimal equivalents to broader range of fractions"],["mt_4K1dr204Hi","mt_AabJisinfi",1,"Understanding fraction as division builds on fraction × whole number (inverse reasoning)"],["mt_4K1dr204Hi","mt_WsM4EmdOLe",0,"Division leading to fractions connects to long division skills"],["mt_4k3HGahK2k","mt_4JpMXUIxeD",0,"Lifestyle choices affect immune health; understanding immune system enriches health reasoning"],["mt_4k3HGahK2k","mt_QK-ZZb7UUN",1,"Understanding how lifestyle affects health requires knowing how circulatory and respiratory systems interact"],["mt_4MFUAsbx_6","mt_QysgF57dxh",1,"Measuring and drawing angles with a protractor requires knowing how to mark and label angles using standard notation"],["mt_4pLvMN8uzL","mt_jc9k_HJQGd",0,"Storm safety benefits from knowing what storms are"],["mt_4-vfMgmCVB","mt_AvJMWQbDsr",1,"Cohesion within paragraphs requires paragraphing knowledge; learners must organise text into paragraphs before learning to build cohesion within them"],["mt_4-vfMgmCVB","mt_sZXPK1FnRB",0,"Pronoun cohesion is a key cohesive device; prior work on choosing pronouns for clarity feeds directly into paragraph-level cohesion"],["mt_4-vfMgmCVB","mt_ntqNLHsj5n",0,"Fronted adverbials are one of the key mechanisms for linking paragraphs (e.g. Meanwhile, Later that day)"],["mt_4V-vYhFUcm","mt_5l7iGkf1Tp",0,"Explaining Moon phases requires understanding the Sun–Earth–Moon geometry established in KS2"],["mt_4V-vYhFUcm","mt_ByXgbTld6R",1,"Must have observed Moon phases before learning the causal explanation (reflected sunlight)"],["mt_4V-vYhFUcm","mt_w2xiMNkyyX",1,"Explaining moon phases requires 'lunar phases', 'waxing', 'waning', and 'eclipse' vocabulary"],["mt_56aspHjU19","mt_9NvuqZKNiV",1,"KS3 magnetic field lines and Earth's magnetism extends KS2 magnetic poles, attraction and repulsion"],["mt_5l7iGkf1Tp","mt_PiWZA8Z0ZJ",1,"Must observe sun/moon patterns before learning about the solar system model"],["mt_5l7iGkf1Tp","mt_AVk2EmSULC",0,"Knowing planet positions helps understand where asteroids and comets are found"],["mt_5mIcmKRCgA","mt_WBdHkc2HTf",0,"Graphical representations of proportion connect to linear graphs (y = kx through origin)"],["mt_5mIcmKRCgA","mt_XWSGuFW7It",1,"Direct/inverse proportion requires understanding multiplicative relationships"],["mt_5OxKnrGEMP","mt_bEvMBUv4eG",1,"Specialised labour builds on understanding social hierarchy"],["mt_5OxKnrGEMP","mt_8UL1opbJEt",1,"Economy and trade builds on geography of Upper/Lower Egypt and irrigation"],["mt_5OxKnrGEMP","mt_iFkd0CTwlA",0,"Trade records were kept by scribes — literacy supports economic understanding"],["mt_5S4byWDX6n","mt_DbI1kNg_0R",0,"Climate change is a major cause of species endangerment"],["mt_5S4byWDX6n","mt_LRzjbo1Fn6",1,"Understanding adaptation helps explain why environmental change threatens species"],["mt_5S4byWDX6n","mt_J6uccv2Bo4",0,"Conservation in action parallels ocean conservation, mutual enrichment"],["mt_5XLhiqmocP","mt_DkzsZdyaL2",1,"Advanced empathy and social awareness depends on earlier social concepts"],["mt_5XLhiqmocP","mt_VA126P6Wp5",1,"Empathy and social awareness mastery depends on advanced social awareness skills"],["mt_5XLhiqmocP","cx_soc_international",0,"Global citizenship builds on knowing how countries cooperate"],["mt_5_Zr9xXDNH","mt_oB-L8EVdIP",0,"Curriculum food-chains knowledge (producers/predators/prey) provides foundation for understanding full insect ecosystem roles"],["mt_5_Zr9xXDNH","mt_EygMHKs8Ed",1,"Must understand simple food chains before studying complex ecosystem roles"],["mt_5_Zr9xXDNH","mt_WNBHZ1d94L",1,"Must understand pollination before studying insects' full range of ecosystem roles"],["mt_68pIoiiG4g","mt_Jvg_r4yWaY",1,"Conservation of energy is a property of energy stores and transfers — the stores and pathways model must be established first"],["mt_6EfevRyeFW","mt_BO_AHGLCk0",1,"Extreme weather builds on thunderstorm understanding"],["mt_6EfevRyeFW","mt_-UAxilUtUt",1,"Hurricanes and tornadoes require understanding what causes wind"],["mt_6EfevRyeFW","mt_iYOcfzFqMw",0,"Mechanistic explanation of hurricanes and tornadoes depends on global atmospheric circulation patterns"],["mt_6eTZUwKQZr","mt_LE7nFEwS12",1,"Explaining in your own words requires connecting new learning to existing knowledge already held in mind"],["mt_6eTZUwKQZr","mt_j5YqQnN6xe",0,"The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)"],["mt_6nqVnVdexe","mt_VjxyJLtIbT",1,"Roman towns and engineering build on Roman army and invasion context"],["mt_6nqVnVdexe","mt_S9SKah-yi_",0,"Pompeii's destruction by Vesuvius connects to basic volcano knowledge from Volcanoes domain"],["mt_6oxQPNLHNv","mt_DOe893F6gN",1,"Extends Y2 standard unit measurement to include mm and to add/subtract measures"],["mt_6oxQPNLHNv","mt_cPZwlUk8Nd",1,"Y4 estimate/compare/calculate measures is prerequisite to word problems with fractions/decimals"],["mt_6oxQPNLHNv","mt_TqDq6jyOmL",0,"Decimal notation supports measurement problems with decimals"],["mt_6w2g7aoPgz","mt_gLy3ZgZWiN",1,"Must know light reflects off surfaces before modelling reflection-to-eye vision"],["mt_6w2g7aoPgz","mt_Oru08pKlxd",1,"Must understand shadows before formalising that light travels in straight lines to explain shadows"],["mt_6w2g7aoPgz","mt_ph4xZVMiVq",1,"Modelling light reflecting from objects into the eye requires reflection vocabulary"],["mt_6W5zzDIGZH","mt_frDIaXzWbx",1,"Dictionary use requires alphabetical order via letter recognition"],["mt_6W5zzDIGZH","mt_OlhMP7ShFT",0,"Non-fiction structures include reference features like glossaries"],["mt_6Wx--Du8j3","mt_sQpIV0-qY7",1,"Chemosynthesis as energy base of vent communities depends on deep sea and bioluminescence"],["mt_6Wx--Du8j3","mt_H8OgKZbgGe",1,"Deep-sea extreme environment survival depends on symbiosis and mutualistic relationships"],["mt_6xj94tmpi-","mt_dlm3NspUyy",0,"Ethical grey areas benefit from understanding mixed/conflicting emotions"],["mt_6xj94tmpi-","mt_h_shhH-6DC",0,"Ethical grey areas benefit from understanding rights/responsibilities"],["mt_6xj94tmpi-","mt_RhntJz7p_6",1,"Ethical grey areas builds on basic decision-making process"],["mt_6xNmQLzuqm","mt_WtcFrxGOgw",1,"Y4 perimeter problems are prerequisite to applying perimeter formula"],["mt_6Z42wJaKYG","mt_Sa48W7KXB5",0,"Understanding living vs dead supports interpreting fossil evidence"],["mt_6Z42wJaKYG","mt_iycQEai3dK",1,"Must understand fossil formation in rocks before interpreting fossil data for evidence of past life"],["mt_6Z42wJaKYG","mt_uQljqc0J5j",0,"Understanding that different dinosaurs lived on different continents is enriched by the prior knowledge that different dinosaurs lived in different time periods — both are dimensions of dinosaur geographic/temporal distribution"],["mt__7BVYUN180","mt_2qkn8Lhc8e",1,"The motor effect (force on a current in a field) is an application of electromagnetism — requires knowledge of both magnetic fields and current-produced fields"],["mt_7e-lG7YOWa","mt_deexfCHU9m",1,"Must understand individual solutions before learning about community-level environmental protection"],["mt_7e-lG7YOWa","mt_w2A8D76ymp",1,"Must understand energy resources and environmental impact before learning about community protection efforts"],["mt_7hB8s5eOP1","mt_fhqBH9scsU",0,"The cell-to-organism hierarchy builds on understanding that different cell types exist"],["mt_7hB8s5eOP1","mt_lp1eTsQen7",0,"Cells-to-systems hierarchy helps organise knowledge of heart as an organ in a system"],["mt_7IFpDVNsmt","mt_nUnowllzaN",1,"Must take accurate measurements before presenting complex data"],["mt_7IFpDVNsmt","mt_ZFwPZaDJ0_",1,"Must gather data simply before presenting in charts and diagrams"],["mt_7IFpDVNsmt","mt_ChjMU2GDJa",0,"Complex science graphs (scatter, line) build on maths discrete/continuous data graphing"],["mt_7IFpDVNsmt","mt_auJqTemMpI",0,"Correct use of SI units and significant figures in tables and axes is grounded in the precision/accuracy topic"],["mt_7QeiS95TRC","mt_Fqna9qHffr",1,"Must understand climate change impacts before discussing conservation responses"],["mt_7QeiS95TRC","mt_rqalOvjkj3",0,"Indigenous peoples' rights are central to Arctic conservation debates"],["mt_7SsduPB2tP","mt_9gpUHWVKMR",1,"Must understand costs/revenue before grasping challenges of growing a business"],["mt_7SsduPB2tP","mt_r1hw-KenpK",0,"Cross-domain: financial planning (Money & Finance) supports understanding business growth finances"],["mt_7SsduPB2tP","mt_QxsoqVUt6u",0,"Understanding teamwork is relevant to hiring and managing more people"],["mt_7VrR1GzhrN","mt_7IFpDVNsmt",1,"Must present data before reporting conclusions and making predictions"],["mt_7VrR1GzhrN","mt_qgb76wHN2X",0,"Fair tests produce results that can support a conclusion"],["mt_7VrR1GzhrN","mt_QrVF5n7vci",0,"Identifying similarities and differences in evidence opens up space for alternative explanations — patterns that differ from expectations prompt the habit of seeking alternatives"],["mt_7XcCG43ZZW","mt_OvyoRo47K-",1,"Decomposing numbers into pairs requires understanding addition as combining"],["mt_86DyHo9zO3","mt_NP101Zl-4g",0,"Using acquired vocabulary supports recognising register differences"],["mt_86DyHo9zO3","mt_WZnwITSWr8",0,"Reflecting on yourself as a language user includes awareness of your vocabulary range and gaps across different registers and contexts"],["mt_86DyHo9zO3","mt_I65kFjWwnF",1,"Reflecting on yourself as a language user across contexts requires first having evaluated your writing in specific contexts — the general self-awareness builds from specific evaluations"],["mt_8ad4U6msea","mt_CSGqz245rV",1,"Democracy is introduced as an Athenian invention within the Athens vs Sparta contrast"],["mt_8atyuvPUZc","mt_WBdHkc2HTf",0,"Line of best fit connects to understanding linear relationships from y = mx + c"],["mt_8atyuvPUZc","mt_Cg8VPguS_V",1,"Describing correlation and using a scatter graph requires 'correlation', 'scatter graph', and 'line of best fit'"],["mt_8atyuvPUZc","mt_jBQS-CicNn",1,"Scatter graphs require confident coordinate plotting in the first quadrant and beyond"],["mt_8FwtdJzeDh","mt_w4wKFP3jud",1,"Integrating information from two texts builds on describing connections in informational text; the step up is from within-text connections to cross-text synthesis"],["mt_8FwtdJzeDh","mt_bESTSBB0wK",0,"Cross-subject: drawing on information from multiple print/digital sources benefits from the ability to read and interpret tables"],["mt_8FwtdJzeDh","mt_OlhMP7ShFT",0,"Using multiple sources builds on non-fiction text features"],["mt_8oAzr0WxRb","mt_bjlY5TE1y-",1,"Must understand feudal society before grasping how the Black Death disrupted it"],["mt_8-POYyg7GJ","mt_sSQlLOnAow",0,"Story elements support prediction"],["mt_8ShghTx0jd","mt_8ad4U6msea",0,"Cross-domain: understanding Athenian democracy helps contextualise Magna Carta's contribution to democratic rights"],["mt_8ShghTx0jd","mt_bjlY5TE1y-",1,"Must understand feudal power before grasping why barons rebelled against the king"],["mt_8StiXnYq1u","mt_33zncDHC3N",1,"Advanced friendship and community skills depends on earlier social connection concepts"],["mt_8StiXnYq1u","mt_NCrbQe0LdB",1,"Friendship and community mastery depends on advanced cooperation skills"],["mt_91f1XFvGZq","mt_PJyCGJz5Hv",1,"Oral rehearsal precedes opinion writing"],["mt_95zxYqpP7m","mt_klyw-tdlhP",1,"Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring"],["mt_95zxYqpP7m","mt_QR3vxbN1o4",1,"Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately"],["mt_99G6Msdzw-","mt_32B7xjUPwF",1,"Recognising transfer opportunities requires the habit of connecting ideas — transfer is connection across subject boundaries"],["mt_99G6Msdzw-","mt_wvcFlwOrDl",0,"Transfer often follows recognising a structural pattern that recurs in a new context"],["mt_9gpUHWVKMR","mt_phpn6KhCAv",1,"Must understand planning before learning about costs and revenue"],["mt_9k1qcpvVi_","cx_eng_whole_books",0,"Reading widely by choice grows out of the experience of finishing whole books"],["mt_9k1qcpvVi_","mt_v33BwiyRnd",1,"Recommending books requires ability to identify themes and conventions across genres to articulate what makes a book worth reading"],["mt_9L3NQqgqRd","mt_pAcaehday5",1,"Representing and estimating numbers on a number line builds on Y1 number representations"],["mt_9L3NQqgqRd","mt_THl9GLxwoL",0,"Estimating placement on a 0-100 number line benefits from place value understanding"],["mt_9L3NQqgqRd","mt_I5j1ZWo2cn",0,"Number line representations support addition/subtraction within 100"],["mt_9NQEiYLQA3","mt_MOY_2Cqalz",0,"Perspective-taking benefits from wider emotional vocabulary"],["mt_9NQEiYLQA3","mt_wzUzVEBqJb",1,"Perspective-taking builds on knowing others have feelings"],["mt_9NvuqZKNiV","mt_lcf8lx-LkZ",1,"Must know about non-contact forces before investigating magnetic attraction/repulsion"],["mt_9-OHslmt1g","mt_F978c32kDr",1,"Must know single letters before digraphs"],["mt_9P9o6d0Qm3","mt_4A7FYmvVhA",0,"Oral expression supports saying aloud what you'll write"],["mt_9P9o6d0Qm3","mt_PJyCGJz5Hv",1,"Planning writing builds on Y1 oral rehearsal"],["mt_9P9o6d0Qm3","mt_vauULTecMH",0,"Experience with narrative writing supports planning narratives"],["mt_9REmUc8r4D","mt_LE7nFEwS12",0,"Understanding that knowledge of the past comes from surviving evidence builds on the habit of activating prior knowledge — what do I already know, and where did that knowledge come from?"],["mt_9REmUc8r4D","mt_OLwNsTI6C7",0,""],["mt_9Y5-GjF2B0","mt_ggcamLzXAy",0,"Identifying triggers benefits from knowing feelings change"],["mt_9Y96vxG_LH","mt_4K1dr204Hi",1,"Understanding fraction as division supports interpreting 1/3 ÷ 4"],["mt_a1FdAsRKOF","mt_Kr3IyA6m-O",1,"Adding fractions requires understanding fractions as numbers"],["mt_a1FdAsRKOF","mt_o_p-3tCxiM",0,"Converting mixed↔improper is needed for adding/subtracting mixed numbers"],["mt_a6m7PqTuJN","mt_F978c32kDr",1,"Must know single letter sounds before r-controlled vowels"],["mt_AabJisinfi","mt_FbDKeLfBCo",1,"Writing products in simplest form requires simplification skills"],["mt_AabJisinfi","mt_6xNmQLzuqm",1,"Must know area = l × w before extending to fractional side lengths"],["mt__ab4knIaSL","mt_SsS7GptD_o",1,"Must understand money exists and is limited before distinguishing needs from wants"],["mt_AbnwmKD8oe","mt_9NQEiYLQA3",0,"Mediating conflicts benefits from perspective-taking ability"],["mt_AbnwmKD8oe","mt_w4nSIDhIgC",1,"Mediation requires understanding different group roles"],["mt_AbnwmKD8oe","mt_rqLMfiw61L",1,"Mediating conflicts requires precise vocabulary for mediation, conflict, and resolution"],["mt_AB-TEMXSGJ","mt_jc9k_HJQGd",1,"Distinguishing weather from climate requires understanding weather first"],["mt_AB-TEMXSGJ","mt_fhqVdj4BYr",0,"Distinguishing weather from climate and describing regional climates draws on water cycle vocabulary"],["mt_aClzPBiS9k","mt_DVSHx3YMkN",0,"Analysing poetic technique requires understanding figurative language and word choice"],["mt_aClzPBiS9k","mt_ZhvwM6LMBL",1,"Poetry performance requires expressive reading/prosody skills"],["mt_aClzPBiS9k","mt_YNe6siFTFq",0,"Poetry writing Y2 provides foundation for recognising poetry forms"],["mt_adpdEaKEBC","mt_S9SKah-yi_",0,"Quick/slow changes concept benefits from volcano as example of quick change"],["mt_adpdEaKEBC","mt_NVr4AhsvIq",0,"Quick/slow changes concept benefits from earthquake as example of quick change"],["mt_aFvsj35QzC","mt_mLPEMpYb_R",1,"Listening comprehension foundational for informational text"],["mt_AghN5YcCHX","mt_sA0RvWXSYY",1,"Forecasting builds on knowing how weather is measured"],["mt_AghN5YcCHX","mt_fhqVdj4BYr",1,"Forecasting uses cloud observations as one input"],["mt_AlLYwCm92a","mt_3WMADSy0mA",1,"Must understand balanced/unbalanced forces before measuring motion patterns for prediction"],["mt_AlLYwCm92a","mt_q-1a86ydgU",0,"Making and recording measurements of motion to predict future motion uses distance-time graph representation"],["mt_Amw5ikSSQI","mt_aS-Gdh-MHx",1,"Resilience concept builds on coping with change"],["mt_Amw5ikSSQI","mt_j8Pv3s7TZR",1,"Resilience builds on having multiple coping strategies"],["mt_Amw5ikSSQI","mt_KA5j5OeGvw",0,"Resilience benefits from understanding emotions influence decisions"],["mt_AN2kJE6I0s","mt_Z_Wu_77ybI",0,"Acids are defined in terms of hydrogen ions — the concept of ions and atomic structure is needed"],["mt_AN2kJE6I0s","mt_v0K6GRi4ZL",0,"Acid reactions are specific examples of chemical reaction types (neutralisation, displacement)"],["mt_ArVBEpMAPk","mt_q7zxOloj_L",0,"Choosing an enquiry approach and evaluating whether it worked is the science form of the universal strategy-evaluation habit"],["mt_ArVBEpMAPk","mt_qgb76wHN2X",1,"Must set up simple fair tests before independently planning enquiries with variable control"],["mt_ArVBEpMAPk","mt_7VrR1GzhrN",0,"Pattern identification supports planning targeted enquiries"],["mt_aS-Gdh-MHx","mt_Iwg2diBSyW",0,"Coping with change draws on vocabulary like 'cope', 'strategy', and 'settle'"],["mt_asRwlPZXC3","mt_SsS7GptD_o",0,"Understanding money as exchange helps connect jobs to earning"],["mt_AstzvYDU2m","mt_1GVAmcwAiO",0,"Evaluating evidence strength and arguing for or against scientific claims requires understanding that all scientific knowledge is provisional and subject to revision"],["mt_AstzvYDU2m","mt_X0Tr8IYaEd",0,"Evaluating the strength of scientific evidence requires recognising when apparent correlations might not be causal — a key dimension of evidence quality"],["mt_AstzvYDU2m","mt_7VrR1GzhrN",1,"Must present own findings before evaluating strength of others' evidence"],["mt_auJqTemMpI","mt_nUnowllzaN",1,"Precision vs accuracy and significant figures build on KS2 experience of taking careful measurements with repeat readings"],["mt_aulwq39aj8","mt_AVk2EmSULC",0,"Knowing the planets provides concrete context for the solar system layer of the hierarchy"],["mt_aulwq39aj8","mt_u3Y3Tb-G_n",1,"Must know the Sun is a star in our solar system before scaling up to galaxy and universe"],["mt_aulwq39aj8","mt_w2xiMNkyyX",0,"Describing the scale of the universe using light years and galaxies draws on this vocabulary"],["mt_auVZZEuXjs","mt_5r47Pvstyn",1,"Must distinguish objects from materials before naming specific materials"],["mt_AvJMWQbDsr","mt_v5DyOEpbbr",1,"Paragraph organisation requires writing for different purposes"],["mt_AVk2EmSULC","mt_u3Y3Tb-G_n",1,"Must know the Sun is the centre before naming planets in order from it"],["mt_AvrQauS_zX","mt_3WMADSy0mA",0,"Balanced/unbalanced forces supports understanding gravity as an unbalanced force on unsupported objects"],["mt_AvrQauS_zX","mt_k7GOtslF-x",1,"Explaining gravity as a downward force requires representing it as a downward arrow in a force diagram"],["mt_AvrQauS_zX","mt_lcf8lx-LkZ",1,"Must know about non-contact forces before learning gravity as a non-contact force"],["mt_AvrQauS_zX","mt_5l7iGkf1Tp",0,"Curriculum spherical bodies/orbits topic underpins exploratory gravity understanding"],["mt_AvrQauS_zX","mt_w2xiMNkyyX",1,"Must understand Earth's orbit and rotation before understanding gravity as the force maintaining them"],["mt_av-uRBrhwT","cx_eng_concise",0,"Mature revising includes making writing shorter and plainer"],["mt_av-uRBrhwT","mt_I65kFjWwnF",1,"Advanced independent plan/revise/edit (reflecting on audience and purpose, amending without teacher prompts) requires the self-critical reading skill as its foundation — a writer cannot revise independently without being able to judge their own work"],["mt_av-uRBrhwT","mt_gbTyzvnWzr",0,""],["mt_aw0PldeT_L","mt_UvNrOXny1i",0,"Syllable awareness helps with compound words"],["mt_aw0PldeT_L","mt_NP101Zl-4g",0,"Context clues support morphological analysis"],["mt__AWSThGJ0d","mt_asRwlPZXC3",0,"Cross-domain: understanding jobs people do (Money & Finance, 5-7) provides foundation for AI's impact on work"],["mt__AWSThGJ0d","mt__BbOjiY5A5",0,"Bias awareness adds depth to understanding AI's impact on employment"],["mt__AWSThGJ0d","mt_oajUvqAiBJ",1,"Must understand human vs machine strengths before exploring how AI changes jobs"],["mt_AxGPeVRm__","mt_L1469gt34A",1,"Understanding reef as habitat requires knowing animals need food/shelter"],["mt_AxGPeVRm__","mt_oAg79ju344",1,"Coral reefs as habitat requires knowing ocean has diverse life"],["mt_AzTrT5ySCx","mt__p5n8z5soJ",0,"Understanding algorithms helps grasp how voice assistants process commands"],["mt_AzTrT5ySCx","mt_XbGfVhfiUz",1,"Must know what computers are before sorting smart vs not-smart things"],["mt_b0sXYFblDL","mt_cq711F7ruL",1,"Must understand honest selling before examining broader business ethics"],["mt_b0sXYFblDL","mt_QepALf3bin",0,"Social enterprise awareness supports ethical business thinking"],["mt_b0sXYFblDL","mt_tqgZH11cP5",0,"Supply chain knowledge reveals ethical issues in production and trade"],["mt_B1LdSGMP66","mt_Lu4H4mbsqO",0,"Recognising that colonial-era collecting shapes how we present ancient Egypt is a direct application of the evidence-vs-interpretation distinction"],["mt_B1LdSGMP66","mt_TTzJTF-OkG",0,"Critically evaluating modern archaeological methods and the ethics of who owns artefacts applies the sourcing habit to contemporary historical practice"],["mt_B1LdSGMP66","mt_yNGrY9xJ8Y",1,"Modern Egyptology ethics builds on understanding artefacts as historical evidence"],["mt_B1LdSGMP66","mt_iFkd0CTwlA",1,"Advanced Egyptian scribal culture and literary traditions depends on Rosetta Stone and hieroglyphic decipherment"],["mt_B3W5EfimJw","mt_k7GOtslF-x",0,"Understanding pushes and pulls as forces is supported by the arrow representation of magnitude and direction"],["mt_b4lbTOJYwI","mt_hCVPYlF-7Y",1,"Understanding irrational numbers like √2 requires knowledge of square roots"],["mt_b4lbTOJYwI","mt_4K1dr204Hi",1,"Understanding rational vs irrational requires fluency with fraction-decimal conversion"],["mt_bABr-c2DfV","mt_VfA4xo4kUv",1,"Understanding cell components requires first knowing that cells are the fundamental unit of life"],["mt_bAy4dmP1-A","mt_Qzbh-_v0Gq",0,"Budgeting awareness helps understand why overspending leads to borrowing"],["mt_bAy4dmP1-A","mt_uSUqTjOl8m",1,"Must understand banks and interest before learning about loans and debt"],["mt_bAYy0ytbfC","mt_M2Gou3O6qT",0,"Marketing skills support persuasive pitching"],["mt_bAYy0ytbfC","mt_phpn6KhCAv",1,"Must be able to plan a business before pitching it"],["mt__BbOjiY5A5","mt_bPFToj0OhZ",1,"Must understand AI can be wrong before examining systematic bias"],["mt_Be1A88GUpu","mt_0ajzcoKAKw",1,"KS3 carbon cycle extends KS2 model of matter movement among plants, animals, decomposers and the environment"],["mt_Be1A88GUpu","mt_mquPi2IP-J",1,"The carbon cycle's return of CO₂ to the atmosphere via living things is through respiration — the aerobic respiration equation must be understood"],["mt_Be1A88GUpu","mt_URTJbS3hhs",0,"The carbon cycle involves organisms feeding, respiring, and decomposing — understanding food webs provides the biological context"],["mt_Be1A88GUpu","mt_zM5vu31jgl",1,"The carbon cycle's biological removal of CO₂ is via photosynthesis — that process must be understood to trace carbon through the cycle"],["mt_bESTSBB0wK","mt_4MFUAsbx_6",0,"Drawing accurate pie chart sectors requires protractor skills"],["mt_bESTSBB0wK","mt_oqziWKry-L",0,"Constructing pie charts requires knowing angles at a point sum to 360°"],["mt_bESTSBB0wK","mt_ChjMU2GDJa",1,"Y6 line graphs extend Y5 line graph interpretation"],["mt_bEvMBUv4eG","mt_E7avIa-tcE",1,"Social hierarchy builds on knowing pharaohs existed as rulers"],["mt_bEvMBUv4eG","mt_P0HBNfp46z",1,"Social pyramid builds on knowing daily life of ordinary Egyptians"],["mt_bhwf_rDXQL","mt_adpdEaKEBC",0,"Pattern mapping benefits from knowing Earth's surface changes"],["mt_bhwf_rDXQL","mt_KsKLVW_ssY",1,"Must model landforms and water bodies before analysing map patterns of Earth's features"],["mt_bhwf_rDXQL","mt_NVr4AhsvIq",1,"Mapping earthquake patterns requires knowing what earthquakes are"],["mt_bhwf_rDXQL","mt_NYA50DFcOO",1,"Interpreting patterns of Earth's geological features requires rock type and erosion vocabulary"],["mt_bhwf_rDXQL","mt_vAP_A986IQ",0,"Understanding weathering/erosion helps explain patterns in Earth's features"],["mt_BhYJZUsErp","mt_F978c32kDr",1,"Need GPC knowledge to encode phonemes"],["mt_BhYJZUsErp","mt_PvU3eoikev",1,"Need segmenting skill for spelling"],["mt_BhYJZUsErp","mt_WBfj79OqXz",0,"Handwriting needed for spelling practice"],["mt_BhYJZUsErp","mt_QEr24lqzvH",1,"Dictation requires punctuation knowledge"],["mt_bjlY5TE1y-","mt_M_xcaRcvSo",1,"Must know about knights before understanding their place in the feudal system"],["mt_bjlY5TE1y-","mt_PThM5P7Umd",1,"Must understand peasant life before grasping serfdom in the feudal system"],["mt_bjlY5TE1y-","mt_9REmUc8r4D",0,""],["mt_bjlY5TE1y-","mt_X5fdB4haHf",0,""],["mt_bK84sPehyP","mt_LRzjbo1Fn6",1,"Migration is a major adaptation; requires understanding adaptations"],["mt_bK84sPehyP","mt_uVaS12lN1i",0,"Migration patterns connect to food web dynamics and seasonal food availability"],["mt_bKlnc7dyVK","mt_dpM1l5IOk6",1,"Must understand dinosaurs are extinct before learning fossils are how we know about them"],["mt_bkMDDstwwG","mt_Mb1JUJmnbX",1,"Reflecting on your own growth requires first having developed honest self-awareness of your assumptions and reactions — growth reflection is hollow without prior self-scrutiny"],["mt_bkMDDstwwG","mt_v5yDTWEiyQ",0,"Reflecting on your own personal growth is the PSD form of the universal learning-reflection habit"],["mt_bkvB7QYKwg","mt_86DyHo9zO3",1,"Adapting speech builds on formal/informal register"],["mt_BLzNxSSdWu","mt_4-vfMgmCVB",1,"Writing narratives with pacing, point of view, and varied transitions depends on command of the full toolkit of transitional and cohesive devices for signalling shifts in time, setting, and perspective"],["mt_-bMnJcPJy8","mt_c29FaCTNsx",0,"Recording probability experiment results in tally charts uses the data-recording skills taught in Data & Statistics"],["mt_-bMnJcPJy8","mt_t0g2SlP404",1,"Experimental probability requires understanding the 0–1 probability scale first"],["mt_BO_AHGLCk0","mt_4pLvMN8uzL",0,"Knowing how to stay safe in a storm comes before explaining lightning"],["mt_BO_AHGLCk0","mt_fhqVdj4BYr",1,"Lightning forms in clouds; requires understanding cloud formation"],["mt_BOG5zRYtQz","mt_URTJbS3hhs",1,"Energy flow through trophic levels requires first understanding food webs and the feeding relationships they represent"],["mt_bO-njVOige","mt_hCVPYlF-7Y",1,"Standard form uses powers of 10 which requires understanding integer powers"],["mt_bO-njVOige","cx_mag_orders",0,"Standard form is the notation for orders of magnitude"],["mt_bPFToj0OhZ","mt_K6qtan847r",1,"Must understand how training works before understanding why it can go wrong"],["mt_brgde1Vx0P","mt_fDoE-pL6Jv",1,"Grouping living things requires the classification vocabulary — vertebrate, invertebrate, mammal, etc."],["mt_brgde1Vx0P","mt_oNWXXAn3cn",1,"Must understand insect vs non-insect distinctions before using classification keys"],["mt_BtMbZibZUj","mt_F978c32kDr",1,"Must know single letter sounds before vowel digraphs"],["mt_BtMbZibZUj","mt_9-OHslmt1g",0,"Extends digraph concept to three letters"],["mt_BVpB5wyijZ","mt_w2xiMNkyyX",1,"Must understand Earth's orbit before explaining why different constellations appear in different seasons"],["mt_bvxkT1nepy","mt_SdIWVjzopp",0,""],["mt_ByXgbTld6R","mt_PiWZA8Z0ZJ",1,"Must know the Moon is a sky object before observing its phases"],["mt_c29FaCTNsx","mt_xppl18avyY",1,"Constructing pictograms and tally charts requires classifying and counting objects first"],["mt_C7abt7pRr6","mt_BtMbZibZUj",1,"Need to understand vowel sounds before split digraphs"],["mt_CBxOcjh69x","mt_5S4byWDX6n",0,"Invasive species are one cause of endangerment"],["mt_CBxOcjh69x","mt_LRzjbo1Fn6",1,"Understanding adaptation explains why invasives succeed and natives fail"],["mt_cEQqskOaoo","mt_Jd2aWEUJ9G",0,"Emotional pattern reflection connects to coping toolkit reflection"],["mt_cEQqskOaoo","mt_KA5j5OeGvw",1,"Reflecting on emotional patterns builds on understanding emotions influence decisions"],["mt_cEQqskOaoo","mt_nIl1kKZHsk",0,"Reflection on patterns benefits from understanding cultural context"],["mt_cEzX5r7kp0","mt_oR6dwRj2Ll",1,"Must know offspring grow into adults before observing parent-offspring similarities and differences"],["mt_cFltwUQi-d","mt_-hTTat0mBR",1,"Working with fractions extends from Y1 understanding of halves"],["mt_c-F__Qe23X","mt_IlyE-Sm8k5",0,"Understanding historical context/empathy needed before evaluating lives of marginalised groups"],["mt_c-F__Qe23X","mt_N1744276Zu",0,"Evaluating whose voices are missing requires understanding how evidence works"],["mt_c-F__Qe23X","mt_vFYFvgrPgD",1,"Understanding Roman society structure needed for examining enslaved people in Rome"],["mt_Cg8VPguS_V","mt_lU-2aTRB9f",1,"Calculating mean requires division giving decimal answers"],["mt_Cg8VPguS_V","mt_bESTSBB0wK",1,"Describing and comparing statistical distributions requires constructing and reading frequency tables, bar charts, and pie charts"],["mt_ChjMU2GDJa","mt_a1FdAsRKOF",0,"Fraction addition/subtraction supports solving problems from line plot data"],["mt_ChjMU2GDJa","mt_c29FaCTNsx",1,"Distinguishing discrete from continuous data and choosing graphical methods requires these terms"],["mt_ChjMU2GDJa","mt_ndGqFPWyen",0,"Understanding fractions supports measuring to nearest half/quarter inch"],["mt_ChjMU2GDJa","mt_KaF0SQvaiu",1,"Generating measurement data requires measuring lengths with tools"],["mt_cJjnPjuvCU","mt_miGrca8zaS",1,"Goal-setting builds on ability to break tasks into steps"],["mt_cJjnPjuvCU","mt_Amw5ikSSQI",0,"Goal-setting and progress monitoring uses vocabulary of self-regulation and managing distress when things go wrong"],["mt_cJjnPjuvCU","mt_2uHYdoxD0H",1,"The plan-do-review cycle requires metacognitive monitoring — you cannot honestly review without being able to survey your own understanding"],["mt_ckpA3oZQ44","mt_68pIoiiG4g",1,"Power is the rate of energy transfer — the concept of energy stores and conservation must be understood before rates can be discussed"],["mt_ckpA3oZQ44","cx_env_energy_home",0,"Power ratings on home appliances make watts concrete"],["mt_cMmG8VLbAp","mt_fhqVdj4BYr",0,"Water cycle understanding enriches the cryosphere-water system topic (Weather 7-9 -> Polar 9-11)"],["mt__CMXZiPfTV","mt__KHQttMde3",1,"Need to read root words before inflected forms"],["mt__CMXZiPfTV","mt_BhYJZUsErp",1,"Must spell root words before adding suffixes"],["mt_cOknxrYhwL","mt_2oswCNuapH",1,"Examining own biases builds on understanding stereotypes"],["mt_cOknxrYhwL","mt_HFN1pGASpZ",0,"Examining biases benefits from understanding prejudice impact"],["mt_cOknxrYhwL","mt_Mb1JUJmnbX",0,"Reflecting on unconscious assumptions and biases towards others builds on the foundational habit of questioning your first reading of social situations"],["mt_cPZwlUk8Nd","mt_fR0UtsSREU",1,"Recognising coin values requires reading numerals (1, 2, 5, 10, 20, 50)"],["mt_cPZwlUk8Nd","mt_I5j1ZWo2cn",0,"Money word problems require fluent addition/subtraction within 100"],["mt_cPZwlUk8Nd","mt_OvyoRo47K-",1,"Giving change involves subtraction"],["mt_cPZwlUk8Nd","mt_yTWxkzzoOZ",0,"Length word problems exercise real-world modelling"],["mt_cq711F7ruL","mt_CrGnpVjnk8",0,"Selling experience provides context for understanding honest business practice"],["mt_cq711F7ruL","mt_SbEaQnMQoD",1,"Must understand customer concept before learning about customer service and trust"],["mt_CrGnpVjnk8","mt__ab4knIaSL",0,"Cross-domain: needs vs wants (Money & Finance) helps understand what makes a product desirable"],["mt_CrGnpVjnk8","mt_SbEaQnMQoD",1,"Must understand exchange before making something to sell"],["mt_CSGqz245rV","mt_19qy2uuaKp",0,"Comparing city-states builds on comparing ancient vs modern life"],["mt_CSGqz245rV","mt_mMMXD4v9Sh",1,"Athens vs Sparta needs geographic/civilisation context from 5-7"],["mt_cSPtyLF3q1","mt_7VrR1GzhrN",0,"Identifying differences/similarities (curriculum inquiry skill) supports reading cladograms based on shared features"],["mt_cSPtyLF3q1","mt_0sELh0MYWb",0,"KS3 chromosomes and DNA are the molecular basis for the sequence data used in building phylogenetic trees with molecular clocks"],["mt_cSPtyLF3q1","mt_CBxOcjh69x",1,"Cladistics and phylogenetics depends on invasive species disrupting native ecosystems"],["mt_cSPtyLF3q1","mt_13CtLTcWUB",1,"Must understand basic diet classification before advancing to anatomical classification"],["mt_cSz7XTxVAx","mt_udgPy5oAvR",0,"Understanding the economy provides context for how taxes fit into public finance"],["mt_cSz7XTxVAx","mt_uP9faJlnRq",1,"Must understand earning money before learning that governments take a share as tax"],["mt_cU3LcEVkBQ","mt_ntqNLHsj5n",0,"Fronted adverbials often contain prepositional phrases; prior work with adverbials builds awareness of how preposition phrases function in sentences"],["mt_cU3LcEVkBQ","mt_wq-1OJ_8s5",1,"Constructing prepositional phrases requires knowledge of the most frequent prepositions of location and direction"],["mt_cU3LcEVkBQ","mt_oL9s_bufDp",0,"Defining words by attributes supports choosing descriptive adjectives for noun phrases"],["mt_cUMUYkDqZp","mt_8ad4U6msea",0,"Philosophy and democracy were intertwined in Athens"],["mt_cUMUYkDqZp","mt_CSGqz245rV",1,"Philosophers lived in Athens — need city-state context"],["mt_curkA82CmO","mt_sMAcZW6vWM",1,"Precis builds on summarising main ideas"],["mt_cVp_nop-5L","mt__BbOjiY5A5",1,"Must understand bias before examining fairness in high-stakes AI decisions"],["mt_cVp_nop-5L","mt_oajUvqAiBJ",0,"Human vs machine comparison provides context for when AI should/shouldn't decide"],["mt_CyV7crZ8hl","mt_ylruY6VhOf",1,"Changes of state are explained using the particle model — the particle model must be understood first"],["mt_d8al9JcajP","mt_6oxQPNLHNv",1,"Measuring in standard units is prerequisite to converting between units"],["mt_d8al9JcajP","mt_EXlmTURK_o",1,"Knowing seconds/minute, days/month etc. is prerequisite to unit conversion problems"],["mt_d8al9JcajP","mt_EDgw64OmfA",1,"Converting to 3dp requires ×÷ by 10/100/1000 skills"],["mt_d8al9JcajP","mt_lU-2aTRB9f",0,"Conversion factor 1.6 involves decimal multiplication"],["mt_DA7-JYRvtP","mt_9nxyFoYD_b",1,"Must identify electrical appliances before building circuits"],["mt_DbI1kNg_0R","mt_AB-TEMXSGJ",1,"Climate change requires understanding what climate is"],["mt_DbI1kNg_0R","mt_fkcxpeYP85",1,"Greenhouse effect requires understanding the atmosphere"],["mt_DbI1kNg_0R","mt_-YYnLLIZh5",0,"Climate change understanding benefits from knowing Sun drives weather"],["mt_DbI1kNg_0R","mt_w2A8D76ymp",0,"Climate change connects to curriculum energy/fuels and environmental impact"],["mt_deexfCHU9m","mt_e6PP4ip39V",0,"Understanding organism-habitat relationships supports understanding human impact on environments"],["mt_d-EKO-pKkP","mt_DA7-JYRvtP",1,"Must know circuit components before testing which materials conduct electricity"],["mt_dknMcCqvoY","mt_phpn6KhCAv",0,"Having planned and tried makes failure a meaningful learning experience"],["mt_dknMcCqvoY","mt_RTwmvr9R7V",1,"Must have tried generating ideas before learning that ideas can fail"],["mt_DkzsZdyaL2","mt_mDp-1vlL3R",0,"Cultural appreciation benefits from understanding fairness"],["mt_DkzsZdyaL2","mt_S7UTAhptLi",1,"Cultural diversity appreciation builds on understanding different lives"],["mt_dlm3NspUyy","mt_MOY_2Cqalz",1,"Mixed emotions needs wider vocabulary to describe conflicting feelings"],["mt_dlm3NspUyy","mt_rymBfJmvFl",1,"Mixed emotions builds on understanding emotion intensity/nuance"],["mt_dmFnJzxKwz","mt_E5KC4AnRLW",1,"Quoting accurately builds on drawing inferences with evidence"],["mt_dmFnJzxKwz","mt_j5YqQnN6xe",0,"Cross-subject: providing reasoned justifications for views about texts benefits from constructing logical multi-step arguments in maths"],["mt_DOe893F6gN","mt_KaF0SQvaiu",1,"Using standard units for length extends from beginning to measure length"],["mt_DOe893F6gN","mt_zd0YkB3xNj",1,"Using standard units for mass extends from beginning to measure mass"],["mt_DOe893F6gN","mt_U0waNfD8PB",0,"Using >, <, = for measurements parallels using them for numbers"],["mt_DQk9oDE7gr","mt_ph4xZVMiVq",1,"Describing sound as a longitudinal pressure wave requires the general wave properties framework"],["mt_-DuXzMVVXQ","mt_sMAcZW6vWM",1,"Paraphrasing requires the ability to identify main ideas and summarise; learners must extract key ideas before restating them in own words"],["mt_DVSHx3YMkN","mt_dmFnJzxKwz",0,"Analysing word choice impact requires citing evidence from the text"],["mt_DVSHx3YMkN","mt_QB4qIGJIIj",1,"KS3 figurative language analysis extends KS2 evaluating how authors use figurative language"],["mt_DVSHx3YMkN","mt_VLu59hpQ4T",1,"Connotation/denotation distinction extends KS2 antonyms and synonyms"],["mt_E5ju6kQSu3","mt_kvrvpQris4",1,"Recognising masked feelings builds on expressing own feelings appropriately"],["mt_E5ju6kQSu3","mt_rymBfJmvFl",0,"Recognising masked feelings benefits from understanding emotion intensity"],["mt_E5KC4AnRLW","mt_sSQlLOnAow",1,"Need story elements to extract key details"],["mt_E5KC4AnRLW","mt_8-POYyg7GJ",0,"Drawing inferences about characters' feelings and justifying them with evidence is enriched by prior experience predicting what might happen next — both require reading ahead of the literal text"],["mt_E5KC4AnRLW","mt_scBgiMKhG_",0,"Inferring and justifying inferences with text evidence requires the metacognitive habit of checking that the text makes sense as you read — a reader who doesn't self-monitor will miss the cues on which inference depends"],["mt_e6PP4ip39V","mt_L1469gt34A",1,"Must understand organism needs before modelling needs-habitat relationships"],["mt_e6PP4ip39V","mt_aO018DkCun",0,"Polar regions enrich the curriculum habitats topic (exploratory age 5 -> curriculum age 6)"],["mt_e6PP4ip39V","mt_FZ_ixwU1p1",0,"Rainforest habitat knowledge enriches the curriculum habitats topic (exploratory age 5 -> curriculum age 6)"],["mt_e6PP4ip39V","mt_Sa48W7KXB5",1,"Must distinguish living from non-living before understanding habitats that support living things"],["mt_E7avIa-tcE","mt_bvxkT1nepy",1,"Pharaoh as god-king builds on knowing named gods and their roles"],["mt_edaoZRkK6M","mt_yDZbQODIwp",1,"Hazard risk management and community decision-making depends on earthquake-resistant building design"],["mt_EDgw64OmfA","mt_jY7uf0Cb7o",1,"Four-digit place value is prerequisite to understanding ×10 relationship between places"],["mt_EDgw64OmfA","mt_lNGpnILM5C",1,"Understanding digit shifting requires knowing what each decimal place represents"],["mt_EedcpioR0v","mt_kH1DzOPsXG",1,"Must understand data before grasping how recommendation systems track clicks"],["mt_EedcpioR0v","mt_ofOGCQ7FWj",0,"Pattern recognition concept underpins recommendation algorithms"],["mt_EGIlsfHxb6","mt_iycQEai3dK",1,"Must understand fossil formation in sediment before understanding rock layer sequencing"],["mt_EGIlsfHxb6","mt_uQljqc0J5j",0,"Understanding geological periods helps contextualise the strata timeline"],["mt_EGIlsfHxb6","mt_Z_Wu_77ybI",0,"Radiometric dating depends on understanding atomic structure and isotopes"],["mt_EGIlsfHxb6","mt_adpdEaKEBC",1,"Must understand fast vs slow Earth changes before analysing rock layer evidence"],["mt_ehC1wsdmUz","mt_UKmtuAsSLN",1,"Must understand reversible changes before investigating conservation of mass during changes"],["mt_ehC1wsdmUz","mt_ylruY6VhOf",0,"Particle model supports understanding why mass is conserved (particles aren't destroyed)"],["mt_enj1sMcfOT","mt_N8CpN1EJrP",1,"Must identify verbs before applying tense"],["mt_enj1sMcfOT","mt_cU3LcEVkBQ",0,""],["mt_enj1sMcfOT","mt_mKAZTqItRG",0,""],["mt_eosO26KE-Z","mt_Nj32xtOhno",0,"Cross-domain: understanding Greek/Roman cultural transmission helps contextualise Islamic Golden Age preservation of classical knowledge"],["mt_eosO26KE-Z","mt_UMOjbmLcbM",0,"Trade networks connect European towns to broader medieval world"],["mt_eosO26KE-Z","mt_Zy-CKUkq34",1,"Crusades provide the bridge between European and wider medieval worlds"],["mt_EQQWKz03P8","mt_-YYnLLIZh5",1,"Greenhouse radiation physics depends on sun as driver of weather"],["mt_EQQWKz03P8","mt_DbI1kNg_0R",1,"The physics of greenhouse gases deepens the basic idea of climate change"],["mt_EQQWKz03P8","mt_XSp-S0wter",0,"Greenhouse gases absorb infrared, one band of the electromagnetic spectrum"],["mt_EQQWKz03P8","mt_Be1A88GUpu",0,"Atmospheric CO₂ and climate change connects to the carbon cycle already covered in Ecosystems & Habitats"],["mt_EXO1bJ3G_v","mt_NPTjGJIyb3",1,"Coral reef crisis as a case study in ecosystem collapse connects to broader trophic cascade and food web disruption"],["mt_EXO1bJ3G_v","mt_KRNU0IOKfO",1,"Coral reef bleaching and ocean acidification depends on understanding thermohaline circulation and ocean heat dynamics"],["mt_EygMHKs8Ed","mt_13CtLTcWUB",1,"Must know carnivore/herbivore/omnivore to understand food chains"],["mt_EygMHKs8Ed","mt_ppENoD8vf1",1,"Must know common minibeasts before placing them in food chains"],["mt_f8n4txtLej","mt_mB7DVai-Uf",1,"Listening and responding needed before asking questions"],["mt_f8n4txtLej","mt_QEr24lqzvH",1,"Generating effective questions requires knowledge of question words (who, what, where, when, why, how)"],["mt_f8n4txtLej","mt_S0hzjAeLSK",0,"Related speaking skill supports this topic"],["mt_F978c32kDr","mt_frDIaXzWbx",1,"Must recognise letters before learning their sounds"],["mt_f9syMry-0S","mt_aO018DkCun",1,"Must know about the poles before understanding extreme day/night cycles there"],["mt_f9syMry-0S","mt_cMmG8VLbAp",0,"Understanding ice types enriches the connection between seasons and sea ice cycles"],["mt_FbDKeLfBCo","mt_Kr3IyA6m-O",1,"Understanding equivalence conceptually is prerequisite to explaining algebraically"],["mt_FbDKeLfBCo","mt_FHIAv6dfhU",0,"Using common factors/multiples requires knowledge of common factors and multiples"],["mt_fbYbe3YSVj","mt_tXxxCFl32J",1,"Newton's Third Law is conventionally taught after the first two — students need Newton's 1st and 2nd as reference points to distinguish reaction pairs from balanced forces"],["mt_fDoE-pL6Jv","mt_oAg79ju344",1,"Classifying ocean animals builds on knowing the variety exists"],["mt_fDoE-pL6Jv","mt_-0cjwyYhce",1,"Must know rainforest plants before classifying them"],["mt_FHIAv6dfhU","mt_hCVPYlF-7Y",1,"Square/cube number knowledge is prerequisite to solving problems with them"],["mt_FHIAv6dfhU","mt_Lb2ZnMdkYR",1,"Recognising factor pairs at Y4 is prerequisite to systematically finding all factor pairs"],["mt_fhqBH9scsU","mt_bABr-c2DfV",1,"Comparing plant and animal cells requires knowing the components found in each"],["mt_fhqVdj4BYr","mt_sA0RvWXSYY",0,"Water cycle evaporation relates to temperature (heat drives evaporation)"],["mt_fhqVdj4BYr","mt_jc9k_HJQGd",0,"Rain concept benefits from knowing rain as a weather type"],["mt_fI-8iqf_Id","mt_EXlmTURK_o",0,"Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)"],["mt_fI-8iqf_Id","mt_XlyF294bPR",0,"Relating daylight length to time of year draws on orbit and solar system vocabulary"],["mt_FIkqA0qhnj","mt_cPZwlUk8Nd",0,"Curriculum coins/notes recognition (Maths Y1) underpins exploratory coin knowledge"],["mt_FIkqA0qhnj","mt_SsS7GptD_o",1,"Must understand what money is before learning to recognise specific coins and notes"],["mt_fkcxpeYP85","mt_-UAxilUtUt",1,"Atmosphere concept builds on knowing air moves (wind) and has properties"],["mt_Fqna9qHffr","mt_DbI1kNg_0R",0,"General climate change understanding enriches polar-specific climate change topic (Weather 9-11 -> Polar 9-11)"],["mt_Fqna9qHffr","mt_X4CJpPRxae",0,"Permafrost thawing connects to tundra knowledge"],["mt_Fqna9qHffr","mt_KRNU0IOKfO",1,"Must understand albedo effect and ocean currents before understanding feedback loops"],["mt_fR0UtsSREU","mt_YKkCM63fSC",0,"Many number words are irregular and must be recognised as sight words"],["mt_fR0UtsSREU","mt__KHQttMde3",0,"Reading number words (one, two, three...) requires phonics blending skills"],["mt_fR0UtsSREU","mt_M5PPDJStGm",1,"Reading/writing numerals to 100 requires fluent rote counting to 100"],["mt_frDIaXzWbx","mt_1KCwbGvm1F",1,"Must understand print direction before letter identification matters"],["mt_FuVEZ1Ac9s","mt_IY3KwGLZgk",0,"Natural selection explains the diversity of life that classification systems attempt to organise — KS2 broad classification provides context"],["mt_FuVEZ1Ac9s","mt_rOqo-8GeKt",1,"Mutation is the ultimate source of heritable variation — understanding this grounds the mechanism of natural selection"],["mt_FuVEZ1Ac9s","mt_LRzjbo1Fn6",1,"Co-evolutionary arms race concept depends on predator strategies and prey defences"],["mt_FuVEZ1Ac9s","mt_T8JGTJ-oNI",0,"Advanced biomechanical analysis depends on understanding what fossil evidence can and cannot preserve"],["mt_FX4a2Q8XXN","mt_KwdjWEmMNo",1,"Expanding brackets produces terms that then need collecting"],["mt_fZTn0W_iZR","mt__t4afSyZRm",0,"Deriving facts within 20 from known facts (near doubles, make ten) exercises generalising from patterns"],["mt_fZTn0W_iZR","mt_M5PPDJStGm",0,"Number sequence experience supports recognising patterns and sequences"],["mt_g9RcQOhU5d","mt_bABr-c2DfV",0,"Explaining how a single cell carries out all life functions requires knowing organelle roles"],["mt_g9RcQOhU5d","mt_VfA4xo4kUv",1,"Understanding unicellular organisms requires the concept of cells as fundamental units"],["mt_g9RcQOhU5d","cx_bio_microbes",0,"Meeting microbes early makes single-celled organisms a familiar idea rather than a strange one"],["mt_gbTyzvnWzr","mt_enj1sMcfOT",1,"Passive voice requires understanding of verb tenses"],["mt_gbTyzvnWzr","mt_u7Jxjjatkh",1,"Passive voice requires understanding of subject-verb agreement"],["mt_GDtFU5fyUv","mt_1YwOCMMwD8",1,"Sample spaces for combined events require systematic enumeration skills"],["mt_GDtFU5fyUv","mt_AabJisinfi",0,"Calculating probabilities for combined events often requires multiplying fractions"],["mt_GDtFU5fyUv","mt_-bMnJcPJy8",1,"Theoretical probability builds on experience with experimental probability"],["mt_Ge4Wtg6QMM","mt_rTn43s8RNX",1,"Must understand material suitability before testing advanced properties like conductivity and solubility"],["mt_Ge4Wtg6QMM","mt_YQkUdIHO8L",0,"Understanding states of matter supports testing properties like solubility"],["mt_gf4RUcACLg","mt_0VOZSVjo6c",0,"Neuroscience of adolescent emotion (particularly the stress response) provides the biological basis for the stress and coping topic in a neighbouring SEL domain"],["mt_gf4RUcACLg","mt_KA5j5OeGvw",1,"Advanced emotional literacy depends on earlier emotional awareness skills"],["mt_ggcamLzXAy","mt_LhkP_KKIRS",0,"Understanding feelings change benefits from naming basic emotions"],["mt_GLY3R3YSlf","mt_aFvsj35QzC",0,"Informational text knowledge supports comparison"],["mt_GLY3R3YSlf","mt_9k1qcpvVi_",1,"Cross-book comparison builds on recommending books with reasons"],["mt_gLy3ZgZWiN","mt_4i-FKXDDXh",1,"Must understand light illuminates objects before learning about reflection"],["mt_gMSFymQlrW","mt_dmFnJzxKwz",1,"Assessing whether evidence is sufficient requires textual evidence skills"],["mt_gMSFymQlrW","mt_V6456X6pJE",1,"Evaluating arguments builds on KS2 distinguishing fact from opinion"],["mt_gMSFymQlrW","cx_eng_questioning_texts",0,"Evaluating an argument builds on the habit of questioning what you read"],["mt_gMSFymQlrW","cx_eng_persuasion",0,"Judging an argument means seeing past the techniques used to sell it"],["mt_GQpqoR5YOc","mt_5r47Pvstyn",1,"Must understand objects vs materials before reasoning about reassembling pieces"],["mt_gTDqxYkLs9","mt_4IVWRAZoNC",0,"Understanding life cycles supports understanding how species change across generations"],["mt_gTDqxYkLs9","mt_6Z42wJaKYG",1,"Must analyse fossil evidence before drawing the broader conclusion that life has changed over time"],["mt_gu0NPDvlhY","mt_q9EaJc2FP8",0,"Systematic enumeration connects to multiplicative reasoning (product of options)"],["mt_gv_uoHkdjR","mt__kFxuAgs6d",1,"Plate tectonics framework is prerequisite for understanding why seismic waves reveal Earth structure at boundaries"],["mt_gv_uoHkdjR","mt_W4j7T_PnGH",0,""],["mt_gZIo5oiBMt","mt_mLPEMpYb_R",0,"Listening comprehension supports text type awareness"],["mt_gZIo5oiBMt","mt_aClzPBiS9k",0,"Poetry forms knowledge from LKS2 provides the foundation for understanding verse, rhythm, and meter as structural elements"],["mt_gZIo5oiBMt","mt_1KCwbGvm1F",1,"Print concepts needed to understand book features"],["mt_GZuoYaDdWd","mt_WBdHkc2HTf",1,"Understanding quadratic graphs requires prior experience plotting linear graphs"],["mt_h0gJcSuwdL","mt_AabJisinfi",0,"Ratio reasoning connects to fraction multiplication"],["mt_h0gJcSuwdL","mt_ePXg_XyCKU",1,"Solving relative-sizes problems is most reliably scaffolded by drawing a bar model to set up the relationship"],["mt_h0gJcSuwdL","mt_U4cIBXVug4",1,"Ratio reasoning builds on multiplicative comparison from Y5"],["mt_h0gJcSuwdL","mt_FbDKeLfBCo",1,"Understanding fraction of total requires simplification/common denominator skills"],["mt_H1pAi4F_Oh","mt_bvxkT1nepy",0,"Greek gods build on prior understanding that ancient civilisations believed in many gods (Egyptian polytheism)"],["mt_H1pAi4F_Oh","mt_mMMXD4v9Sh",1,"Knowing where Greece is grounds understanding of Greek gods"],["mt_H1pAi4F_Oh","mt_VjxyJLtIbT",0,"Roman context needed to understand Roman adoption of Greek culture"],["mt_H3ZDK0EYNV","mt_2bnXrfS4Iq",1,"Ohm's Law relates voltage (V), current (I) and resistance (R) — requires prior understanding of what each quantity means"],["mt_H4bLNkDrGJ","mt_vFYFvgrPgD",1,"Must understand the Empire before understanding its fall"],["mt__h7hvT4tEb","mt_WcfaSfVT33",0,"Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20"],["mt_H8dEMH_wik","mt_TU3BcLOgiV",1,"Noticing patterns in your reactions requires first understanding that feelings and responses are separable — you can only track a pattern once you're aware of the gap between feeling and action"],["mt_H8dEMH_wik","mt_wvcFlwOrDl",0,"Noticing recurring patterns in your own reactions is the PSD form of the universal pattern-recognition habit"],["mt_H8OgKZbgGe","mt_LRzjbo1Fn6",1,"Symbiosis requires understanding of adaptations as context"],["mt_H9RAGGiHBL","mt_AVk2EmSULC",0,"Knowing Mars features provides context for understanding what rovers are exploring"],["mt_H9RAGGiHBL","mt_XlyF294bPR",0,"Knowing about space and planets provides context for understanding astronauts"],["mt_HBcvu0UxYe","mt_FwI7q7DSIx",0,"Understanding what makes a good friend draws on cooperation and inclusion vocabulary"],["mt_hbe_kdE_7C","mt_wvcFlwOrDl",1,"Generalising a rule requires first being able to spot the recurring pattern that the rule captures"],["mt_hBZwbst0ow","mt_K5jM7vlVhA",1,"Identifying arithmetic patterns feeds into generating and analysing patterns from rules"],["mt_hBZwbst0ow","mt_1KkvzwYxbR",0,"Sequences crossing zero require negative number understanding"],["mt_hBZwbst0ow","mt_Jvg8X0N5u0",0,"Position-to-term rules require substituting the position number into a formula"],["mt_hCVPYlF-7Y","mt_K5jM7vlVhA",1,"Tables fluency to 12×12 is prerequisite to recognising square numbers"],["mt_hCVPYlF-7Y","mt_jHgRQ4hR0g",1,"Powers and roots require understanding of order of operations notation"],["mt_HFN1pGASpZ","mt_2oswCNuapH",1,"Understanding prejudice builds on recognising stereotypes"],["mt_HFN1pGASpZ","mt_yCmYV9ruQu",0,"Standing against discrimination benefits from upstander skills"],["mt_hi8cVycbwn","mt_XirhnAB6Ye",1,"Must ask questions about problems before modelling design solutions"],["mt_HJd-8EEC6N","mt_2OSTHTWDpa",1,"Must understand deforestation before learning how it releases stored carbon"],["mt_HJd-8EEC6N","mt_DbI1kNg_0R",0,"Understanding climate change basics enriches the rainforests-and-climate topic (Weather 9-11 -> Rainforests 9-11)"],["mt_HNOPGJYiRK","mt_nvdpxAJTBG",0,"Reading 5-minute intervals benefits from skip counting in 5s"],["mt_HNOPGJYiRK","mt_fR0UtsSREU",1,"Reading a clock requires recognising numerals 1–12"],["mt_HNOPGJYiRK","mt_-hTTat0mBR",0,"Understanding 'half past' benefits from the concept of halves"],["mt_HNOPGJYiRK","mt_EXlmTURK_o",1,"Measuring time in units requires understanding time comparison language first"],["mt_HoJGVsMO7H","mt_miGrca8zaS",1,"Time management builds on breaking tasks into steps"],["mt_HopZomN12L","mt_EedcpioR0v",1,"Must understand recommendation systems before grasping broader data collection and privacy"],["mt_HopZomN12L","mt_W5euSyU2sO",0,"Cross-domain: scams & online safety (Money & Finance) provides real-world privacy threat context"],["mt_HPf-dVtA3p","mt__ab4knIaSL",0,"Needs vs wants thinking extends to ethical consumer choices"],["mt_HPf-dVtA3p","mt_RNRymbz5SO",1,"Must understand buying before considering where products come from and who made them"],["mt_Hqz5y_tWz2","mt_dmFnJzxKwz",1,"Analysing plot and character development requires ability to cite textual evidence"],["mt_Hqz5y_tWz2","cx_eng_whole_books",0,"Analysing plot across a novel needs experience of following a whole book"],["mt_hR2Y7NhMSY","mt_sBcRdUfAzV",1,"Vertical line symmetry in Y2 is prerequisite to finding symmetry lines in multiple orientations"],["mt_HrgDjxcWvf","mt__CMXZiPfTV",1,"Morphological reading (root+prefix+suffix analysis) builds on basic inflectional endings reading"],["mt_HrgDjxcWvf","mt_aw0PldeT_L",1,"Word families build on Y2 root words and inflections"],["mt_HRKzwEQJgO","mt_QhFEDyIwSO",0,"Testing whether a number is in a sequence requires solving a linear equation"],["mt_HRKzwEQJgO","mt_hBZwbst0ow",1,"Finding nth term requires experience generating and classifying sequences first"],["mt_h_shhH-6DC","mt_rkrG2w7WXI",1,"Rights and responsibilities builds on understanding why rules exist"],["mt_h_shhH-6DC","cx_soc_childrens_rights",0,"Knowing their own rights comes before balancing rights and responsibilities in a community"],["mt_h_shhH-6DC","mt_yCmYV9ruQu",1,"Rights and responsibilities as a framework requires precise vocabulary distinguishing these two related concepts"],["mt_-hTTat0mBR","mt_LpSuPgL31x",1,"Finding a half requires equal sharing into 2 groups — a division concept"],["mt_Hw70LI5xza","mt_klyw-tdlhP",0,"Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning"],["mt_HZyUwycFvf","mt_5OxKnrGEMP",1,"Advanced geopolitical analysis of Egypt's imperial decline depends on Egypt and its neighbours diplomacy and conflict"],["mt_HZyUwycFvf","mt_vFYFvgrPgD",0,"Egypt's end under Cleopatra connects to Roman Republic-to-Empire transition (Octavian/Augustus)"],["mt_HZyUwycFvf","cx_hist_timelines",1,"End of Egypt requires understanding the 3000-year timeline"],["mt_I047mKeeaq","mt_JpQUM1129q",1,"Must know digestive system before studying teeth as the first stage of digestion"],["mt_I047mKeeaq","mt_13CtLTcWUB",0,"Carnivore/herbivore classification helps understand why animals have different teeth"],["mt_i2F1nWxJjv","mt_QhFEDyIwSO",1,"Solving inequalities uses the same inverse-operation methods as solving equations"],["mt_i2F1nWxJjv","mt_PsylzZ9lHW",1,"Representing inequality solutions on a number line requires ordering integers, decimals, and fractions together"],["mt_i4bDqjyglj","mt_fDoE-pL6Jv",0,"Understanding animal body structures supports reasoning about group behaviour advantages"],["mt_i4bDqjyglj","mt_YynJoQcm_M",0,"Savanna herding behaviour parallels curriculum concept of animals forming groups to survive"],["mt_i4bDqjyglj","mt_oNWXXAn3cn",1,"Must know what insects are before studying how some live in colonies"],["mt_I5j1ZWo2cn","mt_THl9GLxwoL",1,"Adding/subtracting tens requires place value understanding"],["mt_I5j1ZWo2cn","mt__t4afSyZRm",1,"Adding ones to a two-digit number extends Y1 adding within 20"],["mt_I65kFjWwnF","mt_QEr24lqzvH",0,"Knowledge of punctuation needed to spot errors"],["mt_I65kFjWwnF","mt_nYU6x2E2T8",1,"Critical independent self-reading of one's own writing builds directly on the prior skill of reading one's own work aloud clearly — the auditory/fluent reading out loud is the mechanism through which children first detect where their writing sounds wrong"],["mt_I65kFjWwnF","mt_vauULTecMH",0,"Need writing to revise"],["mt_I65kFjWwnF","mt_QB4qIGJIIj",1,"Evaluating whether your own writing creates an intended effect requires first understanding how authors' choices create effects on readers — reading like a writer before writing like a reader"],["mt_i80I-1MLP2","mt_bABr-c2DfV",1,"Diffusion in and between cells requires knowing about the cell membrane as a selectively permeable boundary"],["mt_I9iSzpGRn5","mt_9NQEiYLQA3",0,"Understanding bullying impact benefits from perspective-taking"],["mt_I9iSzpGRn5","mt_Wc6cOTQ1bA",1,"Understanding bullying builds on knowing right from wrong"],["mt_i9rJbuFO3p","mt_jHgRQ4hR0g",1,"Writing algebraic expressions extends writing/interpreting numerical expressions"],["mt_iEXqN48w3x","mt_PNSyfH56eQ",1,"Percentage increase/decrease extends KS2 percentage calculations"],["mt_IfEgu0X449","mt_FbDKeLfBCo",1,"Comparing fractions requires ability to find common denominators via simplification"],["mt_IfEgu0X449","mt_a1FdAsRKOF",1,"Fraction problems require addition/subtraction of fractions"],["mt_iFkd0CTwlA","mt_P0HBNfp46z",0,"Scribes are a special job — helps to know about daily life first"],["mt_iFkd0CTwlA","mt_bEvMBUv4eG",0,"Scribes' elite status benefits from understanding the social hierarchy"],["mt_iGSfQg3g5c","mt_hi8cVycbwn",0,"Modelling/sketching skills support designing a shade structure"],["mt_iGSfQg3g5c","mt_fI-8iqf_Id",0,"Seasonal observation supports understanding sunlight warming effects"],["mt_II6iw4BmJI","mt_OlhMP7ShFT",1,"KS3 text structure analysis extends KS2 identifying how language choices and text structure contribute to meaning"],["mt_II6iw4BmJI","mt_w4wKFP3jud",0,"Understanding how text structure conveys information builds on prior work identifying connections between ideas in informational text"],["mt_IlyE-Sm8k5","mt_2GDBmKCJxs",1,"Contextualising past behaviour requires first accepting that the same event can look different from different viewpoints — contextualisation is the deeper explanation for why accounts differ"],["mt_IlyE-Sm8k5","mt_32B7xjUPwF",0,"Historical contextualisation requires connecting a person's actions to the world they inhabited — the same connecting habit used across all subjects"],["mt_IM1G_7QzTa","mt_oIzycTBeE4",0,"Connecting representations to number sentences requires fluency with +, -, = symbols"],["mt_IM1G_7QzTa","mt_xppl18avyY",0,"Interpreting data exercises representing real-world situations"],["mt_IM1G_7QzTa","mt_cPZwlUk8Nd",1,"Age 7-8 modelling is prerequisite to age 8-9 level"],["mt_iodbOOmEQs","mt_OltpfaX7l6",0,"Evaluating a speaker's reasoning parallels evaluating an author's purpose and point of view in reading"],["mt_iodbOOmEQs","mt_wwdRhPyz6s",1,"Identifying a speaker's reasons and evidence builds on evaluating viewpoints and building on others' contributions in discussion"],["mt_IP0PTVfTXp","mt_QHKqckBdAk",1,"Advanced K-Pg extinction analysis depends on basic K-Pg boundary and Chicxulub impact knowledge"],["mt_IP0PTVfTXp","mt_-r3B4FQyX3",0,"Advanced K-Pg analysis connects with KS3 extinction and natural selection concepts"],["mt_IP0PTVfTXp","mt_0sELh0MYWb",0,"Understanding genetic bottlenecks during mass extinctions depends on heredity and chromosomes concepts"],["mt_iTjrKEdAOj","mt_aulwq39aj8",1,"The life cycle of stars is understood in the context of the wider universe — galaxies, nebulae, and the scale at which star formation occurs"],["mt_IuHa5UI5od","mt_lU-2aTRB9f",0,"Adding volumes of sub-figures uses decimal addition"],["mt_IuHa5UI5od","mt_6xNmQLzuqm",1,"Counting unit squares for area supports extending to counting unit cubes for volume"],["mt_IuHa5UI5od","mt_q9EaJc2FP8",0,"Computing l×w×h requires multi-digit multiplication"],["mt_Iwg2diBSyW","mt_LhkP_KKIRS",0,"Calming strategies benefit from naming the emotion you're trying to manage"],["mt_iWGnyUyN2j","mt_HBcvu0UxYe",1,"Conflict resolution builds on understanding friendship qualities"],["mt_iWGnyUyN2j","mt_kvrvpQris4",0,"Resolving disagreements benefits from expressing feelings in words"],["mt_iWGnyUyN2j","mt_wwdRhPyz6s",0,"Resolving disagreements through conversation requires the collaborative speaking skills — staying on topic, building on others' contributions — from Speaking & Listening"],["mt_iWGnyUyN2j","mt_YbX3LD0Eca",1,"Resolving disagreements builds on listening to others"],["mt_IY3KwGLZgk","mt_brgde1Vx0P",1,"Must use classification keys before understanding formal broad group classification"],["mt_IY3KwGLZgk","mt_LRzjbo1Fn6",0,"Understanding structures supporting survival helps justify classification by specific characteristics"],["mt_iycQEai3dK","mt_bKlnc7dyVK",1,"Must understand what fossils are before learning how they form in detail"],["mt_iycQEai3dK","mt_NYA50DFcOO",1,"Must examine rocks before understanding how fossils form within rock"],["mt_iycQEai3dK","mt_Sa48W7KXB5",0,"Understanding living vs dead supports understanding what gets fossilised"],["mt_iYOcfzFqMw","mt_TMOzMCE17H",1,"Global atmospheric circulation depends on climate zones"],["mt__J2BO4V95l","mt_0ewYhTSHtP",1,"Self-regulation mastery depends on advanced resilience skills"],["mt__J2BO4V95l","mt_Jd2aWEUJ9G",1,"Advanced self-regulation mastery depends on earlier self-regulation skills"],["mt_j32D5DZX7x","mt_OltpfaX7l6",1,"Comparing firsthand and secondhand accounts builds on distinguishing author's POV and identifying author's purpose"],["mt_j351evNNnB","mt_cU3LcEVkBQ",1,"Distinguishing adjectives from adverbs builds on using adjectives in expanded noun phrases"],["mt_J40cOn7VWn","mt_okUMpHsV-P",0,"Advanced hormonal regulation depends on understanding neuron structure and signal transmission"],["mt_J40cOn7VWn","mt_pu2mmK27UA",1,"Advanced endocrinology and hormonal feedback loops depends on the puberty and hormones overview"],["mt_J40cOn7VWn","mt_mquPi2IP-J",0,"Temperature homeostasis links to enzyme activity in respiration and why stable temperature matters for cell function"],["mt_j5YqQnN6xe","mt_oIzycTBeE4",0,"Determining whether equations are true/false exercises evaluating and justifying"],["mt_j5YqQnN6xe","mt_7XcCG43ZZW",0,"Explaining part-part-whole decompositions exercises showing and telling"],["mt_J6uccv2Bo4","mt_AxGPeVRm__",0,"Reef protection is a key conservation example"],["mt_J6uccv2Bo4","mt_KRNU0IOKfO",0,"Climate connection enriches understanding of why conservation matters"],["mt_J6uccv2Bo4","mt_URTJbS3hhs",1,"Understanding human impact requires ecosystem systems thinking"],["mt_j8Pv3s7TZR","mt_Iwg2diBSyW",1,"Different coping strategies builds on knowing basic calming strategies"],["mt_j8Pv3s7TZR","mt_Ytd8XC3eQr",0,"Choosing coping strategies benefits from reading body-emotion signals"],["mt_jBQS-CicNn","mt_liIW336odh",0,"Shape classification supports completing polygons on grid"],["mt_jBQS-CicNn","mt_QysgF57dxh",1,"Coordinate system builds on understanding perpendicular lines"],["mt_JBWMqZVO7S","mt_iycQEai3dK",1,"Must understand fossil formation before learning field excavation methods"],["mt_JcfP1hWKa_","mt_uVaS12lN1i",1,"Must understand food webs and decomposers before grasping the nutrient cycling paradox"],["mt_JcfP1hWKa_","mt_LRzjbo1Fn6",0,"Plant adaptations (buttress roots in thin soil) connect to the poor-soil paradox"],["mt_Jd2aWEUJ9G","mt_Amw5ikSSQI",1,"Coping toolkit reflection builds on understanding resilience"],["mt_Jd2aWEUJ9G","mt_cJjnPjuvCU",0,"Reflecting on strategies benefits from goal-setting experience"],["mt_Jd2aWEUJ9G","mt_H8dEMH_wik",0,"Building a personal toolkit of self-regulation strategies requires first having noticed the patterns of situations that trigger you and the reactions you typically have"],["mt_jHgRQ4hR0g","mt_q9EaJc2FP8",0,"Evaluating expressions requires fluent multiplication"],["mt_jHgRQ4hR0g","mt_Zdv-b-iW5K",0,"Evaluating grouped expressions formalises multi-step calculation skills from Y5"],["mt_JivEBTD_KV","mt_RhntJz7p_6",1,"Resisting peer pressure builds on decision-making process"],["mt_JivEBTD_KV","mt_rqLMfiw61L",0,"Resisting peer pressure benefits from assertive communication skills"],["mt_JivEBTD_KV","mt_yCmYV9ruQu",1,"Peer pressure resistance builds on bystander/upstander awareness"],["mt_JiZ3H90Xg8","mt_RNeEF1JU4J",1,"Advanced decision-making depends on earlier problem-solving skills"],["mt_JiZ3H90Xg8","cx_psd_mind_traps",0,"Knowing common thinking traps makes cognitive bias in risky decisions easier to see"],["mt_JpQUM1129q","mt_QhLAeAlHI0",1,"Must understand nutrition before learning how the digestive system processes food"],["mt_Jvg8X0N5u0","mt_jHgRQ4hR0g",1,"Substituting into formulae requires understanding order of operations"],["mt_Jvg8X0N5u0","mt_QaYfeVL-0C",1,"Rearranging formulae to change the subject is an application of inverse operations to algebraic expressions"],["mt_Jvg_r4yWaY","mt_2Um22lTBZV",1,"KS3 kinetic energy store extends KS2 US understanding that faster-moving objects have more energy"],["mt_Jvg_r4yWaY","mt_EQQWKz03P8",0,"KS3 energy stores and radiation transfer provides the physics vocabulary for explaining how greenhouse gases re-emit infrared"],["mt_jvJ35MmCvK","mt_XbGfVhfiUz",1,"Must know what computers are before understanding robots as programmable machines"],["mt_jwElFY7Syd","mt_S9SKah-yi_",1,"Understanding layers requires knowing what a volcano is (motivation for internal structure)"],["mt_jwElFY7Syd","mt_yhhprm7dZK",1,"Earth's layers builds on knowing Earth is made of rock"],["mt_JwP9QFv6gQ","mt_EDgw64OmfA",1,"Understanding ×10 place-value relationship supports reading/writing larger numbers"],["mt_JwP9QFv6gQ","mt_U0waNfD8PB",1,"Comparing beyond 1000 is prerequisite to comparing up to 1,000,000"],["mt_JwP9QFv6gQ","mt_NLSfvB9vUl",0,"Must round numbers before solving problems involving rounding"],["mt_JwP9QFv6gQ","mt_1KkvzwYxbR",0,"Negative number problems may appear in context"],["mt_jY7uf0Cb7o","mt_THl9GLxwoL",1,"100 as ten tens extends understanding of 10 as ten ones"],["mt_jY7uf0Cb7o","mt_9L3NQqgqRd",1,"Representing to 10,000 extends representing to 1000"],["mt_JyfLtl_nhw","mt_68pIoiiG4g",1,"Efficiency calculations quantify how much energy is conserved vs dissipated — conservation and dissipation must be understood first"],["mt_JyfLtl_nhw","mt_PNSyfH56eQ",0,"Calculating energy efficiency as a percentage requires percentage calculation skills from Math"],["mt_JyfLtl_nhw","mt_3WMADSy0mA",0,"Work done = force × distance links energy to mechanics — understanding forces as vectors provides the context"],["mt_K1-HopEJAB","mt_X_aDUBh-HF",1,"Must understand energy transfer forms before designing an energy conversion device"],["mt_K1-HopEJAB","cx_tech_design_cycle",0,"Building an energy device follows the design cycle"],["mt_K5jM7vlVhA","mt_nvdpxAJTBG",1,"Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s"],["mt_K5jM7vlVhA","mt_fZTn0W_iZR",0,"Age 7-8 repeated reasoning builds on age 6-7"],["mt_K5jM7vlVhA","mt_PZ909yPrEC",1,"Recalling times table facts requires understanding multiplication as repeated addition/grouping"],["mt_K6qtan847r","mt_ofOGCQ7FWj",1,"Must understand patterns and sorting before grasping the training process"],["mt_K8_RYIvrTV","mt_RNRymbz5SO",1,"Must understand buying transactions before exploring different payment methods"],["mt_K8_RYIvrTV","mt_zrCyqhngYm",0,"Money safety concepts extend to digital payment safety"],["mt_KA5j5OeGvw","mt_RhntJz7p_6",0,"Understanding emotions affect decisions connects to the decision-making process"],["mt_KA5j5OeGvw","mt_Ytd8XC3eQr",1,"Emotions influencing decisions builds on body-emotion awareness"],["mt_KaF0SQvaiu","mt_NtJYlJdUe9",1,"Measuring length with units requires first being able to compare lengths directly"],["mt_KB_Czd7RQH","mt_1VmTUxBrNd",1,"Trigonometry extends Pythagoras by introducing angle-side relationships"],["mt_KB_Czd7RQH","mt_Jvg8X0N5u0",1,"Using trig ratios to find unknowns requires formula rearrangement"],["mt_kCSy3Lsgme","mt_oAg79ju344",1,"Tides/waves/currents require basic ocean knowledge"],["mt_kDKo4lxRKi","mt_aO018DkCun",1,"Must know Arctic vs Antarctic before learning which animals live where"],["mt_kDKo4lxRKi","mt_pwo81ls_J-",1,"Arctic camouflage (white coats) builds on understanding of camouflage"],["mt__kFxuAgs6d","mt_ZRoQVXf_aD",1,"Seismic wave types and Earth interior depends on seismometer and earthquake measurement concepts"],["mt_kH1DzOPsXG","mt_AzTrT5ySCx",0,"Seeing AI in daily life motivates understanding what data powers it"],["mt_kH1DzOPsXG","mt__p5n8z5soJ",1,"Must understand that computers follow instructions before learning about data as their input"],["mt__KHQttMde3","mt_F978c32kDr",1,"Need GPC knowledge to blend"],["mt__KHQttMde3","mt_PvU3eoikev",1,"Phoneme awareness needed for blending"],["mt_KiRn5lnRgj","mt_w2xiMNkyyX",1,"Must understand Earth's rotation and orbit before comparing geocentric vs heliocentric models"],["mt_kLQOzZYrd5","mt_5mIcmKRCgA",0,"Speed, density, and unit pricing are applications of direct/inverse proportion"],["mt_kLQOzZYrd5","mt_Jvg8X0N5u0",0,"Rearranging compound unit formulae (speed = distance/time) uses formula rearrangement skills"],["mt_kLQOzZYrd5","mt_d8al9JcajP",1,"Compound units require confident unit conversion (e.g. km/h to m/s)"],["mt_kLQOzZYrd5","mt_U4cIBXVug4",1,"Multiplicative comparison supports scaling problems"],["mt_klyw-tdlhP","mt_PdYlsA33jB",1,"Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck"],["mt_Kr3IyA6m-O","mt_ndGqFPWyen",1,"Must understand unit fractions to reason about equivalence"],["mt_Kr3IyA6m-O","mt_TqDq6jyOmL",0,"Counting in tenths supports placing fractions on a number line"],["mt_KRNU0IOKfO","mt_AB-TEMXSGJ",0,"Ocean-climate connection benefits from understanding weather vs climate distinction"],["mt_KRNU0IOKfO","mt_kCSy3Lsgme",1,"Ocean-climate connection builds on knowing about currents and evaporation"],["mt_KRNU0IOKfO","mt_cMmG8VLbAp",1,"Must understand ice and sea ice before learning about albedo and ocean currents"],["mt_KRNU0IOKfO","mt_URTJbS3hhs",1,"Ocean as climate engine requires systems thinking"],["mt_KsKLVW_ssY","mt_fI-8iqf_Id",0,"Seasonal observation supports understanding land and water features"],["mt_KTSoXcO7OL","mt_VBl1T1sFCM",1,"Must understand vibrations make sound before finding pitch patterns"],["mt_k-V37x3zsF","mt_OltpfaX7l6",1,"Evaluating author's use of reasons and evidence builds on identifying author's POV and purpose; the step up is from identifying purpose to evaluating the quality of reasoning"],["mt_kvrvpQris4","mt_9Y5-GjF2B0",0,"Expressing feelings in words benefits from understanding triggers"],["mt_kvrvpQris4","mt_Iwg2diBSyW",0,"Expressing feelings in words benefits from calming down first"],["mt_KwdjWEmMNo","mt_i9rJbuFO3p",1,"Algebraic notation builds on KS2 expressing missing-number problems algebraically"],["mt_KwdjWEmMNo","mt_Jvg8X0N5u0",1,"Using letters in expressions extends KS2 simple formulae work"],["mt_KYx0m4OyZv","mt_iTjrKEdAOj",1,"Stellar nucleosynthesis depends on understanding the basics of a star's life cycle"],["mt_KYx0m4OyZv","mt_Z_Wu_77ybI",0,"Stellar nucleosynthesis depends on understanding atoms, elements, and isotopes"],["mt_L1469gt34A","mt_lp1eTsQen7",0,"Basic needs (exercise keeps heart strong) connects to knowing the heart pumps blood"],["mt_L1469gt34A","mt_oAg79ju344",0,"Ocean animal needs are contextualised by knowing what the ocean is"],["mt_lAvS72LOUO","mt_LhkP_KKIRS",0,"Showing kindness benefits from recognising emotions in others"],["mt_lAvS72LOUO","mt_wzUzVEBqJb",1,"Showing kindness meaningfully requires vocabulary for empathy, care, and community"],["mt_Lb2ZnMdkYR","mt_K5jM7vlVhA",1,"Finding factor pairs requires fluent table knowledge"],["mt_lcf8lx-LkZ","mt_k7GOtslF-x",0,"Distinguishing contact and non-contact forces is clarified by drawing force diagrams showing where arrows originate"],["mt_LE7nFEwS12","mt_S4G6GLKr1-",1,"Activating prior knowledge requires the foundational habit of persistent engagement with new material"],["mt_lFiDFPkVmH","mt_5l7iGkf1Tp",0,"Knowing the solar system's structure and Earth's orbital path provides context for understanding axial tilt and seasons"],["mt_lFiDFPkVmH","mt_w2xiMNkyyX",1,"Explaining seasons through axial tilt requires 'axis', 'tilt', 'orbit', 'solstice', and 'equinox' vocabulary"],["mt__LiAEHt9nk","mt__AWSThGJ0d",1,"Must understand AI's impact on jobs before envisioning the broader future"],["mt__LiAEHt9nk","mt_ZpCcTU8j_o",0,"Environmental trade-offs inform future AI decisions"],["mt__LiAEHt9nk","mt_cVp_nop-5L",1,"Must understand responsible AI design before imagining the future of AI"],["mt_liIW336odh","mt_QysgF57dxh",1,"Deriving shape properties requires fluent geometric vocabulary"],["mt_LKagN9GJPX","mt_nRF_VRntrW",1,"Must know water distribution before modelling hydrosphere interactions"],["mt_LKagN9GJPX","mt_NYA50DFcOO",0,"Modelling geosphere, biosphere, hydrosphere interactions draws on geological vocabulary"],["mt_LKagN9GJPX","mt_AB-TEMXSGJ",1,"Must understand climate before modelling atmosphere interactions with other systems"],["mt_LKagN9GJPX","mt_W4j7T_PnGH",0,""],["mt_LkOMijDvL7","mt_4JpMXUIxeD",1,"Advanced adaptive immunity and vaccination science depends on immune system basics covering pathogens and defence responses"],["mt_LkOMijDvL7","mt_g9RcQOhU5d",1,"Pathogens are microorganisms — understanding unicellular life forms provides the foundation for understanding how pathogens work"],["mt_lMLeNLDRO8","mt_VfA4xo4kUv",1,"Microscope technique is learned in the context of observing cells"],["mt_LMX-nZETLM","mt_86DyHo9zO3",0,"Word choice for effect benefits from register awareness"],["mt_LMX-nZETLM","mt_PJyCGJz5Hv",1,"Choosing words for effect builds on oral rehearsal and vocabulary building"],["mt_lNGpnILM5C","mt_TqDq6jyOmL",1,"Reading/writing decimals to thousandths requires understanding thousandths place"],["mt_loEMaQ8kFA","mt_H3ZDK0EYNV",1,"Applying V = IR rules to series and parallel circuits requires Ohm's Law as a working tool"],["mt_lp3qyEujIv","mt_6eTZUwKQZr",0,"Distinguishing literal from inferred requires being able to articulate your own understanding clearly enough to examine its source"],["mt_lp3qyEujIv","mt_scBgiMKhG_",1,"Distinguishing literal from inferred requires first being able to monitor whether you have actually understood — you must notice comprehension before you can interrogate its source"],["mt_LpSuPgL31x","mt_OvyoRo47K-",1,"Division as equal sharing/grouping requires understanding subtraction as taking away/separating"],["mt_LPYPuSaxv_","mt_h_shhH-6DC",1,"Advanced responsible decision-making depends on earlier civic responsibility concepts"],["mt_LPYPuSaxv_","mt_JivEBTD_KV",1,"Advanced responsible decision-making depends on earlier decision-making skills"],["mt_LPYPuSaxv_","mt_WtO50EZQkf",1,"Responsible decision-making mastery depends on ethical decision-making skills"],["mt_LRzjbo1Fn6","mt_UR5LvBeyF1",1,"Must understand variation provides survival advantages before connecting adaptation to evolution"],["mt_LRzjbo1Fn6","mt_xT6jPzyj92",1,"Must know plant part functions before arguing about how plant structures support survival"],["mt_LRzjbo1Fn6","mt_7hB8s5eOP1",0,"Understanding the cells → tissues → organs → systems hierarchy enriches the ability to argue about internal structures supporting survival"],["mt_LRzjbo1Fn6","mt_SdIWVjzopp",1,"Must know about skeletons/muscles before arguing about how structures support survival"],["mt_LRzjbo1Fn6","mt_YynJoQcm_M",1,"Desert adaptations are key examples for understanding adaptation categories"],["mt_LRzjbo1Fn6","mt_kDKo4lxRKi",1,"Polar adaptations are key examples for understanding adaptation categories"],["mt_lsO9O-_eZH","mt_-mw3JeIjhU",0,"Direct speech punctuation introduces the concept of embedding one structure within another; parenthesis similarly embeds additional information"],["mt_lsO9O-_eZH","mt_ntqNLHsj5n",1,"Parenthetical commas are a new comma use; learners need secure comma-in-lists knowledge before learning commas for parenthesis"],["mt_lsO9O-_eZH","mt_aw0PldeT_L",1,"Using hyphens in compound modifiers builds on understanding how two component words can combine to create a single compound word"],["mt_lsO9O-_eZH","mt_cU3LcEVkBQ",0,"Hyphens in compound modifiers builds on expanded noun phrases"],["mt_lU-2aTRB9f","mt_WsM4EmdOLe",1,"Written division with decimal answers extends long division skills"],["mt_lU-2aTRB9f","mt_EDgw64OmfA",1,"Decimal quotients require understanding of decimal place value and powers of 10"],["mt_lU-2aTRB9f","mt_SrrsLiJkr3",1,"Decimal addition/subtraction builds on fluent whole-number columnar algorithm"],["mt_lU-2aTRB9f","mt_q9EaJc2FP8",1,"Multiplying decimals by whole numbers builds on whole-number multiplication"],["mt_lU-2aTRB9f","mt_a1FdAsRKOF",0,"Fraction addition/subtraction supports measure/money problem-solving"],["mt_Lu4H4mbsqO","mt_IlyE-Sm8k5",0,"Recognising that interpretation is shaped by context — including the historian's own time and perspective — builds on the contextualisation habit"],["mt_Lu4H4mbsqO","mt_wWlZoLQBR6",1,"Understanding that the same evidence supports different interpretations requires first having practised comparing sources through corroboration"],["mt_Lu4H4mbsqO","mt_ZxdfRbwkKM",0,"Distinguishing historical evidence from interpretation requires careful reading of informational sources — a skill developed through English non-fiction comprehension"],["mt_LuwHnQItF_","mt_bjlY5TE1y-",0,"Feudal system context shows how Church power paralleled secular power"],["mt_LuwHnQItF_","mt_PThM5P7Umd",1,"Must understand medieval daily life before grasping the Church's pervasive influence over it"],["mt_LuwHnQItF_","mt_Nj32xtOhno",0,"Cross-domain: Roman architecture (arches, domes) provides contrast with Gothic architecture (pointed arches, flying buttresses)"],["mt_M2Gou3O6qT","mt_RTwmvr9R7V",0,"Business idea provides context for what to market"],["mt_M2Gou3O6qT","mt_SbEaQnMQoD",1,"Must understand customers before learning to reach them through marketing"],["mt_M5PPDJStGm","mt_WcfaSfVT33",1,"One-to-one correspondence requires knowing the number name sequence"],["mt_Mb1JUJmnbX","mt_rpug2tkYhb",1,"Questioning your assumptions about social situations requires first having practised the harder skill of seeing yourself from another person's perspective"],["mt_Mb1JUJmnbX","mt_Y6P9y1Rz-u",0,"Questioning your assumptions about why someone acted a certain way is elaborative interrogation applied to social cognition — asking 'why do I think this?' rather than accepting the first explanation"],["mt_MBTVB-E-S7","mt_Mf-T-fYRLX",1,"KS3 purity and formulations extends KS2 dissolving and solutions"],["mt_MBTVB-E-S7","mt_Z_Wu_77ybI",1,"Purity is defined at the atomic/molecular level — distinguishing compounds from mixtures requires atoms/elements knowledge"],["mt__MDiDU9Vck","mt_PJyCGJz5Hv",1,"Oral rehearsal precedes informative writing"],["mt_mDp-1vlL3R","mt_9NQEiYLQA3",1,"Fairness understanding builds on perspective-taking ability"],["mt_MewIRdzpzz","mt_jY7uf0Cb7o",0,"Understanding why place value matters contrasts with Roman numeral system"],["mt_Mf-T-fYRLX","mt_Ge4Wtg6QMM",0,"Must understand solubility as a property before learning dissolving and recovery in detail"],["mt_Mf-T-fYRLX","mt_fhqVdj4BYr",0,"Evaporation knowledge supports understanding recovery of dissolved substances"],["mt_miGrca8zaS","mt_pAuo9Op89t",1,"Breaking tasks into steps builds on growth mindset perseverance"],["mt_miGrca8zaS","mt_Amw5ikSSQI",0,"Breaking tasks into steps is a self-regulation strategy; vocabulary of being overwhelmed and managing setbacks is helpful"],["mt_miGrca8zaS","mt_SmghasIvbT",0,"The SEL skill of breaking a big task into manageable steps parallels and builds on the mathematical practice of planning a step-by-step approach to complex problems"],["mt_mKAZTqItRG","mt_u7Jxjjatkh",1,"Distinguishing plural -s from possessive -'s requires understanding of regular plurals"],["mt_mKAZTqItRG","mt_BhYJZUsErp",1,"Basic encoding ability needed to spell contracted forms"],["mt_mKAZTqItRG","mt__KHQttMde3",1,"Need blending to read contractions"],["mt_ML5t7n2-U8","mt_AabJisinfi",0,"Triangle area formula (½ × b × h) requires understanding multiplying by ½"],["mt_ML5t7n2-U8","mt_Jvg8X0N5u0",0,"Using area formulae connects to the general skill of using formulae"],["mt_ML5t7n2-U8","mt_6xNmQLzuqm",1,"Triangle/parallelogram area extends rectangle area formula"],["mt_mMMXD4v9Sh","mt_8UL1opbJEt",0,"Greece & Rome geography builds on Ancient Egypt geography — both Mediterranean civilisations, Egypt came first chronologically"],["mt_mmudyxf7bT","mt_E7avIa-tcE",0,"Pyramids as tombs benefit from knowing pharaohs were powerful rulers"],["mt_mmudyxf7bT","cx_hist_timelines",0,"Tomb evolution from pyramids to Valley of Kings benefits from timeline context"],["mt_Mnodea7mG_","mt_XjwUlmxdCT",1,"Y3 drawing 2D and making 3D shapes is prerequisite to identifying 3D from 2D representations"],["mt_MOY_2Cqalz","mt_LhkP_KKIRS",1,"Wider emotion vocabulary builds on naming basic emotions"],["mt_mqgu72aCMz","mt_QhFEDyIwSO",1,"Understanding simultaneous equations requires fluency with single linear equations"],["mt_mqgu72aCMz","cx_math_assumption",0,"Simultaneous equations are the algebraic version of the same puzzles"],["mt_mqgu72aCMz","mt_WBdHkc2HTf",1,"Simultaneous equations graphically requires plotting two linear graphs on the same axes"],["mt_mquPi2IP-J","mt_V9SQS9gLFw",1,"Aerobic respiration uses oxygen obtained through gas exchange — the supply mechanism must be understood first"],["mt_muxjw0fxxN","mt_e6PP4ip39V",1,"Wild/farm/pet distinction builds on knowing animals exist everywhere"],["mt_muxjw0fxxN","mt_fDoE-pL6Jv",0,"Wild/farm/pet distinction enriched by curriculum animal group identification"],["mt_-mw3JeIjhU","mt_QEr24lqzvH",1,"Direct speech punctuation requires secure sentence punctuation"],["mt_-mw3JeIjhU","mt_PJyCGJz5Hv",0,"Advanced spoken language skill builds on earlier speaking concepts"],["mt_MWXPiaTnEu","mt_jY7uf0Cb7o",1,"Mental add/sub of tens to three-digit numbers requires three-digit PV"],["mt_MWXPiaTnEu","mt_EDgw64OmfA",0,"×10 place-value relationship supports mental strategies with large numbers"],["mt_MWXPiaTnEu","mt_I5j1ZWo2cn",1,"Must be able to use strategies before explaining why they work"],["mt_My0OL6fhGL","mt__ab4knIaSL",1,"Must understand needs vs wants to critically evaluate advertising"],["mt_My0OL6fhGL","mt_RNRymbz5SO",0,"Buying experience provides context for understanding advertising pressure"],["mt_mydcMoa8gN","mt_cEQqskOaoo",1,"Advanced emotional literacy skills depends on earlier emotional expression concepts"],["mt_mydcMoa8gN","mt_p-8Hlf6_9k",1,"Emotional literacy mastery depends on advanced emotion regulation skills"],["mt_mywsN77hGZ","mt__h7hvT4tEb",0,"Comparing groups exercises precise use of 'more than', 'fewer than', 'equal'"],["mt_mywsN77hGZ","mt_oIzycTBeE4",0,"Understanding = as 'is the same as' is core to precise symbol use"],["mt_N1744276Zu","mt_TTzJTF-OkG",0,"Historical Thinking source evaluation skills underpin Greek/Roman evidence evaluation"],["mt_N1744276Zu","mt_H1pAi4F_Oh",1,"Trojan War is the most famous Greek myth — must know Greek myths first"],["mt_N1744276Zu","mt_6nqVnVdexe",0,"Pompeii is a key source of evidence discussed in this topic"],["mt_n5_Jt4ExUd","mt_ph4xZVMiVq",0,"Wave model supports understanding patterns used for information transfer"],["mt_n5_Jt4ExUd","mt_ZL9qVVnpwN",1,"Must have built a simple communication device before comparing multiple information transfer solutions"],["mt_NCrbQe0LdB","mt_AbnwmKD8oe",1,"Advanced cooperation skills depends on earlier group work concepts"],["mt_NCrbQe0LdB","mt_nqM2OW0Qlm",1,"Advanced cooperation skills depends on foundational advanced friendship skills"],["mt_ndGqFPWyen","mt_cFltwUQi-d",1,"Recognising fractions of shapes/quantities is prerequisite to formal unit fraction understanding"],["mt_ndGqFPWyen","mt_oIzycTBeE4",0,"Writing fraction sentences (1/2 of 6 = 3) requires understanding the = sign"],["mt_nIl1kKZHsk","mt_E5ju6kQSu3",1,"Cultural shaping of emotions builds on knowing people mask/hide feelings"],["mt_Nj32xtOhno","mt_CSGqz245rV",0,"Theatre flourished in Athens, the cultural city-state"],["mt_Nj32xtOhno","mt_6nqVnVdexe",1,"Roman engineering from 7-9 is prerequisite for analysing Roman architectural innovations"],["mt_Nj32xtOhno","mt_yNGrY9xJ8Y",0,""],["mt_NLSfvB9vUl","mt_EDgw64OmfA",1,"Understanding ×10 relationship supports rounding to higher place values"],["mt_NLSfvB9vUl","mt_U0waNfD8PB",0,"Understanding which multiple is closer uses comparison skills"],["mt_nNDX_jZ-cb","mt_Iwg2diBSyW",1,"Patience and waiting practice requires understanding the vocabulary of coping and managing big feelings"],["mt_nNYo5A-7Bl","mt_hi8cVycbwn",1,"Must create models before comparing test results of two designs"],["mt_nNYo5A-7Bl","mt_ZFwPZaDJ0_",1,"Must gather/record data before analysing data from design tests"],["mt_nNYo5A-7Bl","cx_tech_design_cycle",0,"Comparing designs is the test-and-improve part of the cycle"],["mt_NPTjGJIyb3","mt_J6uccv2Bo4",1,"Trophic cascades and overfishing depends on human ocean harm overview"],["mt_nqM2OW0Qlm","mt_z98J_Zg2L3",1,"Advanced friendship skills depends on earlier social skills"],["mt_nRF_VRntrW","mt_KsKLVW_ssY",1,"Must know land and water features before learning where water is found on Earth"],["mt_nRF_VRntrW","mt_Pl-nsjYGZ3",0,"Understanding state changes supports knowing water as solid (ice) and liquid"],["mt_nRF_VRntrW","mt_KRNU0IOKfO",0,"Ocean-climate concept benefits from knowing salt/fresh water distribution"],["mt_ntqNLHsj5n","mt_QEr24lqzvH",1,"Must know basic punctuation before learning comma usage"],["mt_ntqNLHsj5n","mt_wq-1OJ_8s5",1,"Fronted adverbials build on understanding conjunctions, adverbs, and prepositions to express time and cause"],["mt_ntqNLHsj5n","mt_-mw3JeIjhU",0,"Tag questions and direct address relate to dialogue punctuation"],["mt_nUnowllzaN","mt_NtJYlJdUe9",0,"Systematic scientific measurement builds on understanding measurable attributes from maths"],["mt_nUnowllzaN","mt_vJO5Bxk4z-",1,"Must observe closely before taking systematic measurements"],["mt_nvdpxAJTBG","mt_M5PPDJStGm",1,"Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first"],["mt_NVr4AhsvIq","mt_S9SKah-yi_",0,"Understanding tsunamis benefits from knowing eruptions are powerful"],["mt_nwSWPTENmv","mt_pJ5zsocdNx",0,"Senses send messages to brain; understanding senses helps understand why brain receives signals"],["mt_nwSWPTENmv","mt_fDoE-pL6Jv",0,"Comparing animal structures supports understanding own body parts"],["mt_NYA50DFcOO","mt_jwElFY7Syd",0,"Rock types benefit from knowing Earth has hot interior (explains melting for igneous)"],["mt_NYA50DFcOO","mt_S9SKah-yi_",1,"Igneous rock concept links to lava cooling from volcanoes"],["mt_NYA50DFcOO","mt_yhhprm7dZK",1,"Rock types build on knowing Earth is made of rock"],["mt_NYA50DFcOO","mt_auVZZEuXjs",0,"Grouping materials by properties supports grouping rocks by properties"],["mt_nYU6x2E2T8","mt_ZhvwM6LMBL",0,"Reading fluency supports reading aloud own writing"],["mt_O2dS6gvClw","mt_x_Lg4RASVU",1,"Spelling complex vocabulary uses KS2 etymological patterns"],["mt_O2dS6gvClw","mt_YKkCM63fSC",1,"Y3-4 statutory word list builds on Y1-Y2 exception words spelling"],["mt_O2dS6gvClw","mt_OgJPbGkrYk",0,"Alternative spellings knowledge supports learning statutory words"],["mt_o7FJPDsHiW","mt_0sELh0MYWb",1,"Punnett squares and allele inheritance require a firm understanding of genes and chromosomes"],["mt_oajUvqAiBJ","mt_jvJ35MmCvK",0,"Robot knowledge provides concrete comparison point for human vs machine"],["mt_oajUvqAiBJ","mt_K6qtan847r",1,"Must understand how machines learn before meaningfully comparing human vs machine capabilities"],["mt_obF-6VYRya","mt_Hw70LI5xza",1,"Being willing to revise a hypothesis requires first distinguishing observation from interpretation — you can only update your interpretation if you recognise it as separate from the data"],["mt_obF-6VYRya","mt_TDUpy57QVM",0,"Changing your mind when evidence contradicts your prediction is the science form of the universal error-analysis habit — treating surprises as information rather than failures"],["mt_oB-L8EVdIP","mt_EygMHKs8Ed",1,"Must understand simple food chains before constructing complex ones with producer/predator/prey terminology"],["mt_oB-L8EVdIP","mt_kDKo4lxRKi",1,"Must know polar animals before placing them in food chains"],["mt_oB-L8EVdIP","mt_uVaS12lN1i",0,"Rainforest food webs enrich curriculum food chains topic (exploratory age 7 -> curriculum age 8)"],["mt_oB-L8EVdIP","mt_QhLAeAlHI0",0,"Nutrition knowledge supports understanding why animals occupy different trophic levels"],["mt_ofOGCQ7FWj","mt_kH1DzOPsXG",1,"Must understand data before learning how computers find patterns in it"],["mt_OgJPbGkrYk","mt_9-OHslmt1g",1,"Must know consonant digraphs before learning alternative consonant GPCs"],["mt_OgJPbGkrYk","mt_BtMbZibZUj",1,"Must know common vowel digraphs before learning alternative representations"],["mt_OgJPbGkrYk","mt__KHQttMde3",1,"Alternative GPCs build on basic blending ability"],["mt_OgJPbGkrYk","mt_BhYJZUsErp",1,"Must be able to encode CVC words before learning alternative spellings"],["mt_ohUnzoI_nx","mt_FuVEZ1Ac9s",0,"Evidence for evolution supports the theory of evolution by natural selection — the mechanism to be evidenced should be understood first"],["mt_oIzycTBeE4","mt_fR0UtsSREU",1,"Writing number sentences requires reading and writing numerals"],["mt_oIzycTBeE4","mt_OvyoRo47K-",1,"Reading/writing the + symbol requires understanding what addition means"],["mt_oIzycTBeE4","mt_LpSuPgL31x",0,"Writing ÷ sentences requires understanding division"],["mt_oIzycTBeE4","mt_PZ909yPrEC",0,"Writing × sentences requires understanding multiplication"],["mt_OJVkWvIaM_","mt_wzUzVEBqJb",0,"Noticing similarities and differences among people draws on vocabulary of community, fair, and care"],["mt_okUMpHsV-P","mt_qzbgwaUQOA",1,"Advanced neuroscience covering synapse function and neurotransmission depends on nervous system basics"],["mt_oL9s_bufDp","mt_NP101Zl-4g",0,"Context clues support defining words"],["mt_oL9s_bufDp","mt_WcfaSfVT33",0,"Sorting and categorising objects uses the same counting/cardinality skills from maths"],["mt_olFzbawexJ","mt_DbI1kNg_0R",1,"Climate science methodology depends on climate change basics"],["mt_OlhMP7ShFT","mt_QB4qIGJIIj",1,"Identifying language contribution requires literary language understanding"],["mt_OlhMP7ShFT","mt_ChjMU2GDJa",0,"Interpreting visual information in non-fiction texts draws on line graph reading skills from Math"],["mt_OlhMP7ShFT","mt_aFvsj35QzC",1,"Non-fiction structures build on Y1 informational text main topic"],["mt_OlhMP7ShFT","mt_gZIo5oiBMt",1,"Understanding text features builds on Y1 book features"],["mt_oLjz18CxDg","mt_sUVeVXzRuq",1,"Universal gravity and orbital mechanics build directly on mass vs weight and the concept that gravitational field strength varies between planets"],["mt_oLjz18CxDg","mt_5l7iGkf1Tp",1,"Explaining orbital motion as gravity-driven centripetal force requires knowing what is in orbit (planets, moons) from the solar system topic"],["mt_OltpfaX7l6","mt_OlhMP7ShFT",1,"Understanding context requires recognising how language choices serve different purposes"],["mt_OLwNsTI6C7","mt_WZnwITSWr8",1,"Acquiring new vocabulary requires word-solving strategies to learn words independently"],["mt_OLwNsTI6C7","mt_86DyHo9zO3",1,"Academic vocabulary deployment extends KS2 formal vs informal vocabulary"],["mt_OLwNsTI6C7","mt_NP101Zl-4g",1,"Academic and domain-specific vocabulary acquisition builds on the habit of discussing word meanings and linking new vocabulary to known words"],["mt_OLwNsTI6C7","mt_oL9s_bufDp",0,"Defining academic words requires the ability to define words by category and attribute"],["mt_-OndzpVsrv","mt_q-1a86ydgU",1,"Relative motion requires first being able to calculate and describe speed — without that foundation, comparing speeds of different observers is abstract"],["mt_oNWXXAn3cn","mt_R7LEuZjTmx",0,"Counting legs and observing movement prepares for formal body plan study"],["mt_oNWXXAn3cn","mt_ppENoD8vf1",1,"Must recognise common minibeasts before studying insect anatomy in detail"],["mt_o_p-3tCxiM","mt_ndGqFPWyen",1,"Fraction as sum of unit fractions supports understanding improper fractions"],["mt_oqvJJKCJXw","mt_HFN1pGASpZ",1,"Advanced empathy skills depends on earlier perspective-taking"],["mt_oqvJJKCJXw","cx_soc_incomes",0,"Why incomes differ is part of seeing which inequalities are built into systems"],["mt_oqziWKry-L","mt_liIW336odh",1,"Finding angles in polygons requires knowing shape properties"],["mt_oqziWKry-L","mt_KwdjWEmMNo",0,"Expressing angle sum as (n-2)×180 requires algebraic notation for the general formula"],["mt_oqziWKry-L","mt_6xNmQLzuqm",0,"Rectangle area/perimeter formulas support finding missing lengths"],["mt_oqziWKry-L","mt_4MFUAsbx_6",1,"Finding missing angles extends Y5 additive angle reasoning"],["mt_oR6dwRj2Ll","mt_fDoE-pL6Jv",1,"Must know animal groups before learning about offspring and life stages"],["mt_oR6dwRj2Ll","mt_R7LEuZjTmx",1,"Must know what minibeasts are before studying a specific life cycle"],["mt_Oru08pKlxd","mt_p6frRFuxS6",1,"Must understand opaque materials block light before understanding shadow formation"],["mt_OvyoRo47K-","mt_WcfaSfVT33",1,"Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)"],["mt_P0HBNfp46z","mt_8UL1opbJEt",0,"Daily life context benefits from knowing Egypt is on the Nile in a desert"],["mt__p5n8z5soJ","mt_XbGfVhfiUz",1,"Must know computers exist before understanding they follow exact instructions"],["mt_p6frRFuxS6","mt_4i-FKXDDXh",1,"Must understand light sources illuminate objects before testing how materials interact with light"],["mt_p6frRFuxS6","mt_auVZZEuXjs",0,"Material properties knowledge (transparent/opaque) supports light investigation"],["mt_p-8Hlf6_9k","mt_dlm3NspUyy",1,"Advanced emotion regulation skills depends on earlier self-regulation concepts"],["mt_p-8Hlf6_9k","mt_gf4RUcACLg",1,"Advanced emotion regulation depends on foundational advanced emotional literacy skills"],["mt_p-8Hlf6_9k","mt_nIl1kKZHsk",1,"Advanced emotion regulation depends on earlier coping strategies"],["mt_pAcaehday5","mt_WcfaSfVT33",1,"Representing numbers with objects/pictures/number line requires understanding that numbers represent quantities"],["mt_pAuo9Op89t","mt_UGf6jICEhs",1,"Growth mindset builds on understanding mistakes as learning opportunities"],["mt_pAuo9Op89t","mt_Amw5ikSSQI",0,"The growth mindset concept requires understanding the vocabulary pair 'growth mindset' vs 'fixed mindset'"],["mt_pAuo9Op89t","mt_SmghasIvbT",0,"Growth mindset understanding (SEL) is grounded in the concrete experience of persevering through mathematical problems — the abstract principle is made real through mathematics"],["mt_PdYlsA33jB","mt_YbX3LD0Eca",0,"Asking for help benefits from knowing how to communicate with others"],["mt_PdYlsA33jB","mt_FwI7q7DSIx",0,"Asking for help and working with others uses the vocabulary of team and cooperation"],["mt_ph4xZVMiVq","mt_VBl1T1sFCM",1,"Must understand sound travels through media before modelling wave properties"],["mt_ph4xZVMiVq","mt_KTSoXcO7OL",0,"Volume-vibration strength pattern supports understanding amplitude"],["mt_phpn6KhCAv","mt_Qzbh-_v0Gq",0,"Cross-domain: budgeting pocket money (Money & Finance) provides planning foundation"],["mt_phpn6KhCAv","mt_RTwmvr9R7V",1,"Must have a business idea before making a plan for it"],["mt_PifbJOuXrG","mt_6w2g7aoPgz",1,"Reflection and refraction build directly on understanding that light travels in straight lines and casts shadows"],["mt_PiWZA8Z0ZJ","mt_XlyF294bPR",1,"Describing predictable patterns of sun, moon, and stars requires planet, star, moon, orbit vocabulary"],["mt_PiWZA8Z0ZJ","mt_fI-8iqf_Id",1,"Must observe sun/moon/star patterns before relating daylight to time of year"],["mt_pjfmCMMPjO","mt_K5jM7vlVhA",1,"Mental multiplication requires known table facts"],["mt_pjfmCMMPjO","mt_MWXPiaTnEu",1,"Mental calculations with mixed ops/large numbers extends Y5 mental A+S"],["mt_pjfmCMMPjO","mt_q9EaJc2FP8",0,"Mental strategies build on understanding of formal multiplication"],["mt_PJyCGJz5Hv","mt_4A7FYmvVhA",0,"Oral description supports oral rehearsal"],["mt_PJyCGJz5Hv","mt_N8CpN1EJrP",1,"Need to understand sentences for oral rehearsal"],["mt_Pl-nsjYGZ3","mt_YQkUdIHO8L",1,"Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'"],["mt__pMF-Xb0TE","mt_NVr4AhsvIq",0,"Earthquake safety benefits from knowing what an earthquake is"],["mt_PNSyfH56eQ","mt_4K1dr204Hi",1,"Calculating percentages requires fraction-decimal-percentage equivalence"],["mt_PNSyfH56eQ","mt_ePXg_XyCKU",0,"Percentage-of-amount problems can be set up as bar models showing 100% divided into parts"],["mt_PNSyfH56eQ","mt_lU-2aTRB9f",0,"Finding percentages often involves decimal multiplication"],["mt_ppENoD8vf1","mt_e6PP4ip39V",1,"Must understand habitats before identifying specific organisms in habitats and microhabitats"],["mt_ppENoD8vf1","mt_oAg79ju344",0,"Rock pools are a microhabitat; benefits from curriculum naming plants/animals in habitats"],["mt_ppENoD8vf1","mt_-0cjwyYhce",0,"Knowing rainforest animals enriches identifying plants and animals in habitats (exploratory age 5 -> curriculum age 6)"],["mt_pPGaf8bR8r","mt_fDoE-pL6Jv",1,"Understanding classification helps appreciate the scale of biodiversity"],["mt_PsylzZ9lHW","mt_JwP9QFv6gQ",1,"Extending place value to any size builds directly on Y6 reading/writing/ordering numbers to 10,000,000"],["mt_PsylzZ9lHW","mt_1KkvzwYxbR",1,"Ordering all number types (integers, decimals, fractions) on a number line extends the negative-number number-line representation"],["mt_PThM5P7Umd","mt_M_xcaRcvSo",0,"Castle knowledge provides contrast with village life"],["mt_pu2mmK27UA","mt_QhLAeAlHI0",0,"Understanding puberty changes connects to knowing about food groups and balanced diet for growth"],["mt_pu2mmK27UA","mt_4IVWRAZoNC",1,"Must understand general life cycles before detailing human developmental stages"],["mt_pu2mmK27UA","mt_7hB8s5eOP1",0,"Describing stages of the human life cycle draws on organ system vocabulary"],["mt_PvU3eoikev","mt_4GiE83rJF_",0,"Rhyme awareness supports finer phoneme skills"],["mt_pwo81ls_J-","mt_V_wIdRZLsG",0,"Camouflage and nocturnal behaviour are related survival strategies"],["mt_pwo81ls_J-","mt_e6PP4ip39V",1,"Camouflage builds on awareness that animals live in different environments"],["mt_-p_xp4hMvh","mt_B3W5EfimJw",1,"Must understand forces change motion before comparing movement on different surfaces"],["mt_-p_xp4hMvh","mt_lcf8lx-LkZ",1,"Comparing how things move on different surfaces requires friction vocabulary"],["mt_-p_xp4hMvh","mt_k7GOtslF-x",1,"Identifying and explaining air resistance and friction requires drawing force arrows to show opposing forces"],["mt_PYPs2yD2sn","mt_3-ii06P4YS",1,"Must know plants get materials from air/water (photosynthesis) before tracing sun energy through food"],["mt_PYPs2yD2sn","mt_QhLAeAlHI0",1,"Must understand nutrition and food before tracing energy from sun through food chains"],["mt_PZ909yPrEC","mt_nvdpxAJTBG",0,"Skip counting supports understanding equal groups (2s, 5s, 10s)"],["mt_PZ909yPrEC","mt_LpSuPgL31x",1,"Using arrays for division requires understanding division as grouping"],["mt_q-1a86ydgU","mt_kLQOzZYrd5",0,"Calculating speed as distance ÷ time applies compound-unit thinking from Math"],["mt_Q2k3fSwyzQ","mt_3WMADSy0mA",1,"Must understand forces and their effects before learning how mechanisms multiply forces"],["mt_Q2k3fSwyzQ","mt_AvrQauS_zX",0,"Gravity context helps understand why we need mechanisms to lift heavy things"],["mt_q3vRl4dddK","mt_UHQfb-n-w3",0,"Safety awareness draws on vocabulary of 'safe', 'trusted adult', and 'choice'"],["mt_q7zxOloj_L","mt_TDUpy57QVM",1,"Evaluating whether a strategy helped requires being able to analyse what went wrong when it didn't"],["mt_q7zxOloj_L","mt_SmghasIvbT",0,"The LtL strategy evaluation skill (9-10) builds on the early scaffolded habit of checking reasonableness in maths introduced at 6-7"],["mt_q9EaJc2FP8","mt_K5jM7vlVhA",1,"Written multiplication requires fluent table facts"],["mt_q9EaJc2FP8","mt_jY7uf0Cb7o",0,"Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)"],["mt_q9EaJc2FP8","mt_oIzycTBeE4",1,"Writing multiplication/division statements requires fluency with symbols"],["mt_q9EaJc2FP8","mt_6xNmQLzuqm",0,"Area models for distributive property support understanding long multiplication layout"],["mt_QaYfeVL-0C","mt_NLSfvB9vUl",1,"Estimating an answer starts with rounding the numbers"],["mt_QaYfeVL-0C","mt_QCgbiVrwnp",1,"Using inverse to check answers requires understanding the inverse relationship"],["mt_QaYfeVL-0C","mt_SrrsLiJkr3",0,"Estimating and checking applies to three-digit calculations"],["mt_QB4qIGJIIj","mt_NP101Zl-4g",0,"Context clues support understanding literary language"],["mt_QB4qIGJIIj","mt_mLPEMpYb_R",1,"Recognising literary language requires listening comprehension of stories/poetry"],["mt_QB4qIGJIIj","mt_VLu59hpQ4T",0,"Shades of meaning support appreciating literary word choices"],["mt_QB4qIGJIIj","mt_scBgiMKhG_",1,"Recognising authorial effects requires reading for meaning rather than just decoding — you can only notice the effect of a word choice if you are genuinely engaging with meaning"],["mt_QCgbiVrwnp","mt_OvyoRo47K-",1,"Understanding commutativity of addition requires understanding addition"],["mt_Qcsl1Z1x0l","mt_curkA82CmO",1,"Research and source integration extends KS2 precis of longer passages"],["mt_Qcsl1Z1x0l","mt_zCUIJLdK_s",1,"Research writing feeds into informative/explanatory writing"],["mt_Qcsl1Z1x0l","mt_4A4RpX-Go9",1,"The advanced research skill of summarising from multiple sources while assessing credibility and avoiding plagiarism requires the prior ability to gather and take organised notes from print and digital sources"],["mt_Qcsl1Z1x0l","mt_ZxdfRbwkKM",1,"Summarising and organising material from multiple sources, including assessing credibility and integrating evidence, builds on the prior skill of drawing evidence specifically from literary texts and applying reading standards to literature"],["mt_QepALf3bin","mt_cq711F7ruL",0,"Understanding ethical selling extends to social enterprise values"],["mt_QepALf3bin","mt_RTwmvr9R7V",1,"Must understand business ideas before applying them to social problems"],["mt_QEr24lqzvH","mt_N8CpN1EJrP",1,"Must understand sentences before punctuating them"],["mt_QEr24lqzvH","mt_mB7DVai-Uf",0,"Listening and responding supports learning question words"],["mt_qgb76wHN2X","mt_Wa44s-f8Ws",1,"Must do simple tests before setting up formal fair tests with controlled variables"],["mt_qgb76wHN2X","mt_hbe_kdE_7C",0,"Using test results to make predictions and set up further tests is the science form of the universal generalisation habit — describing a pattern as a rule and testing it further"],["mt_QhFEDyIwSO","mt_FX4a2Q8XXN",0,"Many equations require expanding brackets before solving"],["mt_QhFEDyIwSO","mt_i9rJbuFO3p",1,"Solving linear equations extends KS2 missing-number problem work"],["mt_QhFEDyIwSO","mt_Jvg8X0N5u0",1,"Solving equations requires substitution skill to check answers"],["mt_QHKqckBdAk","mt_dpM1l5IOk6",1,"Must understand extinction concept before learning about the K-Pg extinction event"],["mt_QHKqckBdAk","mt_uQljqc0J5j",1,"Must know the Cretaceous period before understanding the Cretaceous-Palaeogene boundary"],["mt_QhLAeAlHI0","mt_13CtLTcWUB",0,"Carnivore/herbivore/omnivore classification supports understanding nutrition differences"],["mt_QhLAeAlHI0","mt_L1469gt34A",1,"Must know basic survival needs before learning about nutrition types and food groups"],["mt_qixeaiswFP","mt_L1469gt34A",1,"Must understand what organisms need before explaining how they change environments to meet those needs"],["mt_Qkl46lyris","mt_7hB8s5eOP1",0,"The skeleton is an organ system — understanding this level of organisation gives context"],["mt_Qkl46lyris","mt_SdIWVjzopp",1,"KS3 skeleton detail (blood cell production, biomechanics) extends KS2 skeleton and muscles introduction"],["mt_QK-ZZb7UUN","mt_SdIWVjzopp",0,"Understanding skeleton and muscles provides context for internal organ systems"],["mt_QK-ZZb7UUN","mt_7hB8s5eOP1",1,"Identifying and naming parts of the circulatory system requires circulatory system vocabulary: artery, vein, capillary, blood vessel"],["mt_QK-ZZb7UUN","mt_JpQUM1129q",1,"Must know digestive system before learning circulatory system that transports digested nutrients"],["mt_QK-ZZb7UUN","mt_lp1eTsQen7",1,"Detailed circulatory system builds on knowing the heart pumps blood through blood vessels"],["mt_QK-ZZb7UUN","mt_tiPyEkm4cU",1,"Detailed respiratory system builds on knowing we breathe air into lungs for oxygen"],["mt_QR3vxbN1o4","mt_8dstvf-KKb",1,"Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends"],["mt_QrVF5n7vci","mt_obF-6VYRya",1,"Actively seeking alternative explanations requires first having the habit of not defending your original interpretation against the evidence"],["mt_QrVF5n7vci","mt_Y6P9y1Rz-u",0,"Asking 'is there another explanation?' is the scientific form of the universal elaborative-interrogation habit"],["mt_QxsoqVUt6u","mt_YbX3LD0Eca",1,"Group work builds on listening skills"],["mt_QxsoqVUt6u","mt_phpn6KhCAv",0,"Having a plan makes it easier to divide work among a team"],["mt_QxsoqVUt6u","mt_rqLMfiw61L",0,"Working effectively in groups draws on vocabulary like 'cooperate', 'compromise', and 'conflict'"],["mt_Qxyikkkzam","mt_s6-6FYb5UQ",0,"Argument writing benefits from conscious application of rhetorical and literary devices drawn from reading — the student who can use tricolon or contrast intentionally will write more persuasive arguments"],["mt_Qxyikkkzam","cx_eng_persuasion",0,"Knowing persuasion techniques helps use them honestly in your own arguments"],["mt_Qxyikkkzam","mt_dmFnJzxKwz",1,"Supporting claims with evidence extends KS2 providing reasoned justifications"],["mt_Qxyikkkzam","mt_4-vfMgmCVB",1,"Writing arguments with logically organised reasons, acknowledged counterclaims, and a formal concluding statement requires command of varied transitions, cohesive devices, and paragraph-linking strategies"],["mt_-QY08-88rw","mt_loYPGHJ8lm",1,"Comparing circuit component function requires component vocabulary: bulb, buzzer, switch, resistance"],["mt_-QY08-88rw","mt_DA7-JYRvtP",1,"Must understand switches and circuits before investigating voltage effects"],["mt_-QY08-88rw","mt_X_aDUBh-HF",0,"Energy transfer concept supports understanding voltage as energy per charge"],["mt_QysgF57dxh","mt_3S10OOGPqu",1,"Y4 acute/obtuse angle identification is prerequisite to drawing and labelling angle types"],["mt_QysgF57dxh","mt_sBcRdUfAzV",1,"Describing regular polygons requires knowing the distinction from KS2"],["mt_qzbgwaUQOA","mt_pJ5zsocdNx",1,"Detailed nervous system builds on knowing the brain is the body's control centre"],["mt_qzbgwaUQOA","mt_nwSWPTENmv",1,"Must know human senses before modelling sense-brain-response pathway in animals"],["mt_Qzbh-_v0Gq","mt__ab4knIaSL",1,"Must understand needs vs wants to make budget trade-offs"],["mt_Qzbh-_v0Gq","mt_RNRymbz5SO",0,"Buying experience helps with realistic budgeting"],["mt_Qzbh-_v0Gq","mt_zrCyqhngYm",1,"Must understand saving concept before budgeting a fixed amount"],["mt_Qzbh-_v0Gq","cx_soc_scarcity",0,"Budgeting is choosing under scarcity"],["mt_qzGADV-NGe","mt_PifbJOuXrG",1,"Dispersion of white light into a spectrum relies on understanding refraction (light bending at a boundary)"],["mt_r1hw-KenpK","mt_Qzbh-_v0Gq",1,"Must understand basic budgeting before longer-term financial planning"],["mt_r1hw-KenpK","mt_uSUqTjOl8m",1,"Must understand banking and interest before planning long-term savings goals"],["mt_-r3B4FQyX3","mt_44HkROUnzE",0,"KS3 extinction through environmental change provides curriculum grounding for the sixth mass extinction scale and drivers"],["mt_-r3B4FQyX3","mt_FuVEZ1Ac9s",1,"Extinction is what happens when natural selection cannot produce adaptations fast enough — the mechanism must be understood first"],["mt_-r3B4FQyX3","mt_URTJbS3hhs",0,"Understanding how species distribution changes affects food webs and ecosystem interdependence"],["mt_-r3B4FQyX3","mt_Wyd-l-6H7G",1,"KS3 species distribution and climate change extends KS2 understanding that environmental change can threaten living things"],["mt_R7LEuZjTmx","mt_ppENoD8vf1",1,"Must recognise common minibeasts before comparing how they move"],["mt_R7LEuZjTmx","mt_-0cjwyYhce",1,"Minibeasts live at specific layers (leaf-cutter ants on forest floor)"],["mt_rbY77m8_s1","mt_5l7iGkf1Tp",0,"Exoplanet detection depends on understanding the detailed structure of the solar system"],["mt_rbY77m8_s1","mt_aulwq39aj8",1,"Exoplanet detection methods depend on understanding the scale of the universe in nested layers"],["mt_rf23aL6KwH","mt_UMOjbmLcbM",0,"Growing towns and trade created demand for printed material"],["mt_rf23aL6KwH","mt_LuwHnQItF_",1,"Must understand medieval cultural achievements before grasping how printing transformed them"],["mt_RhntJz7p_6","mt_QR3vxbN1o4",0,"PSD decision-making processes transfer directly to Learning-to-Learn planning frameworks"],["mt_RhntJz7p_6","mt_UHQfb-n-w3",1,"Decision-making process builds on understanding consequences"],["mt_RhntJz7p_6","mt_yCmYV9ruQu",0,"Decision-making process applies vocabulary of 'ethical', 'consequence', and 'responsibility'"],["mt_rkrG2w7WXI","mt_Wc6cOTQ1bA",0,"Understanding rules benefits from knowing right/wrong"],["mt_rkrG2w7WXI","mt_UHQfb-n-w3",1,"Understanding why rules exist requires vocabulary of 'rule', 'safe', and 'fair'"],["mt_RNeEF1JU4J","mt_6xj94tmpi-",1,"Ethical evaluation builds on recognising ethical grey areas"],["mt_RNeEF1JU4J","mt_cOknxrYhwL",0,"Evaluating ethical issues benefits from examining own biases"],["mt_RNeEF1JU4J","mt_Mb1JUJmnbX",0,"Evaluating ethical dimensions of real-world issues and forming reasoned positions requires the habit of questioning your own assumptions before accepting your first instinct"],["mt_RNRymbz5SO","mt_FIkqA0qhnj",1,"Must recognise coins/notes and their values before practising buying transactions"],["mt_roinupb_7L","mt_0sELh0MYWb",1,"Advanced gene expression and genetic disease mechanisms depends on DNA structure and replication"],["mt_roinupb_7L","mt_bABr-c2DfV",0,"Advanced genetics depends on cell biology including the cell cycle and mitosis"],["mt_rOqo-8GeKt","mt_0sELh0MYWb",1,"Mutation is defined as a change to the DNA sequence — the DNA model must be understood first"],["mt_rpug2tkYhb","mt_6eTZUwKQZr",0,"Reflecting on how your behaviour landed on others requires being able to articulate your own thinking and intentions clearly — the self-explanation habit applied to social experience"],["mt_rpug2tkYhb","mt_H8dEMH_wik",1,"Reflecting on the impact of your behaviour on others requires first having noticed patterns in your own reactions — you need self-knowledge before you can examine your social footprint"],["mt_rqalOvjkj3","mt_aO018DkCun",1,"Must understand Arctic geography before learning about peoples who live there"],["mt_rqLMfiw61L","mt_35-DhMh_Yr",0,"Assertive communication benefits from positive self-talk skills"],["mt_rqLMfiw61L","mt_iWGnyUyN2j",1,"Assertive communication builds on basic conflict resolution"],["mt_rTn43s8RNX","mt_auVZZEuXjs",1,"Must group materials by properties before evaluating suitability for purposes"],["mt_RTwmvr9R7V","mt_CrGnpVjnk8",1,"Must have experience making something to sell before generating business ideas"],["mt_rxInpOQ74w","mt_1KkvzwYxbR",1,"Multiplying/dividing negatives requires adding/subtracting negatives first"],["mt_rymBfJmvFl","mt_LhkP_KKIRS",1,"Emotion intensity builds on knowing basic emotion categories"],["mt_s6-6FYb5UQ","mt_DVSHx3YMkN",1,"Using literary devices in writing requires recognising them in reading first"],["mt_s6-6FYb5UQ","mt_LMX-nZETLM",1,"Applying rhetorical devices extends KS2 choosing precise and vivid words"],["mt_s6-6FYb5UQ","mt_OlhMP7ShFT",1,"Analysing grammatical impact extends KS2 identifying how language choices contribute to meaning"],["mt_s6-6FYb5UQ","mt_gbTyzvnWzr",0,"Analysing authorial grammatical choices is enriched by understanding active/passive voice and verb moods as tools authors use deliberately"],["mt_s6-6FYb5UQ","mt_ZO2iP89cld",1,"Analysing grammar as a writer's tool requires understanding sentence variety"],["mt_s6-6FYb5UQ","mt_v5DyOEpbbr",1,"Applying rhetorical devices (tricolon, anaphora, rhetorical questions) to enhance writing impact builds on the prior ability to write confidently for a wide range of purposes and forms beyond narrative"],["mt_S7UTAhptLi","mt_9NQEiYLQA3",0,"Understanding different lives benefits from perspective-taking skills"],["mt_S7UTAhptLi","mt_OJVkWvIaM_",1,"Understanding different lives builds on noticing similarities/differences"],["mt_S7UTAhptLi","mt_mDp-1vlL3R",0,"Understanding diverse lives requires vocabulary for compassion, fairness, and community"],["mt_sA0RvWXSYY","mt_jc9k_HJQGd",1,"Measuring weather requires knowing the types of weather to measure"],["mt_sA0RvWXSYY","mt_-UAxilUtUt",0,"Measuring wind benefits from knowing what wind is"],["mt_sBcRdUfAzV","mt_KJeEeTutJI",1,"Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first"],["mt_SbEaQnMQoD","mt_RgQxPddV8v",1,"Must understand goods and services before grasping buying and selling"],["mt_SbEaQnMQoD","mt_SsS7GptD_o",0,"Cross-domain: understanding what money is (Money & Finance) supports grasping exchange"],["mt_scBgiMKhG_","mt_mLPEMpYb_R",0,"Personal connection emerges from comprehension"],["mt_scBgiMKhG_","mt__KHQttMde3",1,"Need basic reading ability to self-monitor"],["mt_scBgiMKhG_","mt_ZhvwM6LMBL",0,"Reading comprehension monitoring builds on earlier fluency skills"],["mt_Sc_SorJhXW","mt_wfEfQuHOG-",1,"Metal properties and reactivity predictions are read from the periodic table"],["mt_sDmrVCfzqt","mt_QhLAeAlHI0",1,"KS3 detailed diet components extend KS2 understanding that animals need the right nutrition"],["mt_sMAcZW6vWM","mt_E5KC4AnRLW",0,"Key details and inference support identifying main ideas"],["mt_sMAcZW6vWM","mt_sSQlLOnAow",1,"Identifying main ideas from multiple paragraphs and summarising builds on the prior skill of discussing sequence of events and how information items are related in shorter texts"],["mt_sMAcZW6vWM","mt_OlhMP7ShFT",1,"Summarising requires understanding non-fiction text structures"],["mt_SmghasIvbT","mt_yTWxkzzoOZ",1,"Two-step four-ops problems extend one/two-step add/sub problems"],["mt_SmghasIvbT","mt_3JgrHY221M",0,"Multi-step A+S problems exercise breaking problems into parts"],["mt_sQpIV0-qY7","mt_LRzjbo1Fn6",1,"Deep sea adaptations extend general adaptation concept to extreme conditions"],["mt_SrrsLiJkr3","mt_jY7uf0Cb7o",1,"Three-digit operations require three-digit place-value understanding"],["mt_SrrsLiJkr3","mt_I5j1ZWo2cn",1,"Adding/subtracting within 1000 extends within-100 skills"],["mt_SrrsLiJkr3","mt_yTWxkzzoOZ",0,"Problem-solving in context extends from Y1 word problems"],["mt_sSQlLOnAow","mt_mLPEMpYb_R",1,"Need to engage with stories before identifying elements"],["mt_sSQlLOnAow","mt_aFvsj35QzC",0,"Understanding main topic and key details of informational texts supports discussing how items of information are related"],["mt_sSQlLOnAow","mt_ZhvwM6LMBL",0,"Expressive reading supports comprehension of sequence and meaning"],["mt_SUOhjmRqv9","mt_VLu59hpQ4T",0,"Understanding figurative language connects to distinguishing shades of meaning"],["mt_SUOhjmRqv9","mt_QB4qIGJIIj",1,"Distinguishing literal from nonliteral builds on recognising literary language and sensory words"],["mt_sUVeVXzRuq","mt_AvrQauS_zX",1,"KS3 weight = mass × g extends KS2 introduction to gravity as the force pulling objects toward Earth"],["mt_svFa6_mjO_","mt_ML5t7n2-U8",1,"Composite shape problems require fluency with basic area formulae first"],["mt_-SZU6cVB_-","mt_u3Y3Tb-G_n",0,"Understanding the Sun as a star motivates learning about telescopes for studying other stars"],["mt_sZXPK1FnRB","mt_N8CpN1EJrP",1,"Must know what nouns are before replacing them with pronouns"],["mt_t0g2SlP404","mt_IfEgu0X449",0,"Expressing probability as fractions, decimals, and percentages requires comparing and ordering fractions — a skill built in the Fractions domain"],["mt_t0g2SlP404","mt_ndGqFPWyen",1,"Expressing probabilities as unit fractions (1/6, 1/2, 1/3) requires prior knowledge of unit fractions from the Fractions domain"],["mt_t0g2SlP404","mt_iFFKZd-Vgv",1,"Using fractions to represent probability only makes sense for equally-likely outcomes, so the equally-likely concept must come first"],["mt_t0g2SlP404","mt_ZM9mhHsyYZ",0,"Probability as a fraction requires expressing one quantity as a fraction of another"],["mt__t4afSyZRm","mt_THl9GLxwoL",0,"Deriving facts to 100 benefits from place value understanding"],["mt__t4afSyZRm","mt_7XcCG43ZZW",1,"Making-ten strategy requires knowing bonds to 10"],["mt__t4afSyZRm","mt_QCgbiVrwnp",1,"Adding three numbers uses the associative property to group pairs"],["mt_T8JGTJ-oNI","mt_cSPtyLF3q1",1,"Must understand theropods as a group before learning birds evolved from them"],["mt_TDUpy57QVM","mt_95zxYqpP7m",1,"Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong"],["mt_THl9GLxwoL","mt_7XcCG43ZZW",0,"Using number facts to solve problems benefits from known addition/subtraction facts"],["mt_THl9GLxwoL","mt_fR0UtsSREU",1,"Composing/decomposing teen numbers requires reading and writing those numerals"],["mt_THl9GLxwoL","mt_nvdpxAJTBG",0,"Skip counting in tens supports recognising decade numbers"],["mt_ThTbUuNb3p","mt_Qcsl1Z1x0l",0,"A scientific report drawing on multiple sources and peer-reviewed literature requires the summarising and source-integration skills developed in English"],["mt_ThTbUuNb3p","mt_7VrR1GzhrN",1,"Scientific reporting at KS3 requires first being able to draw sound conclusions and evaluate experimental quality"],["mt_ThTbUuNb3p","mt_ArVBEpMAPk",0,"A full structured report covers all stages from hypothesis to conclusion — grounded in the experimental design topic"],["mt_tIi6L1n7kF","mt_Hqz5y_tWz2",1,"Analysing drama requires understanding plot, character, and setting"],["mt_tIi6L1n7kF","mt_x2sWtfTeYT",0,"Evaluating staging choices connects to understanding how perspective shapes interpretation"],["mt_TlGhXAqC4p","mt_aulwq39aj8",0,"Understanding cosmic scale motivates building scale models to grasp distances"],["mt_TlGhXAqC4p","mt_AVk2EmSULC",1,"Must know the planets before building scale models of the solar system"],["mt_Tls5qJ4p0L","mt_cEzX5r7kp0",1,"Must understand inherited traits before learning environment also influences traits"],["mt_TMOzMCE17H","mt_AB-TEMXSGJ",1,"Climate zones require distinguishing weather from climate"],["mt_TMOzMCE17H","mt_-YYnLLIZh5",0,"Climate zones benefit from understanding Sun drives weather systems"],["mt_TqDq6jyOmL","mt_cFltwUQi-d",1,"Tenths extend fraction understanding from halves, thirds, quarters"],["mt_TqDq6jyOmL","mt_nvdpxAJTBG",0,"Skip counting supports counting in tenths"],["mt_tqgZH11cP5","mt_0Rx1ISxXFE",0,"Cross-domain: global trade (Money & Finance) provides context for supply chains"],["mt_tqgZH11cP5","mt_9gpUHWVKMR",1,"Must understand costs before seeing how supply chain stages add cost"],["mt_tQkCzRcWG7","mt_oR6dwRj2Ll",1,"KS3 human reproduction (systems, fertilisation, gestation) extends KS2 introduction to offspring and life stages"],["mt_TTzJTF-OkG","mt_2GDBmKCJxs",1,"Sourcing — asking who made this and why — is the analytical tool for explaining why accounts of the same event differ"],["mt_TTzJTF-OkG","mt_E5KC4AnRLW",0,"Interrogating historical sources with critical questions builds on the skill of asking and answering questions about key details in non-fiction texts"],["mt_TTzJTF-OkG","mt_Y6P9y1Rz-u",0,"Sourcing is elaborative interrogation applied to historical documents — asking not just what it says but why it was made"],["mt_TU3BcLOgiV","mt_LhkP_KKIRS",1,"Understanding that feelings and actions are separate requires first being able to name and identify what you are feeling"],["mt_tXxxCFl32J","mt_sUVeVXzRuq",0,"Gravity (weight = mg) is the main worked example for Newton's laws — mass/weight distinction gives concrete numbers for F = ma"],["mt_tXxxCFl32J","mt_3WMADSy0mA",1,"Newton's 1st and 2nd laws are defined in terms of resultant force — the concept of balanced and unbalanced forces must be understood first"],["mt_tzMr83pS8v","mt_bPFToj0OhZ",1,"Must understand AI limitations before evaluating AI-generated content"],["mt_U0waNfD8PB","mt_jY7uf0Cb7o",1,"Comparing three-digit numbers requires three-digit place value"],["mt_U0waNfD8PB","mt__h7hvT4tEb",0,"Comparing two-digit numbers extends from comparing single-digit written numerals"],["mt_u3Y3Tb-G_n","mt_PiWZA8Z0ZJ",1,"Must know the Sun is a sky object before learning it is a star"],["mt_U4cIBXVug4","mt_Zdv-b-iW5K",1,"Solving M×D word problems within 100 is prerequisite to multiplicative comparison problems"],["mt_u7Jxjjatkh","mt_sZXPK1FnRB",1,"Pronoun-antecedent agreement requires pronoun cohesion knowledge"],["mt_udgPy5oAvR","mt_asRwlPZXC3",1,"Must know about jobs/work before understanding producers and consumers in an economy"],["mt_udgPy5oAvR","mt_My0OL6fhGL",0,"Advertising knowledge helps understand how markets influence behaviour"],["mt_udgPy5oAvR","mt_RNRymbz5SO",1,"Must understand buying/selling before grasping supply and demand"],["mt_udgPy5oAvR","cx_soc_scarcity",0,"An economy is how a society deals with scarcity"],["mt_UGf6jICEhs","mt_Iwg2diBSyW",0,"Framing mistakes as learning uses the vocabulary of feelings management and coping with setback"],["mt_UKmtuAsSLN","mt_Mf-T-fYRLX",1,"Must understand dissolving before demonstrating it is reversible"],["mt_UKmtuAsSLN","mt_Pl-nsjYGZ3",1,"Must understand state changes before categorising them as reversible"],["mt_UMOjbmLcbM","mt_bjlY5TE1y-",1,"Must understand feudal rural society before grasping the significance of urban growth"],["mt_UMOjbmLcbM","mt_Zy-CKUkq34",0,"Crusades stimulated trade which fuelled town growth"],["mt_uP9faJlnRq","mt_asRwlPZXC3",1,"Must know about different jobs before exploring how earning works in depth"],["mt_uQljqc0J5j","mt_dpM1l5IOk6",0,"Knowing dinosaurs were real animals from long ago is the start of placing them in time"],["mt_UR5LvBeyF1","mt_07Geg7LITa",1,"Must understand camouflage and mimicry as phenomena before studying them as adaptations via natural selection"],["mt_UR5LvBeyF1","mt_4IVWRAZoNC",0,"Understanding metamorphosis types enriches appreciation of diverse insect strategies"],["mt_UR5LvBeyF1","mt_brgde1Vx0P",0,"KS3 variation within species builds on KS2 recognition that living things can be grouped by observable features"],["mt_UR5LvBeyF1","mt_cEzX5r7kp0",1,"Must understand trait variation before explaining how variation provides survival advantages"],["mt_URTJbS3hhs","mt_oB-L8EVdIP",1,"KS3 food webs and ecosystem interdependence extends KS2 introduction to food chains with producers, predators and prey"],["mt_URTJbS3hhs","mt_uVaS12lN1i",1,"Constructing and interpreting food webs requires the food web diagram representation"],["mt_URTJbS3hhs","mt_sQpIV0-qY7",1,"Ecosystem concept requires understanding different ocean zones"],["mt_URTJbS3hhs","mt_Wyd-l-6H7G",0,"Ocean ecosystems concept enriched by curriculum concept that environments change"],["mt_uSUqTjOl8m","mt_zrCyqhngYm",1,"Must understand saving before learning about banks as saving institutions"],["mt_uuB3owTqNY","mt_bjlY5TE1y-",1,"Must understand feudal hierarchy before examining women's roles within it"],["mt_uuB3owTqNY","mt_LuwHnQItF_",0,"Church context needed for understanding nuns and abbesses"],["mt_uVaS12lN1i","mt_loYPGHJ8lm",0,"Reading food web arrows requires the same diagram-reading conventions as circuit diagrams — both are directed-graph notations"],["mt_uVaS12lN1i","mt_EygMHKs8Ed",1,"Food webs extend simple food chains to interconnected networks"],["mt_uzk7qs4KxE","mt_vFYFvgrPgD",1,"Law, Latin, Christianity are products of the Roman Empire"],["mt_uzk7qs4KxE","mt_H1pAi4F_Oh",0,"Christianity replaced the Greco-Roman gods"],["mt_v0K6GRi4ZL","mt_1hgck6ucII",1,"Types of chemical reaction are specific categories of chemical change — the physical/chemical distinction must come first"],["mt_v0K6GRi4ZL","mt_Sc_SorJhXW",0,"Displacement reactions require understanding that metals differ in reactivity — metal properties provide the context"],["mt_v0K6GRi4ZL","mt_CyV7crZ8hl",0,"Energy changes during changes of state (endothermic melting, exothermic freezing) extend the changes-of-state model"],["mt_v33BwiyRnd","mt_E5KC4AnRLW",0,"Identifying key details supports determining what the story's message is"],["mt_v33BwiyRnd","mt_sMAcZW6vWM",0,"Summarising literary texts draws on the summarisation skills developed with informational texts at LKS2 level"],["mt_v33BwiyRnd","mt_sSQlLOnAow",1,"Determining central message requires ability to retell stories and identify key details"],["mt_v5DyOEpbbr","mt_9P9o6d0Qm3",1,"Identifying audience and purpose before writing builds on general planning skills; the step up is from planning content to strategically matching form and tone to audience"],["mt_v5DyOEpbbr","mt_02DH7sGXCi",0,"Joined handwriting supports sustained writing stamina"],["mt_v5DyOEpbbr","mt__MDiDU9Vck",0,"Informative writing skills support writing for different purposes"],["mt_v5DyOEpbbr","mt_vauULTecMH",1,"Writing about real events builds on narrative writing skills"],["mt_v5yDTWEiyQ","mt_6eTZUwKQZr",0,"Articulating what helped in the learning process requires the self-explanation habit"],["mt_v5yDTWEiyQ","mt_TDUpy57QVM",1,"Reflecting on the learning process requires the ability to analyse errors — reflection without error analysis stays superficial"],["mt_V6456X6pJE","mt_OltpfaX7l6",1,"Fact vs opinion builds on identifying author's point of view"],["mt_V9SQS9gLFw","mt_i80I-1MLP2",1,"Gas exchange at the alveoli is driven by diffusion — the mechanism must be understood first"],["mt_V9SQS9gLFw","mt_QK-ZZb7UUN",1,"KS3 heart structure and double circulation extends KS2 introduction to the circulatory system"],["mt_VA126P6Wp5","mt_cOknxrYhwL",1,"Advanced social awareness depends on earlier empathy skills"],["mt_VA126P6Wp5","mt_oqvJJKCJXw",1,"Advanced social awareness depends on foundational advanced empathy skills"],["mt_vAP_A986IQ","mt_KsKLVW_ssY",1,"Must know about landforms before designing solutions to prevent wind/water erosion"],["mt_vAP_A986IQ","mt_NYA50DFcOO",1,"Measuring weathering and erosion rates requires 'weathering', 'erosion', and 'deposition' vocabulary"],["mt_vauULTecMH","mt_PJyCGJz5Hv",1,"Oral rehearsal precedes written narrative"],["mt_vauULTecMH","mt_sSQlLOnAow",0,"Story elements from reading inform writing"],["mt_vauULTecMH","mt_WBfj79OqXz",0,"Handwriting needed for written narrative"],["mt_VBl1T1sFCM","mt_ZL9qVVnpwN",1,"Must understand how sound works before designing a communication device using it"],["mt_vFYFvgrPgD","mt_6nqVnVdexe",1,"Republic-to-Empire needs Roman society context from 7-9"],["mt_vFYFvgrPgD","mt_8ad4U6msea",1,"Comparing Republic and Empire requires understanding Athenian democracy first"],["mt_vFYFvgrPgD","mt_N1744276Zu",0,"Using ancient sources (Cicero, Plutarch) requires evidence evaluation skills"],["mt_vJO5Bxk4z-","mt_XirhnAB6Ye",1,"Must ask questions before learning to observe closely"],["mt_VjxyJLtIbT","mt_mMMXD4v9Sh",1,"Roman builders need geographic context"],["mt_VKW8lOcFaw","mt_AabJisinfi",1,"Understanding scaling requires knowing how fraction multiplication works"],["mt_VLu59hpQ4T","mt_oL9s_bufDp",0,"Categorisation supports understanding shades of meaning"],["mt_VLu59hpQ4T","mt_u7Jxjjatkh",0,"Standard English verb inflections provide the base forms that modals modify"],["mt_vuNjYx3qOy","mt_Q2k3fSwyzQ",1,"KS3 moments and mechanical advantage extends KS2 introduction to levers, pulleys and gears allowing smaller force for greater effect"],["mt_vuNjYx3qOy","mt_tXxxCFl32J",0,"Testing F = ma experimentally requires knowing the relationship between force, mass and acceleration"],["mt_VVn1IXjkzn","mt_NLSfvB9vUl",1,"Error intervals require understanding rounding to specified accuracy"],["mt_V_wIdRZLsG","mt_e6PP4ip39V",1,"Nocturnal animals builds on knowing animals exist in diverse environments"],["mt_w2A8D76ymp","mt_Wyd-l-6H7G",0,"Environmental change knowledge supports understanding how resource use affects environment"],["mt_w2A8D76ymp","mt_X_aDUBh-HF",1,"Must understand energy transfer before learning about natural resources as energy sources"],["mt_w2xiMNkyyX","mt_u3Y3Tb-G_n",1,"Must know the Sun-centred system before understanding Earth's rotation and orbit within it"],["mt_w2xiMNkyyX","mt_Oru08pKlxd",0,"Shadow formation knowledge supports measuring and graphing shadow changes"],["mt_W4j7T_PnGH","mt_S9SKah-yi_",1,"Eruption types build on volcano classification"],["mt_W4j7T_PnGH","mt_XrvPx5kUfO",0,"Eruption types benefit from plate boundary context"],["mt_w4nSIDhIgC","mt_QxsoqVUt6u",1,"Understanding group roles builds on group work experience"],["mt_w4nSIDhIgC","mt_rqLMfiw61L",0,"Understanding group roles requires vocabulary including 'mediator', 'leader', and 'peer pressure'"],["mt_w4wKFP3jud","mt_aFvsj35QzC",1,"Describing connections in informational text builds on identifying main topic and key details"],["mt_w4wKFP3jud","mt_ChjMU2GDJa",0,"Cross-subject: understanding informational text connections (e.g. texts with charts/graphs) benefits from data representation literacy in maths"],["mt_W5euSyU2sO","mt_K8_RYIvrTV",1,"Must understand digital payments before learning about online financial fraud"],["mt_W5euSyU2sO","mt_tzMr83pS8v",0,"Cross-domain: understanding AI-generated fake content (AI) enriches online scam awareness (Money & Finance)"],["mt_W5euSyU2sO","mt_zrCyqhngYm",1,"Must understand basic money safety before learning about sophisticated scams"],["mt_w83U-_noVR","mt_Sc_SorJhXW",0,"Understanding ceramics, polymers and composites is enriched by knowledge of metal and non-metal properties"],["mt_Wa44s-f8Ws","mt_vJO5Bxk4z-",1,"Must observe closely before performing simple tests"],["mt_WBdHkc2HTf","mt_Jvg8X0N5u0",1,"Interpreting y = mx + c requires substitution to generate coordinate pairs"],["mt_WBdHkc2HTf","mt_jBQS-CicNn",1,"Understanding linear graphs requires confident coordinate plotting"],["mt_WBdHkc2HTf","mt_i9rJbuFO3p",1,"Recognising the relationship between y=mx+c and its graph requires moving fluently between algebraic and graphical representations"],["mt_Wc6cOTQ1bA","mt_UHQfb-n-w3",1,"Distinguishing right from wrong requires vocabulary including 'honest', 'fair', 'trust', and 'right and wrong'"],["mt_wfEfQuHOG-","mt_Z_Wu_77ybI",1,"The periodic table organises elements by their atomic structure — atoms and elements must be understood first"],["mt_WfrE_4r-kY","mt_HNOPGJYiRK",1,"12/24hr clock reading builds on telling time to 5 minutes with am/pm"],["mt_wGxq92Na5g","mt_sMAcZW6vWM",1,"Summarising distinct from opinion builds on KS2 identifying main ideas and summarising"],["mt_wGxq92Na5g","mt_v33BwiyRnd",1,"Theme analysis extends KS2 identifying recurring themes"],["mt_wHN14Unk7h","mt_R7LEuZjTmx",0,"Bee dance is a key communication example; insect knowledge enriches it"],["mt_wHN14Unk7h","mt_i4bDqjyglj",1,"Must understand social insects before studying their sophisticated communication systems"],["mt_wHN14Unk7h","mt_LRzjbo1Fn6",0,"Predator hunting strategies demonstrate intelligence"],["mt_WNBHZ1d94L","mt_0B64gfJf7j",1,"Must understand germination before learning full life cycle including seed dispersal"],["mt_WNBHZ1d94L","mt_i4bDqjyglj",1,"Understanding bee colonies provides context for understanding pollination as a bee behaviour"],["mt_WNBHZ1d94L","mt_EygMHKs8Ed",0,"Simple food chain understanding prepares for interdependence concept in pollination"],["mt_WNBHZ1d94L","mt_xT6jPzyj92",1,"Must know flower function before understanding pollination and seed formation"],["mt_wq-1OJ_8s5","mt_N8CpN1EJrP",1,"Must understand sentences before combining clauses"],["mt_wq-1OJ_8s5","mt_QEr24lqzvH",0,"Understanding sentence types supports creating complex sentences"],["mt_wq-1OJ_8s5","mt_sZXPK1FnRB",0,"Relative pronouns (who, which, that) overlap with pronoun knowledge; pronoun cohesion supports understanding pronoun reference in relative clauses"],["mt_WsM4EmdOLe","mt_K5jM7vlVhA",1,"Fluent ×÷ within 100 is prerequisite to short division of larger numbers"],["mt_WsM4EmdOLe","mt_q9EaJc2FP8",0,"Checking division with multiplication requires fluent multiplication"],["mt_WtcFrxGOgw","mt_6oxQPNLHNv",1,"Measuring perimeter requires measuring lengths and adding them"],["mt_WtcFrxGOgw","mt_sBcRdUfAzV",0,"Perimeter of 2-D shapes requires knowing shape properties (number of sides)"],["mt_WtO50EZQkf","mt_JiZ3H90Xg8",1,"Ethical decision-making depends on foundational advanced decision-making skills"],["mt_WtO50EZQkf","mt_zIzJGkaj0Q",1,"Advanced ethical decision-making depends on earlier decision-making foundations"],["mt_wvcFlwOrDl","mt_32B7xjUPwF",0,"Spotting patterns across domains is an extension of the habit of connecting new ideas to existing ones"],["mt_wwdRhPyz6s","mt_f8n4txtLej",1,"Discussion questions builds on asking relevant questions"],["mt_wwdRhPyz6s","mt_S0hzjAeLSK",1,"Engaging listeners requires ability to articulate opinions"],["mt_wwdRhPyz6s","mt_mLPEMpYb_R",0,"Listening comprehension supports discussion"],["mt_wWlZoLQBR6","mt_hbe_kdE_7C",0,"Corroboration involves forming a generalisation from multiple instances of evidence — the universal generalisation habit applied to historical sources"],["mt_wWlZoLQBR6","mt_TTzJTF-OkG",1,"Corroborating across sources requires first knowing how to evaluate each source individually through sourcing"],["mt_wWpa5fFDZP","mt_URTJbS3hhs",0,"Pollinator importance is a specific case of ecosystem interdependence — the broader concept comes first"],["mt_wWpa5fFDZP","mt_5_Zr9xXDNH",1,"Must understand insects' ecosystem roles to grasp why their decline matters"],["mt_Wyd-l-6H7G","mt_EygMHKs8Ed",0,"Food chain knowledge helps understand knock-on effects of environmental change"],["mt_Wyd-l-6H7G","mt_e6PP4ip39V",1,"Must understand how habitats support organisms before understanding what happens when they change"],["mt_Wzj1RETm9A","mt_olFzbawexJ",1,"Evaluating decarbonisation pathways and geoengineering depends on climate science methodology and proxy evidence"],["mt_Wzj1RETm9A","mt_w2A8D76ymp",0,"KS3 renewable vs non-renewable energy provides the energy system context for evaluating decarbonisation pathways"],["mt_Wzj1RETm9A","cx_env_emissions",0,"Planning net zero starts from knowing where emissions come from"],["mt_WZnwITSWr8","mt_lp3qyEujIv",0,"Monitoring vocabulary gaps requires distinguishing what you genuinely understand from what you have inferred or assumed — the same literal/inferred awareness applied to word knowledge"],["mt_WZnwITSWr8","mt_TDUpy57QVM",0,"Monitoring vocabulary gaps is a form of error and gap analysis — the same habit of investigating what you don't fully know applied to word knowledge"],["mt_WZnwITSWr8","mt_VLu59hpQ4T",1,"Using reference materials extends KS2 using thesaurus for synonyms"],["mt_WZnwITSWr8","mt_x_Lg4RASVU",1,"KS3 word-solving extends KS2 etymological patterns (Greek, French, Latin)"],["mt_X0Tr8IYaEd","mt_hbe_kdE_7C",0,"Evaluating whether a pattern is truly causal requires the universal generalisation habit — asking whether the rule you think you've spotted actually holds across cases"],["mt_X0Tr8IYaEd","mt_QrVF5n7vci",1,"Recognising that correlation is not causation requires the habit of generating alternative explanations — the correlation/causation distinction is a specific case of asking 'is there another explanation?'"],["mt_x2sWtfTeYT","mt_dmFnJzxKwz",1,"Analysing narrative perspective requires citing evidence for how the narrator shapes meaning"],["mt_x2sWtfTeYT","mt_Hqz5y_tWz2",0,"Point of view analysis requires understanding character development and plot structure"],["mt_x2sWtfTeYT","mt_xjl6AEhnjk",1,"Comparing first- vs third-person narration builds on understanding character POV and distinguishing own viewpoint from narrator's/characters'"],["mt_X4CJpPRxae","mt_aO018DkCun",1,"Must understand Arctic geography before learning about the tundra biome"],["mt_X7Tu94-a2m","mt_HBcvu0UxYe",1,"Understanding friendship changes builds on knowing what makes a good friend"],["mt_X7Tu94-a2m","mt_iWGnyUyN2j",0,"Navigating friendship changes benefits from conflict resolution skills"],["mt_X_aDUBh-HF","mt_4i-FKXDDXh",0,"Light knowledge supports understanding energy transfer by light"],["mt_X_aDUBh-HF","mt_DA7-JYRvtP",1,"Must know circuits before understanding energy transfer by electric current"],["mt_X_aDUBh-HF","mt_VBl1T1sFCM",0,"Sound knowledge supports understanding energy transfer by sound"],["mt_xE_b3JiDZU","mt_2OSTHTWDpa",0,"Must understand deforestation drivers before linking them to consumer products"],["mt_xE_b3JiDZU","mt_FZ_ixwU1p1",1,"Must know what a rainforest is before learning about products from it"],["mt_XirhnAB6Ye","mt_Hw70LI5xza",0,"Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred"],["mt_XirhnAB6Ye","mt_S4G6GLKr1-",0,"Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating"],["mt_xjl6AEhnjk","mt_GLY3R3YSlf",0,"Comparing characters across stories builds on general text comparison skills"],["mt_xjl6AEhnjk","mt_E5KC4AnRLW",1,"Analysing character motivations requires inference skills"],["mt_xjl6AEhnjk","mt_scBgiMKhG_",0,"Personal connection to text supports understanding character perspectives"],["mt_XjwUlmxdCT","mt_sBcRdUfAzV",1,"Drawing 2-D shapes requires knowing their properties"],["mt_x_Lg4RASVU","mt_HrgDjxcWvf",1,"Latin/French suffix spelling patterns (-cious/-tious, -cial/-tial, -ant/-ance/-ent/-ence) build on Y3-4 suffix programme knowledge"],["mt_XMz_ohNjYO","mt_14F_x1Xwwp",1,"Alexander's conquests follow the Persian Wars — same geographic/military context"],["mt_XMz_ohNjYO","mt_cUMUYkDqZp",0,"Alexander was Aristotle's student"],["mt_xppl18avyY","mt__h7hvT4tEb",0,"Sorting categories by count benefits from ability to compare quantities"],["mt_xppl18avyY","mt_f8n4txtLej",0,"Cross-subject: interpreting categorical data by asking/answering questions relies on the English skill of asking relevant questions to seek information"],["mt_xppl18avyY","mt_WcfaSfVT33",1,"Counting objects in each category requires being able to count sets of objects"],["mt_XrvPx5kUfO","mt_bhwf_rDXQL",1,"Plate concept explains the patterns of where earthquakes/volcanoes occur"],["mt_XrvPx5kUfO","mt_jwElFY7Syd",1,"Tectonic plates are pieces of the crust (requires knowing Earth has layers)"],["mt_XSp-S0wter","mt_PifbJOuXrG",0,"Reflection and refraction of light provides entry-point experience with one member of the EM spectrum"],["mt_XSp-S0wter","mt_rbY77m8_s1",0,"EM spectrum as astronomy tool depends on knowing the full EM spectrum from radio to gamma"],["mt_XSp-S0wter","mt_ph4xZVMiVq",1,"Wave interactions with materials (absorption, transmission, reflection) require the wave properties framework"],["mt_xSs0xAd6i1","mt_URTJbS3hhs",1,"Biodiversity's role in ecosystem resilience is best understood in the context of food webs and interdependence"],["mt_xSs0xAd6i1","cx_bio_scale_of_life",0,"A sense of how many species exist gives biodiversity its scale"],["mt_xSs0xAd6i1","mt_H8OgKZbgGe",0,"Symbiosis is an important aspect of biodiversity and ecosystem health"],["mt_xT6jPzyj92","mt_ppENoD8vf1",1,"Must know plant names before learning about their parts"],["mt_XWSGuFW7It","mt_FHIAv6dfhU",1,"Simplifying ratios requires finding common factors — extends KS2 factor pairs and common factors"],["mt_XWSGuFW7It","mt_h0gJcSuwdL",1,"Ratio notation and simplification extends KS2 unequal sharing and grouping with ratios"],["mt_XWSGuFW7It","mt_WBdHkc2HTf",0,"Connecting ratios to linear functions links to understanding y = mx + c from algebra"],["mt_XWSGuFW7It","mt_ZM9mhHsyYZ",1,"Connecting ratios to fractions requires expressing quantities as fractions of each other"],["mt_Y6P9y1Rz-u","mt_6eTZUwKQZr",1,"Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation"],["mt_YbX3LD0Eca","mt_mB7DVai-Uf",0,"SEL listening skills build on curriculum speaking & listening foundations"],["mt_YbX3LD0Eca","mt_FwI7q7DSIx",1,"Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully"],["mt_yCmYV9ruQu","mt_I9iSzpGRn5",1,"Bystander/upstander builds on understanding what bullying is"],["mt_yCmYV9ruQu","mt_lAvS72LOUO",0,"Being an upstander builds on caring for others"],["mt_yDZbQODIwp","cx_tech_design_cycle",0,"Hazard-resistant designs are developed through the design cycle"],["mt_yDZbQODIwp","cx_tech_structures",0,"Earthquake-resistant buildings rely on strong shapes and structures"],["mt_yDZbQODIwp","mt_adpdEaKEBC",1,"Must understand fast/slow Earth events before designing solutions to reduce their impacts"],["mt_yDZbQODIwp","mt_6EfevRyeFW",1,"Engineering for extreme weather requires understanding the hazards"],["mt_yDZbQODIwp","mt_AghN5YcCHX",1,"Must understand weather hazards before evaluating design solutions to reduce their impacts"],["mt_yDZbQODIwp","mt_ZRoQVXf_aD",1,"Engineering for safety requires understanding what earthquakes do and how they're measured"],["mt_YKkCM63fSC","mt_frDIaXzWbx",1,"Need to recognise letters to read sight words"],["mt_YKkCM63fSC","mt__KHQttMde3",0,"Blending helps attempt unfamiliar words but sight words bypass phonics"],["mt_YKkCM63fSC","mt_BhYJZUsErp",0,"Phonemic spelling helps as starting strategy"],["mt_ylruY6VhOf","mt_Pl-nsjYGZ3",1,"Must observe state changes before explaining them with particle model"],["mt_YNe6siFTFq","mt_4GiE83rJF_",1,"Rhyme awareness is essential for writing poetry"],["mt_YNe6siFTFq","mt_PJyCGJz5Hv",0,"Oral rehearsal supports composing poems aloud"],["mt_YNe6siFTFq","mt_QB4qIGJIIj",0,"Recognising literary language supports writing poetry"],["mt_yNGrY9xJ8Y","mt_mmudyxf7bT",1,"Art conventions and architectural evolution builds on pyramid construction knowledge"],["mt_yNGrY9xJ8Y","mt_bvxkT1nepy",0,"Tomb paintings depict gods — knowing the gods helps interpret the art"],["mt_yNGrY9xJ8Y","mt_OlhMP7ShFT",0,"Using tomb paintings, papyri, and artefacts as evidence draws on the non-fiction reading skills for understanding how documents and visual texts are organised"],["mt_YNrrNE23dZ","mt_wHN14Unk7h",1,"Sexual selection and game theory depends on animal intelligence and complex behaviour"],["mt_YNrrNE23dZ","mt_FuVEZ1Ac9s",1,"Sexual selection and evolutionary game theory depends on understanding co-evolutionary dynamics and the Red Queen hypothesis"],["mt_yNWt3GQBNp","mt_WNBHZ1d94L",1,"Must know plant pollination and seed formation before learning about sexual vs asexual plant reproduction"],["mt_yNWt3GQBNp","mt_4IVWRAZoNC",1,"Must know diverse life cycles before comparing reproductive strategies"],["mt_YQkUdIHO8L","mt_auVZZEuXjs",1,"Must group materials by properties before classifying into three states of matter"],["mt_Yrjn8jAt1c","mt_Qxyikkkzam",0,"Debating requires skills in constructing arguments with evidence from argument writing"],["mt_Yrjn8jAt1c","mt_z07UNAIsNc",1,"Formal debate requires confident public speaking skills first"],["mt_ySnOkVIu22","mt_Jvg_r4yWaY",1,"Conduction, convection and radiation are three of the pathways for energy transfer by heating — the stores/transfers framework provides the structure"],["mt_ySnOkVIu22","mt_ylruY6VhOf",0,"Explaining conduction and convection at the particle level requires knowing the particle model of matter"],["mt_Ytd8XC3eQr","mt_9Y5-GjF2B0",1,"Body-emotion connection builds on understanding emotional triggers"],["mt_yTWxkzzoOZ","mt_I5j1ZWo2cn",0,"Solving word problems within 100 requires fluent computation within 100"],["mt_yTWxkzzoOZ","mt_KaF0SQvaiu",1,"Length word problems build on comparing measured lengths"],["mt_yTWxkzzoOZ","mt_MWXPiaTnEu",0,"Mental methods support choosing appropriate methods in multi-step problems"],["mt_yTWxkzzoOZ","mt__t4afSyZRm",1,"Word problems to 20 require the procedural ability to add/subtract to 20"],["mt_YvCgDM0Scg","mt_URTJbS3hhs",1,"Bioaccumulation occurs through food chains and webs — the feeding relationships must be understood first"],["mt_yxL1v4LuqR","mt_sQpIV0-qY7",1,"Ocean exploration context requires knowing deep sea life exists"],["mt_yxL1v4LuqR","mt_NPTjGJIyb3",0,"Frontier deep ocean exploration depends on knowledge of trophic cascades and why deep marine environments matter"],["mt_YynJoQcm_M","mt_muxjw0fxxN",0,"Savanna animals contrasts with farm/pet animals from earlier"],["mt_YynJoQcm_M","mt_AB-TEMXSGJ",0,"Biomes follow climate, so knowing what climate means helps"],["mt_YynJoQcm_M","mt_V_wIdRZLsG",1,"Desert nocturnal behaviour builds on understanding nocturnal concept"],["mt_-YYnLLIZh5","mt_AB-TEMXSGJ",0,"Sun-driven weather benefits from weather vs climate distinction"],["mt_-YYnLLIZh5","mt_fhqVdj4BYr",1,"Sun as weather engine requires understanding the water cycle it drives"],["mt_-YYnLLIZh5","mt_iGSfQg3g5c",0,"Sun drives weather builds on curriculum sunlight warms Earth's surface"],["mt_-YYnLLIZh5","mt_-UAxilUtUt",1,"Sun-driven weather systems extend the basic wind-cause concept to global scale"],["mt_z07UNAIsNc","mt_ZBMcX2oRor",0,"Multimedia presentations builds on visual displays"],["mt_z07UNAIsNc","mt_86DyHo9zO3",1,"Confident spoken Standard English requires understanding spoken vs written language differences"],["mt_Z5-fSCOBep","mt_nNYo5A-7Bl",1,"Must analyse simple design comparisons before formally defining design problems with criteria/constraints"],["mt_Z5-fSCOBep","cx_tech_design_cycle",0,"Defining a design problem precisely is easier once the whole cycle is familiar"],["mt_z7AJZapsJj","mt_jwElFY7Syd",0,"Rock cycle benefits from knowing Earth's internal heat drives melting"],["mt_z7AJZapsJj","mt_NYA50DFcOO",1,"The rock cycle connects the three rock types already learned"],["mt_z7AJZapsJj","mt_gv_uoHkdjR",0,"KS3 rock cycle (igneous/sedimentary/metamorphic) provides material science context for plate boundary processes"],["mt_z98J_Zg2L3","mt_33zncDHC3N",0,"Social reflection benefits from feedback experience"],["mt_z98J_Zg2L3","mt_rpug2tkYhb",0,"Reflecting on your role and behaviour in relationships builds on the foundational habit of considering the impact of your behaviour on others"],["mt_z98J_Zg2L3","mt_rqLMfiw61L",1,"Reflecting on social patterns builds on assertive communication skills"],["mt_ZBMcX2oRor","mt_4A7FYmvVhA",1,"Reciting/presenting builds on Y1 oral description/expression"],["mt_ZBMcX2oRor","mt_S0hzjAeLSK",0,"Articulating opinions supports presentation skills"],["mt_zCUIJLdK_s","cx_eng_instructions",0,"Explaining a process clearly is practice for longer explanatory writing"],["mt_zCUIJLdK_s","mt__MDiDU9Vck",1,"Informative writing extends KS2 use of layout devices (headings, columns, bullets)"],["mt_zCUIJLdK_s","mt_4-vfMgmCVB",1,"Writing informative/explanatory texts with logical organisation and clear development of ideas across sections requires the ability to use cohesive devices and transitions to create coherence at whole-text level"],["mt_zd0YkB3xNj","mt_NtJYlJdUe9",1,"Measuring capacity with units requires first being able to compare capacities"],["mt_Zdv-b-iW5K","mt_q9EaJc2FP8",0,"Solving mult/div problems requires computational skills"],["mt_Zdv-b-iW5K","mt_Lb2ZnMdkYR",1,"Y4 M×D problem-solving is prerequisite to multi-step four-operation problems"],["mt_Zdv-b-iW5K","mt_WsM4EmdOLe",0,"Must have formal division method before solving multi-step problems"],["mt_ZFwPZaDJ0_","mt_Wa44s-f8Ws",1,"Must perform tests before learning to gather and record data"],["mt_ZhvwM6LMBL","mt__KHQttMde3",1,"Must be able to decode before fluency"],["mt_ZhvwM6LMBL","mt_YKkCM63fSC",1,"Need sight word bank for fluency"],["mt_ZhvwM6LMBL","mt_N8CpN1EJrP",0,"Understanding sentence structure supports expressive phrasing"],["mt_ZhvwM6LMBL","mt_OgJPbGkrYk",0,"Wider GPC knowledge supports fluent reading"],["mt_zIzJGkaj0Q","mt_q3vRl4dddK",1,"Digital citizenship builds on basic safety awareness"],["mt_zIzJGkaj0Q","mt_yCmYV9ruQu",1,"Digital citizenship as a concept requires knowing the term and vocabulary of 'rights', 'responsibility', and 'ethical'"],["mt_ZJC7JnnPCu","mt_4emC463IyW",0,"Elapsed time problems require choosing between number line and mental methods"],["mt_ZJC7JnnPCu","mt_KaF0SQvaiu",0,"Selecting measurement tools exercises strategic tool use"],["mt_ZL9qVVnpwN","mt_4i-FKXDDXh",1,"Must understand how light works before designing a communication device using it"],["mt_zM5vu31jgl","mt_6Wx--Du8j3",0,"KS3 photosynthesis provides the contrast needed to understand chemosynthesis as an alternative energy pathway"],["mt_zM5vu31jgl","mt_fhqBH9scsU",1,"Photosynthesis requires knowing about chloroplasts, which are unique to plant cells"],["mt_zM5vu31jgl","mt_3v0VNkwquK",1,"KS3 photosynthesis equation and process extends KS2 understanding that plants need light and water to grow"],["mt_ZM7u9m-gS4","mt_2OSTHTWDpa",1,"Must understand deforestation before discussing the complex future trade-offs"],["mt_ZM7u9m-gS4","mt_HJd-8EEC6N",0,"Climate connection is one of the competing priorities in the future debate"],["mt_ZM7u9m-gS4","mt_2zJ1NrGgYm",0,"Indigenous knowledge and land rights are a key conservation approach"],["mt_ZM9mhHsyYZ","mt_14T5yPXUq_",1,"Adding/subtracting fractions with unlike denominators is needed when comparing fractional parts"],["mt_ZM9mhHsyYZ","mt_lNGpnILM5C",1,"Understanding the % symbol and 'per cent means parts per hundred' is the LANGUAGE node content"],["mt_ZO2iP89cld","mt_cU3LcEVkBQ",1,"Understanding noun phrases extends KS2 expanding noun phrases"],["mt_ZpCcTU8j_o","mt_DbI1kNg_0R",0,"Cross-domain: climate change awareness (Weather & Climate) enriches understanding of AI's environmental costs and benefits"],["mt_ZpCcTU8j_o","mt_K6qtan847r",1,"Must understand training requires computation before grasping its environmental cost"],["mt_ZpCcTU8j_o","mt_cVp_nop-5L",0,"Responsible design thinking extends to environmental considerations"],["mt_zrCyqhngYm","mt__ab4knIaSL",0,"Understanding needs vs wants helps motivate saving decisions"],["mt_zrCyqhngYm","mt_FIkqA0qhnj",1,"Must know what coins and notes are before learning to look after them"],["mt_ZRoQVXf_aD","mt_bhwf_rDXQL",0,"Measuring earthquakes benefits from knowing where they occur"],["mt_ZRoQVXf_aD","mt_NVr4AhsvIq",1,"Measuring earthquakes requires understanding what causes them"],["mt_ZRoQVXf_aD","mt_S9SKah-yi_",1,"Monitoring relates to active vs dormant classification"],["mt_ZRoQVXf_aD","mt_XrvPx5kUfO",0,"Monitoring benefits from plate tectonics context"],["mt_Zt30Gxi-qp","mt_t0g2SlP404",1,"Calculating probability using favourable/total outcomes requires understanding probability as a number on a 0-1 scale"],["mt_Z_Wu_77ybI","mt_ylruY6VhOf",1,"Atoms and molecules are the particles referred to in the particle model — builds directly on it"],["mt_ZxdfRbwkKM","mt_4A4RpX-Go9",0,"Research and note-taking skills support the ability to gather and organise textual evidence for literary analysis writing"],["mt_ZxdfRbwkKM","mt_E5KC4AnRLW",1,"Drawing evidence from literary texts in writing requires the ability to draw inferences from texts with evidence"],["mt_ZxdfRbwkKM","mt_OLwNsTI6C7",0,"Drawing evidence from literary and informational texts requires academic vocabulary for reasoning about evidence"],["mt_ZxdfRbwkKM","mt_aFvsj35QzC",1,"Drawing evidence from informational texts requires the ability to identify main ideas across paragraphs"],["mt_Zy-CKUkq34","mt_LuwHnQItF_",1,"Must understand the medieval Church's power before grasping why Crusades were launched"],["mt_Zy-CKUkq34","mt_M_xcaRcvSo",0,"Knight knowledge provides military context for the Crusades"],["cx_zh_pinyin_spelling","cx_zh_pinyin_sounds",1,"Blending needs the initials, finals and tones first"],["cx_zh_pinyin_reading","cx_zh_pinyin_spelling",1,"Reading with pinyin means blending each syllable on sight"],["cx_zh_pinyin_reading","cx_zh_char_first",0,"Already knowing some characters makes pinyin-supported reading smoother"],["cx_zh_pinyin_typing","cx_zh_pinyin_spelling",1,"Typing with pinyin needs accurate spelling of syllables"],["cx_zh_pinyin_typing","cx_zh_char_similar",0,"Picking the right candidate means telling same-sounding characters apart"],["cx_zh_char_stroke_order","cx_zh_char_strokes",1,"Stroke order puts the basic strokes in sequence"],["cx_zh_char_radicals","cx_zh_char_strokes",1,"Radicals are recognised as groups of strokes"],["cx_zh_char_radicals","cx_zh_char_first",0,"Pictographs like 木 and 口 reappear as radicals"],["cx_zh_char_building","cx_zh_char_radicals",1,"Phono-semantic compounds are read through their radical and sound part"],["cx_zh_char_dictionary","cx_zh_char_radicals",1,"Radical lookup needs the radical"],["cx_zh_char_dictionary","cx_zh_pinyin_spelling",1,"Pinyin lookup needs the syllable spelled out"],["cx_zh_char_similar","cx_zh_char_radicals",1,"Similar characters are told apart by their components"],["cx_zh_char_similar","cx_zh_char_building",0,"Shared sound parts explain many homophones"],["cx_zh_char_growth","cx_zh_char_first",1,"The vocabulary grows from the first characters"],["cx_zh_char_growth","cx_zh_char_radicals",0,"Radicals make new characters quicker to learn"],["cx_zh_char_growth","cx_zh_pinyin_reading",0,"Pinyin-supported reading is how most early characters are met"],["cx_zh_char_pen","cx_zh_char_stroke_order",1,"Neat writing depends on correct stroke order"],["cx_zh_char_pen","mt_WBfj79OqXz",0,"Good posture and grip come first"],["cx_zh_char_brush","cx_zh_char_pen",1,"Brush writing builds on well-formed pen characters"],["cx_zh_char_traditional","cx_zh_char_building",1,"Seeing how characters are built shows how traditional and simplified forms relate"],["cx_zh_char_traditional","cx_zh_char_growth",0,"A broad character vocabulary makes traditional forms easier to guess"],["cx_zh_read_aloud","cx_zh_pinyin_reading",1,"Fluent reading aloud starts with reading pinyin-supported texts"],["cx_zh_read_aloud","cx_zh_char_first",1,"Reading aloud needs a base of known characters"],["cx_zh_read_aloud","cx_zh_comp_punctuation",0,"Knowing punctuation tells the reader where to pause"],["cx_zh_read_context","cx_zh_read_aloud",1,"Working from context needs reading whole sentences fluently"],["cx_zh_read_context","cx_zh_char_building",0,"Character parts give clues to meaning"],["cx_zh_read_silent","cx_zh_read_aloud",1,"Silent reading grows out of fluent reading aloud"],["cx_zh_read_main","cx_zh_read_silent",1,"Summing up a passage needs reading it fluently for meaning"],["cx_zh_read_main","mt_sSQlLOnAow",0,"Retelling a story's structure is the same skill in English"],["cx_zh_read_books_first","cx_zh_read_aloud",1,"Whole books need fluent reading"],["cx_zh_read_books_first","cx_zh_read_shared",0,"Shared reading builds the love of stories"],["cx_zh_read_practical","cx_zh_read_aloud",1,"Everyday texts need fluent reading"],["cx_zh_read_literary","cx_zh_read_main",1,"Appreciating language comes after understanding the content"],["cx_zh_read_literary","cx_zh_read_context",0,"Explaining a sentence's effect builds on understanding words in context"],["cx_zh_read_classics","cx_zh_read_books_first",1,"The great novels are long; whole-book reading habits come first"],["cx_zh_read_books_long","cx_zh_read_books_first",1,"Long books build on finishing shorter ones"],["cx_zh_read_books_long","cx_zh_read_silent",1,"Long books are read silently, at pace"],["cx_zh_read_info","cx_zh_read_practical",1,"Explanatory texts extend practical reading"],["cx_zh_read_info","cx_zh_read_main",1,"Following an explanation means grasping its main content and order"],["cx_zh_read_critical","cx_zh_read_main",1,"Judging a claim requires first finding it"],["cx_zh_read_critical","mt_V6456X6pJE",0,"Fact vs opinion is the same skill in English"],["cx_zh_read_argument","cx_zh_read_critical",1,"Argumentative essays are read critically"],["cx_zh_read_argument","mt_gMSFymQlrW",0,"Evaluating arguments in English uses the same tools"],["cx_zh_read_modern","cx_zh_read_literary",1,"Modern literature is read for its language and images"],["cx_zh_read_modern","cx_zh_read_books_long",0,"Longer reading stamina helps with modern classics"],["cx_zh_cl_idioms","cx_zh_cl_first",0,"Early poems give a first feel for classical language"],["cx_zh_cl_idioms","cx_zh_read_aloud",1,"Chengyu are met and understood in fluent reading"],["cx_zh_cl_imagery","cx_zh_cl_first",1,"Imagery is explored in poems the child already knows"],["cx_zh_cl_imagery","cx_zh_read_context",0,"Understanding a word in context helps unpack a poem's lines"],["cx_zh_cl_stories","cx_zh_cl_idioms",0,"Many chengyu are short forms of these stories"],["cx_zh_cl_stories","cx_zh_oral_retell",1,"Retelling a fable needs retelling skills"],["cx_zh_cl_canon","cx_zh_cl_first",1,"The personal canon grows from the first poems"],["cx_zh_cl_canon","cx_zh_cl_imagery",0,"Understanding imagery is why a poem is worth keeping"],["cx_zh_cl_poets","cx_zh_cl_imagery",1,"Linking a poem to a life needs reading its feeling first"],["cx_zh_cl_forms","cx_zh_cl_imagery",1,"Forms are studied in poems already understood"],["cx_zh_cl_wenyan_first","cx_zh_cl_stories",0,"Familiar fables like 守株待兔 make the first classical texts easier"],["cx_zh_cl_wenyan_first","cx_zh_read_context",1,"Reading classical prose relies on working out meaning from context and notes"],["cx_zh_cl_function_words","cx_zh_cl_wenyan_first",1,"Function words are learned from short passages already read"],["cx_zh_cl_function_words","cx_zh_char_dictionary",1,"Reading new passages needs dictionary lookup"],["cx_zh_cl_classics","cx_zh_cl_function_words",1,"Selections from the classics need the common classical words"],["cx_zh_cl_classics","cx_zh_read_critical",0,"Asking whether an old idea still holds is critical reading"],["cx_zh_comp_picture","cx_zh_char_pen",1,"Writing sentences needs handwriting"],["cx_zh_comp_picture","cx_zh_oral_retell",1,"Saying it aloud comes before writing it down"],["cx_zh_comp_punctuation","cx_zh_comp_picture",0,"Punctuation is learned in their own sentences"],["cx_zh_comp_diary","cx_zh_comp_picture",1,"Diary entries extend writing a few sentences"],["cx_zh_comp_practical","cx_zh_comp_picture",1,"Practical writing builds on writing connected sentences"],["cx_zh_comp_practical","cx_zh_read_practical",0,"Reading practical texts shows what they look like"],["cx_zh_comp_narrate","cx_zh_comp_diary",1,"Narration grows from writing about their own days"],["cx_zh_comp_narrate","cx_zh_comp_punctuation",1,"Telling an event with dialogue needs punctuation"],["cx_zh_comp_imagine","cx_zh_comp_picture",1,"Stories build on writing connected sentences"],["cx_zh_comp_imagine","cx_zh_read_books_first",0,"Reading stories gives models for writing them"],["cx_zh_comp_revise","cx_zh_comp_narrate",1,"Revising needs a draft of some length"],["cx_zh_comp_revise","cx_zh_char_similar",0,"Catching wrong characters needs telling similar ones apart"],["cx_zh_comp_describe","cx_zh_comp_narrate",1,"Description builds on clear narration"],["cx_zh_comp_describe","cx_zh_read_literary",0,"Noticing vivid language in reading feeds vivid writing"],["cx_zh_comp_explain","cx_zh_comp_practical",1,"Explanations extend practical writing"],["cx_zh_comp_explain","cx_zh_read_info",0,"Reading explanatory texts shows how explanations are organised"],["cx_zh_comp_voice","cx_zh_comp_describe",1,"A personal voice needs the tools of description"],["cx_zh_comp_voice","cx_zh_comp_revise",0,"Revising is where stock phrases get replaced"],["cx_zh_comp_argue","cx_zh_read_argument",1,"Writing an argument follows reading arguments"],["cx_zh_comp_argue","cx_zh_comp_revise",1,"A good argument takes drafting and revising"],["cx_zh_comp_argue","mt_Qxyikkkzam",0,"Persuasive writing in English is the same skill"],["cx_zh_oral_retell","cx_zh_oral_putonghua",0,"Clear speech makes retelling easier to follow"],["cx_zh_oral_everyday","cx_zh_oral_putonghua",1,"Everyday conversation needs clear speech"],["cx_zh_oral_discuss","cx_zh_oral_retell",1,"Discussion builds on listening carefully and speaking in order"],["cx_zh_oral_discuss","mt_wwdRhPyz6s",0,"Group discussion in English uses the same habits"],["cx_zh_oral_speech","cx_zh_oral_discuss",1,"Speaking to a group builds on confident speaking in a small one"],["cx_zh_oral_debate","cx_zh_oral_speech",1,"Debate needs confident speaking to an audience"],["cx_zh_oral_debate","cx_zh_read_critical",1,"Rebutting a point means judging its evidence"],["cx_zh_oral_debate","mt_Yrjn8jAt1c",0,"Formal debates in English follow the same format"],["cx_comp_sequence","mt__p5n8z5soJ",1,"A program is a set of exact step-by-step instructions"],["cx_comp_sequence","mt_qeZYF6HZ4o",0,"Moves are described with turns and directions"],["cx_comp_debugging","cx_comp_sequence",1,"You debug a program you can already read and run"],["cx_comp_debugging","mt_S4G6GLKr1-",0,"Debugging takes patience when the first fix doesn't work"],["cx_comp_loops","cx_comp_sequence",1,"A loop repeats part of a sequence"],["cx_comp_loops","mt_fZTn0W_iZR",0,"Seeing repeating patterns helps find what to loop"],["cx_comp_events","cx_comp_sequence",1,"Each event triggers a sequence of instructions"],["cx_comp_conditionals","cx_comp_events",0,"Reacting to events is the first kind of choice a program makes"],["cx_comp_conditionals","cx_comp_sequence",1,"Branches are sequences that only run sometimes"],["cx_comp_decomposition","mt__p5n8z5soJ",1,"Each part ends up as a set of steps"],["cx_comp_decomposition","mt_miGrca8zaS",0,"Breaking tasks into steps is the everyday form of decomposition"],["cx_comp_variables","cx_comp_conditionals",1,"Variables are usually changed when a condition is met"],["cx_comp_variables","cx_comp_loops",0,"Counting with a variable inside a loop is a common pattern"],["cx_comp_everyday_algorithms","cx_comp_decomposition",1,"Describing an algorithm means breaking the job into exact steps"],["cx_comp_everyday_algorithms","cx_comp_conditionals",0,"Most real algorithms include decisions"],["cx_comp_search_sort","cx_comp_everyday_algorithms",1,"Searching and sorting are classic algorithms to compare"],["cx_comp_search_sort","mt_QaYfeVL-0C",0,"Halving and estimating are number-sense skills"],["cx_comp_control","cx_comp_conditionals",1,"Control systems decide what to do from sensor readings"],["cx_comp_control","cx_comp_input_output",1,"Sensors are inputs and motors or lights are outputs"],["cx_comp_control","mt_DA7-JYRvtP",0,"Real control boards switch simple circuits"],["cx_comp_functions","cx_comp_variables",1,"Function inputs work like variables"],["cx_comp_functions","cx_comp_decomposition",1,"Functions are how decomposed parts become code"],["cx_comp_python","cx_comp_variables",1,"Text code uses the same ideas as blocks, starting with variables"],["cx_comp_python","cx_comp_loops",1,"Loops carry over from blocks to text"],["cx_comp_python","cx_comp_debugging",1,"Text code produces error messages to debug"],["cx_comp_lists","cx_comp_python",1,"Lists are worked with in text code"],["cx_comp_lists","mt_Cg8VPguS_V",0,"Computing an average needs the idea of the mean"],["cx_comp_project","cx_comp_functions",1,"Larger programs need functions to stay manageable"],["cx_comp_project","cx_comp_debugging",1,"Testing with users turns up bugs to fix"],["cx_comp_project","cx_comp_python",0,"Text code makes bigger projects easier, though blocks work too"],["cx_comp_input_output","mt_XbGfVhfiUz",1,"First recognise what counts as a computer"],["cx_comp_files","cx_comp_input_output",1,"Files are how a computer stores information"],["cx_comp_collecting_data","mt_kH1DzOPsXG",1,"Collecting data starts with knowing what data is"],["cx_comp_collecting_data","mt_c29FaCTNsx",0,"Tally charts are the first way of recording data"],["cx_comp_binary","mt_kH1DzOPsXG",1,"Binary is how data is actually stored"],["cx_comp_binary","mt_n5_Jt4ExUd",0,"Binary is a code, like other codes for sending information"],["cx_comp_encoding","cx_comp_binary",1,"All encodings end up as binary numbers"],["cx_comp_spreadsheets","cx_comp_collecting_data",1,"A spreadsheet holds data you've collected"],["cx_comp_spreadsheets","mt_Jvg8X0N5u0",0,"Spreadsheet formulas are simple formulae"],["cx_comp_spreadsheets","mt_Cg8VPguS_V",0,"Averages are one of the first formulas to use"],["cx_comp_internet","mt_kH1DzOPsXG",1,"What travels over the internet is data"],["cx_comp_internet","cx_comp_input_output",0,"Devices send and receive as input and output"],["cx_comp_web_search","cx_comp_internet",1,"The web runs on top of the internet"],["cx_comp_web_search","mt_EedcpioR0v",0,"Search ranking is a cousin of recommendation systems"],["cx_comp_cloud","cx_comp_internet",1,"The cloud is reached over the internet"],["cx_comp_cloud","cx_comp_files",0,"Cloud storage is files kept somewhere else"],["cx_comp_iot","cx_comp_internet",1,"Connected things talk over the internet"],["cx_comp_iot","cx_comp_control",1,"IoT systems are control systems with a network in the middle"],["cx_comp_passwords","mt_zIzJGkaj0Q",0,"Protecting personal information is the first rule of being online"],["cx_comp_privacy_settings","mt_zIzJGkaj0Q",1,"Privacy settings put protecting personal information into practice"],["cx_comp_privacy_settings","mt_HopZomN12L",0,"Knowing what apps collect explains why settings matter"],["cx_comp_footprint","mt_zIzJGkaj0Q",1,"A footprint is the long-term side of how you behave online"],["cx_comp_footprint","cx_comp_privacy_settings",0,"Settings limit who can see the trail"],["cx_comp_attention_design","mt_EedcpioR0v",0,"Recommendation feeds are the engine behind endless scrolling"],["cx_comp_attention_design","mt_HoJGVsMO7H",0,"Managing attention is the skill this design works against"],["cx_comp_ai_asking","mt_AzTrT5ySCx",1,"Start by knowing what AI tools are"],["cx_comp_ai_asking","mt_bPFToj0OhZ",1,"Anyone using AI needs to know it makes mistakes"],["cx_comp_ai_checking","cx_comp_ai_asking",1,"You check answers you've asked for"],["cx_comp_ai_checking","mt_wWlZoLQBR6",0,"Cross-checking sources is the core skill"],["cx_comp_ai_checking","mt_QaYfeVL-0C",0,"Estimation catches impossible numbers"],["cx_comp_ai_wrong","mt_bPFToj0OhZ",1,"This builds on the basic idea that AI makes mistakes"],["cx_comp_ai_learning","cx_comp_ai_asking",1,"Getting a good hint needs a well-asked question"],["cx_comp_ai_learning","mt_6eTZUwKQZr",0,"Explaining back is how you check you've learned"],["cx_comp_ai_learning","mt_S4G6GLKr1-",0,"Learning with AI still needs persistence"],["cx_comp_ai_honesty","cx_comp_ai_asking",0,"Honesty rules apply once you're using AI"],["cx_comp_ai_honesty","mt_Wc6cOTQ1bA",0,"This is honesty applied to a new tool"],["cx_comp_ai_making","cx_comp_ai_asking",1,"Making with AI depends on directing it clearly"],["cx_comp_ai_making","mt_tzMr83pS8v",0,"The same tools make fakes, which raises questions about honesty"],["cx_comp_ai_sharing","mt_HopZomN12L",0,"Builds on what AI systems collect about you"],["cx_comp_ai_sharing","mt_zIzJGkaj0Q",0,"The basic rule of protecting personal information applies here too"],["cx_comp_ai_sharing","mt_AzTrT5ySCx",1,"Start by knowing what AI tools are"],["cx_comp_ai_judgement","cx_comp_ai_wrong",1,"Disagreeing well needs a sense of where AI goes wrong"],["cx_comp_ai_judgement","cx_comp_ai_learning",0,"Builds on using AI to learn rather than to skip learning"],["cx_art_listening","cx_art_beat",0,"Feeling the beat is the first thing to listen for"],["cx_art_instrument","cx_art_beat",1,"Playing in time needs a steady beat"],["cx_art_instrument","mt_VBl1T1sFCM",0,"Instruments make sound by vibrating"],["cx_art_notation","cx_art_beat",1,"Note lengths are counted against the beat"],["cx_art_notation","cx_art_singing",0,"Reading a tune is easier once you can sing one"],["cx_art_composing","cx_art_beat",1,"Composing starts with rhythm"],["cx_art_composing","cx_art_notation",0,"Writing music down helps keep and share it"],["cx_art_composing","mt_KTSoXcO7OL",0,"Knowing how pitch works helps shape a tune"],["cx_art_world_music","cx_art_listening",1,"Comparing styles needs close listening"],["cx_art_ensemble","cx_art_singing",1,"Group singing builds on singing in tune"],["cx_art_ensemble","cx_art_beat",1,"Ensembles depend on everyone keeping the beat"],["cx_art_ensemble","mt_QxsoqVUt6u",0,"Making music together is teamwork"],["cx_art_mark_making","mt_WBfj79OqXz",0,"Holding a pencil well helps control marks"],["cx_art_colour","cx_art_mark_making",0,"Colour work builds on everyday drawing and painting"],["cx_art_3d","mt_KJeEeTutJI",0,"Knowing 3-D shapes helps when building them"],["cx_art_looking","cx_art_colour",0,"Talking about colour is an easy way in"],["cx_art_observation","cx_art_mark_making",1,"Observational drawing refines basic drawing control"],["cx_art_observation","mt_Oru08pKlxd",0,"Knowing how shadows form helps draw them"],["cx_art_composition","cx_art_observation",0,"Observing real scenes shows how depth works"],["cx_art_composition","mt_hR2Y7NhMSY",0,"Symmetry is one way to balance a picture"],["cx_art_chinese_art","cx_art_mark_making",1,"Brushwork builds on mark-making control"],["cx_art_chinese_art","cx_art_looking",0,"Comparing traditions builds on looking at art"],["cx_art_design","cx_art_composition",1,"A design needs a clear layout"],["cx_art_design","cx_art_colour",1,"Colour choice is central to design"],["cx_art_digital","cx_art_composition",1,"Good photos rely on composition"],["cx_art_digital","cx_comp_files",0,"Digital work means saving and managing files"],["cx_art_performing","cx_art_role_play",1,"Performing builds on playing a role"],["cx_art_performing","mt_sSQlLOnAow",0,"Staging a story needs its structure"],["cx_art_film","cx_art_performing",0,"Film is drama recorded and edited"],["cx_art_film","cx_art_composition",0,"Framing a shot uses composition"],["cx_pe_rhythm","cx_art_beat",0,"Moving in time needs a feel for the beat"],["cx_pe_rhythm","cx_pe_balance",0,"Smooth sequences need body control"],["cx_pe_endurance","cx_pe_running_jumping",1,"Endurance running builds on basic running"],["cx_pe_endurance","mt_lp1eTsQen7",0,"The heart and blood explain why effort raises heart rate"],["cx_pe_strength_flexibility","cx_pe_balance",0,"Good form needs body control"],["cx_pe_strength_flexibility","mt_SdIWVjzopp",0,"Knowing how muscles move bones explains the exercises"],["cx_pe_warmup","cx_pe_running_jumping",0,"Warm-ups use basic movements"],["cx_pe_fitness_tracking","cx_pe_endurance",0,"Endurance is one of the things to track"],["cx_pe_fitness_tracking","cx_pe_strength_flexibility",0,"Strength and flexibility are tested too"],["cx_pe_games_rules","mt_FwI7q7DSIx",0,"Fair play builds on taking turns and sharing"],["cx_pe_games_rules","cx_pe_running_jumping",0,"Most early games involve running"],["cx_pe_swimming","cx_pe_balance",0,"Floating and body position need body control"],["cx_pe_traditional_games","cx_pe_running_jumping",1,"Rope skipping and hopscotch build on jumping and hopping"],["cx_pe_traditional_games","cx_pe_rhythm",0,"Skipping needs a steady rhythm"],["cx_pe_team_games","cx_pe_ball_skills",1,"Team games need throwing, catching and kicking"],["cx_pe_team_games","cx_pe_games_rules",1,"Matches depend on rules and fair play"],["cx_pe_team_games","mt_QxsoqVUt6u",0,"Team tactics are group work under pressure"],["cx_pe_racket","cx_pe_ball_skills",1,"Racket sports build on tracking and hitting a ball"],["cx_pe_wushu","cx_pe_balance",1,"Stances and kicks need balance"],["cx_pe_wushu","cx_pe_rhythm",0,"Routines are remembered sequences of moves"],["cx_pe_hygiene","mt_L1469gt34A",0,"Keeping clean is one of the body's basic needs"],["cx_pe_sleep","mt_L1469gt34A",0,"Sleep is one of the body's basic needs"],["cx_pe_eyes_posture","mt_nwSWPTENmv",0,"Knowing how the eye works explains short-sightedness"],["cx_pe_daily_activity","cx_pe_running_jumping",0,"Everyday activity uses basic movement skills"],["cx_pe_mind_body","cx_pe_sleep",0,"Sleep is one of the biggest influences on mood"],["cx_pe_mind_body","cx_pe_daily_activity",0,"Regular activity is the other"],["cx_eng_questioning_texts","mt_k-V37x3zsF",1,"Questioning a text's evidence starts from seeing how an author supports their points"],["cx_eng_questioning_texts","mt_V6456X6pJE",0,"Separating fact from opinion makes it easier to see what needs checking"],["cx_eng_persuasion","mt_V6456X6pJE",1,"Spotting persuasion depends on telling facts from opinions dressed up as facts"],["cx_eng_whole_books","mt_ZhvwM6LMBL",1,"Reading a whole book takes fluent enough reading to keep going for chapters"],["cx_eng_whole_books","mt_sSQlLOnAow",0,"Tracking characters and events is what holds a long book together in the mind"],["cx_eng_instructions","mt__MDiDU9Vck",1,"Instructions are a precise kind of informational writing"],["cx_eng_instructions","mt_AvJMWQbDsr",0,"Grouping steps into sections helps longer explanations"],["cx_eng_concise","mt_I65kFjWwnF",1,"Cutting a draft down is a form of revising"],["cx_eng_concise","mt_ZO2iP89cld",0,"Being able to combine and reduce sentences gives the tools for tightening prose"],["cx_psd_jealousy","mt_LhkP_KKIRS",1,"Naming basic emotions comes before naming a tricky one like jealousy"],["cx_psd_jealousy","mt_Iwg2diBSyW",0,"A calming strategy is what lets a child choose what to do with jealousy"],["cx_psd_glad_for_others","cx_psd_jealousy",1,"Being glad for others means holding jealousy and gladness together, so the jealousy has to be nameable first"],["cx_psd_glad_for_others","mt_lAvS72LOUO",0,"Everyday kindness is what being glad for someone looks like"],["cx_psd_family_money","mt__ab4knIaSL",1,"Telling needs from wants is the base for seeing why families spend differently"],["cx_psd_family_money","cx_psd_family_shapes",0,"Seeing that families differ in shape without ranking them carries over to money"],["cx_psd_having_more","cx_psd_glad_for_others",0,"Knowing how it feels to want what others have helps when you're the one who has it"],["cx_psd_having_more","mt_FwI7q7DSIx",1,"Sharing without strings builds on everyday taking turns and sharing"],["cx_psd_mind_comparison","cx_psd_jealousy",1,"Comparison is where much envy comes from, so naming envy comes first"],["cx_psd_mind_comparison","cx_psd_group_chats",0,"Group chats and online friendships are where the highlight reel is sharpest"],["cx_psd_mind_happiness","cx_psd_mind_comparison",1,"Knowing comparison misleads us opens the question of what really makes people happy"],["cx_psd_mind_happiness","mt__ab4knIaSL",0,"Needs and wants frame which things are worth wanting"],["cx_soc_status","mt_My0OL6fhGL",1,"Seeing how advertising works comes before seeing how it sells status"],["cx_soc_status","cx_psd_mind_comparison",0,"Status selling works by feeding comparison"],["cx_soc_incomes","mt_uP9faJlnRq",1,"Knowing how people earn money comes before asking why earnings differ"],["cx_soc_incomes","cx_psd_family_money",0,"The family-sized view of money differences grows into the society-sized one"],["cx_geo_maps_near_home","mt_qeZYF6HZ4o",0,"Words like next to, behind and between are how a child describes where things sit on a map"],["cx_geo_compass_directions","cx_geo_maps_near_home",1,"Compass directions only make sense once a child can read a map as a view from above"],["cx_geo_compass_directions","mt_qeZYF6HZ4o",0,"Describing position and movement in maths is the same skill as giving directions on a map"],["cx_geo_map_keys","cx_geo_maps_near_home",1,"A key only helps once a child knows a map stands for a real place"],["cx_geo_map_scale","cx_geo_map_keys",1,"Scale is one more part of a map's key, read alongside its symbols"],["cx_geo_map_scale","mt_2OtRUM_0zW",0,"A map scale is a ratio; scale drawing in maths is the same idea"],["cx_geo_grid_references","cx_geo_map_keys",1,"Grid references locate the features a child has learned to read on a map"],["cx_geo_grid_references","mt_jBQS-CicNn",0,"Map grids work just like coordinates in the first quadrant"],["cx_geo_globes_flat_maps","cx_geo_maps_near_home",0,"A globe is a map of the whole Earth, so it builds on knowing what a map is"],["cx_geo_globes_flat_maps","mt_aO018DkCun",0,"Knowing where the poles are is the starting point for reading a globe"],["cx_geo_map_projections","cx_geo_globes_flat_maps",1,"Distortion only makes sense once a child knows a flat map is a stretched globe"],["cx_geo_latitude_longitude","cx_geo_globes_flat_maps",1,"Latitude and longitude are measured from the equator and poles found on a globe"],["cx_geo_latitude_longitude","cx_geo_grid_references",1,"A child who can use a map grid is ready for the globe's own grid"],["cx_geo_latitude_longitude","mt_1KkvzwYxbR",0,"North/south and east/west work like positive and negative numbers either side of zero"],["cx_geo_latitude_longitude","mt_jBQS-CicNn",0,"Plotting points with coordinates is the same skill applied to a globe"],["cx_geo_relief_maps","cx_geo_map_keys",1,"Colours and lines for height are read from the map's key"],["cx_geo_digital_maps","cx_geo_map_scale",1,"Zooming a digital map changes its scale, so a child needs to understand scale first"],["cx_geo_digital_maps","cx_geo_compass_directions",0,"Digital maps still rely on knowing which way is north"],["cx_geo_data_maps","cx_geo_map_keys",1,"A data map's meaning lives in its key"],["cx_geo_data_maps","mt_ChjMU2GDJa",0,"Reading a bar graph's scale is practice for reading a map's colour scale"],["cx_geo_continents_oceans","cx_geo_maps_near_home",0,"A world map is easier once a child knows what a map is"],["cx_geo_countries","cx_geo_continents_oceans",1,"Countries are the pieces that continents are divided into"],["cx_geo_biggest_countries","cx_geo_countries",1,"Comparing countries needs a clear idea of what a country is"],["cx_geo_biggest_countries","mt_JwP9QFv6gQ",0,"Populations in the hundreds of millions and billions need big-number reading"],["cx_geo_china_neighbours","cx_geo_countries",1,"Neighbours are countries, so a child needs the idea of a country and its border"],["cx_geo_china_neighbours","cx_geo_china_on_map",0,"Neighbours are found by starting from China's own place on the map"],["cx_geo_landforms_world","cx_geo_continents_oceans",1,"Landforms are placed on the continents a child already knows"],["cx_geo_landforms_world","mt_KsKLVW_ssY",0,"Knowing the shapes of land and water nearby makes the world's big ones easier to picture"],["cx_geo_asia","cx_geo_landforms_world",1,"A continent's mental map is built from its mountains, rivers and deserts"],["cx_geo_asia","cx_geo_countries",1,"Anchor countries need the idea of a country"],["cx_geo_europe","cx_geo_landforms_world",1,"A continent's mental map is built from its landforms"],["cx_geo_europe","cx_geo_countries",1,"Anchor countries need the idea of a country"],["cx_geo_africa","cx_geo_landforms_world",1,"A continent's mental map is built from its landforms"],["cx_geo_africa","cx_geo_countries",1,"Anchor countries need the idea of a country"],["cx_geo_africa","mt_8UL1opbJEt",0,"Ancient Egypt's story along the Nile is a first anchor on Africa's map"],["cx_geo_americas","cx_geo_landforms_world",1,"A continent's mental map is built from its landforms"],["cx_geo_americas","cx_geo_countries",1,"Anchor countries need the idea of a country"],["cx_geo_oceania_antarctica","cx_geo_continents_oceans",1,"These are two of the seven continents, among the oceans"],["cx_geo_oceania_antarctica","cx_geo_landforms_world",0,"Deserts and ice sheets explain where people can and can't live here"],["cx_geo_time_zones","cx_geo_latitude_longitude",1,"Time zones are slices of longitude"],["cx_geo_time_zones","mt_w2xiMNkyyX",0,"Day and night come from Earth's rotation, the cause of time zones"],["cx_geo_world_climates","cx_geo_latitude_longitude",1,"Climate patterns are read by latitude"],["cx_geo_world_climates","mt_TMOzMCE17H",0,"Climate zones in science are the building blocks of the world pattern"],["cx_geo_world_climates","mt_FZ_ixwU1p1",0,"Knowing where rainforests are is a first piece of the pattern"],["cx_geo_ways_of_life","mt_OJVkWvIaM_",0,"Noticing similarities and differences between people is where this starts"],["cx_geo_ways_of_life","cx_geo_continents_oceans",0,"Places to compare are found on the world map"],["cx_geo_world_population","cx_geo_continents_oceans",1,"Population is counted continent by continent"],["cx_geo_world_population","mt_bESTSBB0wK",0,"Population growth is easiest to see on a line graph"],["cx_geo_world_population","mt_JwP9QFv6gQ",0,"Billions need confident big-number reading"],["cx_geo_where_people_live","cx_geo_world_population",1,"The pattern is about the numbers a child has just learned"],["cx_geo_where_people_live","cx_geo_landforms_world",1,"The reasons are rivers, plains, deserts and mountains"],["cx_geo_languages","cx_geo_countries",1,"Languages are mapped onto countries and regions"],["cx_geo_religions","cx_geo_countries",1,"Religions are mapped onto countries and regions"],["cx_geo_religions","mt_DkzsZdyaL2",0,"Knowing the world has many cultures and traditions prepares for learning about beliefs"],["cx_geo_cities","cx_geo_where_people_live",1,"Cities are where population is most concentrated"],["cx_geo_migration","cx_geo_cities",1,"Much migration is the move into cities"],["cx_geo_migration","mt_S7UTAhptLi",0,"Understanding that people have different lives helps a child see migrants' reasons"],["cx_geo_population_change","cx_geo_world_population",1,"Change is measured against today's population"],["cx_geo_population_change","mt_bESTSBB0wK",0,"Population trends are read from line graphs"],["cx_geo_where_things_come_from","cx_geo_continents_oceans",0,"Marking origins needs the world map"],["cx_geo_where_things_come_from","cx_geo_countries",0,"'Made in' labels name countries"],["cx_geo_rich_poor","cx_geo_world_population",1,"Comparing countries' wealth means comparing how many people share it"],["cx_geo_rich_poor","mt_udgPy5oAvR",0,"Knowing how an economy works helps explain why countries grow richer"],["cx_geo_rich_poor","cx_geo_where_things_come_from",0,"Trade is one of the threads linking rich and poor places"],["cx_geo_measuring_development","cx_geo_rich_poor",1,"Measures make the rich–poor comparison precise"],["cx_geo_measuring_development","mt_ZM9mhHsyYZ",0,"Rates like child mortality are percentages"],["cx_geo_measuring_development","mt_bESTSBB0wK",0,"Development data comes in tables"],["cx_geo_globalisation","cx_geo_where_things_come_from",1,"Globalisation is the big picture behind where things come from"],["cx_geo_globalisation","mt_0Rx1ISxXFE",0,"Global trade is the main channel of globalisation"],["cx_geo_globalisation","mt_tqgZH11cP5",0,"Supply chains are how globalised production is organised"],["cx_geo_water_resources","cx_geo_where_people_live",1,"Water is the first reason people live where they do"],["cx_geo_water_resources","mt_nRF_VRntrW",0,"Knowing where water is found on Earth is the starting point"],["cx_geo_shared_problems","cx_geo_globalisation",1,"Connected countries share each other's problems"],["cx_geo_shared_problems","mt_DbI1kNg_0R",0,"Climate change is the clearest shared problem"],["cx_geo_shared_problems","cx_geo_water_resources",0,"Shared rivers are a concrete case"],["cx_geo_cooperation","cx_geo_shared_problems",1,"Cooperation is the response to shared problems"],["cx_geo_china_on_map","cx_geo_continents_oceans",1,"China is located by its continent and ocean"],["cx_geo_china_provinces","cx_geo_china_on_map",1,"Provinces are the pieces of China's map"],["cx_geo_china_terrain","cx_geo_china_on_map",1,"Terrain is read on the map of China"],["cx_geo_china_terrain","cx_geo_relief_maps",0,"Layer colours on a relief map show the three steps"],["cx_geo_china_rivers_mountains","cx_geo_china_terrain",1,"Rivers run down the terrain staircase"],["cx_geo_china_climate","cx_geo_china_terrain",1,"Mountains and plateaus block and steer the monsoon"],["cx_geo_china_climate","cx_geo_world_climates",0,"China's climate is one piece of the world pattern"],["cx_geo_china_climate","mt_6EfevRyeFW",0,"Monsoons are explained in science's weather systems"],["cx_geo_north_south","cx_geo_china_climate",1,"The line is where the climate changes"],["cx_geo_north_south","cx_geo_china_rivers_mountains",1,"The line follows a mountain range and a river"],["cx_geo_hu_line","cx_geo_china_climate",1,"Rainfall is the main reason for the line"],["cx_geo_hu_line","cx_geo_where_people_live",1,"The line applies the general reasons people cluster"],["cx_geo_china_resources","cx_geo_hu_line",1,"The mismatch is between resources and where people live"],["cx_geo_china_resources","cx_geo_water_resources",0,"South-to-North water transfer is a case of uneven water"],["cx_geo_china_resources","mt_w2A8D76ymp",0,"Knowing what natural resources are is the starting point"],["cx_geo_china_in_world","cx_geo_china_resources",1,"China's development story comes before comparing it with the world"],["cx_geo_china_in_world","cx_geo_measuring_development",0,"Total and per-person measures are needed to compare fairly"],["cx_geo_china_in_world","cx_geo_globalisation",0,"China's connections are part of globalisation"],["cx_hist_timelines","mt_9REmUc8r4D",0,"Knowing the past is known through evidence comes before ordering it in time"],["cx_hist_timelines","mt_jBQS-CicNn",0,"Reading a timeline with a scale and reading coordinates on a grid share the same positional-notation skills"],["cx_hist_timelines","mt_E7avIa-tcE",1,"3000-year timeline builds on knowing pharaohs like Tutankhamun as anchors"],["cx_hist_cause_consequence","mt_2GDBmKCJxs",0,"Seeing that accounts differ prepares a child to weigh competing explanations"],["cx_hist_cause_consequence","mt_8oAzr0WxRb",0,"The Black Death is a clear case of causes and consequences"],["cx_hist_propaganda","mt_TTzJTF-OkG",1,"Asking who made a source and why is the core move in spotting propaganda"],["cx_hist_propaganda","mt_Lu4H4mbsqO",0,"Separating evidence from interpretation helps see where a story has been shaped"],["cx_hist_argument","mt_Lu4H4mbsqO",1,"An argument rests on telling evidence apart from interpretation"],["cx_hist_argument","mt_gMSFymQlrW",0,"Judging arguments in non-fiction carries over to building historical ones"],["cx_hist_early_humans","mt_9REmUc8r4D",0,"Knowing the past is reconstructed from evidence frames how we know about early humans"],["cx_hist_farming","cx_hist_early_humans",1,"Farming is understood as a change from the hunter-gatherer life that came before"],["cx_hist_mesopotamia","cx_hist_farming",1,"Cities grew from the food surpluses farming produced"],["cx_hist_rivers","cx_hist_farming",1,"The river-civilisation model builds on how farming creates surplus"],["cx_hist_rivers","cx_hist_mesopotamia",0,"Mesopotamia is one of the four cases being compared"],["cx_hist_rivers","mt_8UL1opbJEt",0,"Egypt and the Nile is the most familiar case of a river civilisation"],["cx_hist_ancient_india","cx_hist_rivers",0,"The Indus Valley is one of the river civilisations compared earlier"],["cx_hist_cn_dynasty_order","cx_hist_timelines",1,"Ordering dynasties is a timeline skill applied to China"],["cx_hist_cn_shang","cx_hist_rivers",0,"The Shang grew up along the Yellow River, one of the river civilisations"],["cx_hist_cn_zhou","cx_hist_cn_shang",1,"The Zhou story starts with overthrowing the Shang"],["cx_hist_cn_legend_evidence","cx_hist_cn_myths",0,"Knowing the legends comes before testing them against evidence"],["cx_hist_cn_legend_evidence","mt_TTzJTF-OkG",1,"Questioning who wrote a source and why is needed to weigh ancient texts"],["cx_hist_cn_legend_evidence","cx_hist_cn_shang",0,"The Shang show how archaeology confirmed a once-doubted dynasty"],["cx_hist_cn_qin","cx_hist_cn_zhou",1,"Unification ends the Warring States that followed the Zhou"],["cx_hist_cn_qin","cx_hist_great_wall",0,"The Great Wall and Terracotta Army are the familiar faces of the Qin"],["cx_hist_cn_hundred_schools","cx_hist_cn_confucius",1,"Confucius' ideas are the starting point for comparing the schools"],["cx_hist_cn_hundred_schools","cx_hist_cn_zhou",0,"The schools arose as the Zhou order broke down"],["cx_hist_cn_hundred_schools","mt_cUMUYkDqZp",0,"Greek philosophers give a parallel to compare with"],["cx_hist_cn_han_silk","cx_hist_cn_qin",0,"The Han built on the unified state the Qin created"],["cx_hist_cn_han_silk","mt_0Rx1ISxXFE",0,"Ideas about trade between countries help explain the Silk Road"],["cx_hist_cn_division","cx_hist_cn_han_silk",1,"This period begins with the fall of the Han"],["cx_hist_cn_tang","cx_hist_cn_han_silk",0,"Tang openness built on Silk Road connections"],["cx_hist_cn_keju","cx_hist_cn_confucius",1,"The exams tested knowledge of the Confucian classics"],["cx_hist_cn_keju","cx_hist_cn_tang",0,"The system grew during the Tang"],["cx_hist_cn_song","cx_hist_cn_inventions",0,"Several of the four great inventions came into wide use in the Song"],["cx_hist_cn_song","cx_hist_cn_tang",0,"The Song followed the Tang"],["cx_hist_cn_yuan","cx_hist_mongol_empire",0,"The Yuan was one part of the wider Mongol Empire"],["cx_hist_cn_yuan","cx_hist_cn_song",0,"The Yuan conquered the Song"],["cx_hist_cn_ming","cx_hist_cn_yuan",0,"The Ming replaced the Mongol Yuan"],["cx_hist_cn_ming","cx_hist_great_wall",0,"Most of the surviving Great Wall is Ming"],["cx_hist_cn_qing","cx_hist_cn_ming",0,"The Qing replaced the Ming"],["cx_hist_cn_opium","cx_hist_cn_qing",1,"The war is a clash between the Qing and industrialising Britain"],["cx_hist_cn_opium","cx_hist_industrial",0,"Britain's industrial power explains the outcome"],["cx_hist_cn_late_qing","cx_hist_cn_opium",1,"These crises follow from the defeats after 1840"],["cx_hist_cn_1911","cx_hist_cn_opium",1,"The revolution answered decades of crisis since 1840"],["cx_hist_cn_1911","cx_hist_cn_late_qing",0,"Failed reforms made revolution look necessary"],["cx_hist_cn_war","cx_hist_cn_1911",1,"The Republic's divisions set up the conflicts that followed"],["cx_hist_cn_war","cx_hist_ww2",0,"The war against Japan was part of the wider world war"],["cx_hist_cn_1949","cx_hist_cn_war",1,"1949 is the outcome of the civil war"],["cx_hist_cn_mao_era","cx_hist_cn_1949",1,"These events follow the founding of the People's Republic"],["cx_hist_cn_mao_era","mt_IlyE-Sm8k5",0,"Understanding people in their own time helps explain how ordinary people got caught up"],["cx_hist_cn_mao_era","cx_hist_propaganda",0,"Mass campaigns ran on propaganda"],["cx_hist_cn_reform","cx_hist_cn_1949",1,"Reform changed the system set up after 1949"],["cx_hist_cn_reform","cx_hist_cn_mao_era",0,"Reform was a reaction to the Mao era"],["cx_hist_cn_dynastic_cycle","cx_hist_cn_zhou",1,"The cycle is built on the Mandate of Heaven"],["cx_hist_cn_dynastic_cycle","cx_hist_cn_dynasty_order",1,"Testing the model needs the dynasties in order"],["cx_hist_cn_dynastic_cycle","cx_hist_cause_consequence",0,"Weighing causes is what testing the model requires"],["cx_hist_cn_dynastic_cycle","cx_hist_propaganda",0,"The model also served those who wrote official histories"],["cx_hist_mongol_empire","cx_hist_cn_han_silk",0,"The Mongols revived the Silk Road"],["cx_hist_mali","mt_eosO26KE-Z",0,"Mali was linked to the Islamic world of learning and trade"],["cx_hist_americas","cx_hist_rivers",0,"Comparing early civilisations prepares for those that grew separately in the Americas"],["cx_hist_life_changed","mt_9REmUc8r4D",0,"Objects, photos and memories are evidence about the past"],["cx_hist_life_changed","mt_19qy2uuaKp",0,"Comparing then and now is the same skill used with the ancient world"],["cx_hist_renaissance","mt_rf23aL6KwH",0,"Printing spread Renaissance ideas"],["cx_hist_renaissance","mt_Nj32xtOhno",0,"The Renaissance revived Greek and Roman ideas"],["cx_hist_sci_revolution","cx_hist_renaissance",0,"The Scientific Revolution grew out of Renaissance curiosity"],["cx_hist_sci_revolution","mt_KiRn5lnRgj",0,"Changing ideas about space are the central story"],["cx_hist_voyages","cx_hist_cn_ming",0,"Comparing with Zheng He's earlier voyages"],["cx_hist_voyages","cx_hist_americas",0,"The voyages reached the civilisations of the Americas"],["cx_hist_colonialism","cx_hist_voyages",1,"Overseas empires followed the voyages of exploration"],["cx_hist_colonialism","cx_hist_industrial",0,"Industry drove the later hunger for raw materials and markets"],["cx_hist_slave_trade","cx_hist_voyages",1,"The trade depended on European routes to Africa and the Americas"],["cx_hist_slave_trade","mt_c-F__Qe23X",0,"Thinking about hidden voices prepares for enslaved people's perspective"],["cx_hist_revolutions","mt_8ShghTx0jd",0,"Limits on royal power are an earlier step towards rights"],["cx_hist_revolutions","cx_hist_sci_revolution",0,"Enlightenment thinkers applied reason to government as scientists applied it to nature"],["cx_hist_industrial","mt_UMOjbmLcbM",0,"Medieval towns and trade show the economy industry transformed"],["cx_hist_ww1","cx_hist_colonialism",0,"Rivalry between empires was a cause of the war"],["cx_hist_ww1","cx_hist_cause_consequence",0,"The war is the classic exercise in long- and short-term causes"],["cx_hist_ideologies","cx_hist_revolutions",1,"These ideologies all respond to the revolutionary idea of rights and popular power"],["cx_hist_ideologies","cx_hist_industrial",0,"Communism was a response to industrial society"],["cx_hist_ideologies","cx_hist_ww1",0,"The upheaval after the First World War gave these ideologies their chance"],["cx_hist_ww2","cx_hist_ww1",1,"The second war grew out of the unfinished business of the first"],["cx_hist_ww2","cx_hist_ideologies",0,"Fascism drove the war in Europe and Asia"],["cx_hist_holocaust","cx_hist_ww2",1,"The Holocaust happened during the Second World War"],["cx_hist_holocaust","mt_HFN1pGASpZ",0,"Understanding prejudice and discrimination explains the first steps"],["cx_hist_holocaust","cx_hist_propaganda",0,"Nazi propaganda prepared people to accept persecution"],["cx_hist_un","cx_hist_ww2",0,"The UN was a response to the Second World War"],["cx_hist_cold_war","cx_hist_ww2",1,"The Cold War began among the victors of the Second World War"],["cx_hist_cold_war","cx_hist_ideologies",1,"The Cold War was a contest between two ideologies"],["cx_hist_cold_war","mt_H9RAGGiHBL",0,"The space race was part of the rivalry"],["cx_hist_decolonisation","cx_hist_colonialism",1,"Decolonisation is the undoing of colonial empires"],["cx_hist_decolonisation","cx_hist_ww2",0,"The war weakened the colonial powers"],["cx_hist_civil_rights","cx_hist_revolutions",0,"These movements claimed the rights earlier revolutions promised"],["cx_hist_civil_rights","cx_hist_slave_trade",0,"The US movement grew from the legacy of slavery"],["cx_hist_medicine","mt_8oAzr0WxRb",0,"The Black Death shows life before modern medicine"],["cx_hist_medicine","mt_LkOMijDvL7",0,"Knowing how vaccines work explains their historical impact"],["cx_hist_globalisation","cx_hist_cn_reform",0,"China's opening up is a central part of globalisation"],["cx_hist_globalisation","cx_hist_cold_war",0,"The end of the Cold War opened the world economy"],["cx_hist_digital","mt_rf23aL6KwH",0,"Printing is the earlier information revolution to compare with"],["cx_hist_digital","cx_hist_industrial",0,"The Industrial Revolution is the model of technology changing work"],["cx_math_data_investigation","mt_ChjMU2GDJa",1,"Displaying the data needs bar charts"],["cx_math_samples","cx_math_data_investigation",0,"Running their own survey shows how sampling choices change results"],["cx_math_misleading_averages","mt_Cg8VPguS_V",1,"Needs the mean and median to compare them"],["cx_math_reading_charts","mt_bESTSBB0wK",1,"Needs to read line graphs and other charts first"],["cx_math_base_rates","mt_Zt30Gxi-qp",1,"Needs to calculate simple probabilities"],["cx_math_base_rates","mt_ZM9mhHsyYZ",1,"Uses percentages and 'out of' reasoning"],["cx_math_logic_puzzles","mt_j5YqQnN6xe",0,"Explaining reasoning step by step"],["cx_math_optimisation","mt_4emC463IyW",0,"Planning schedules uses elapsed time"],["cx_math_optimisation","mt_SmghasIvbT",0,"Uses planning and checking from multi-step problem solving"],["cx_math_assumption","mt_Zdv-b-iW5K",1,"Builds on multiplication word problems"],["cx_math_assumption","cx_math_logic_puzzles",0,"Uses systematic, step-by-step reasoning"],["cx_mag_big_numbers","mt_JwP9QFv6gQ",1,"Needs to read and write large numbers"],["cx_mag_big_numbers","mt_EXlmTURK_o",0,"Uses time unit conversions"],["cx_mag_benchmarks","mt_KaF0SQvaiu",1,"Builds on measuring length with real units"],["cx_mag_benchmarks","mt_zd0YkB3xNj",0,"Uses a sense of grams, kilograms and litres"],["cx_mag_sanity","mt_QaYfeVL-0C",1,"Needs the habit of estimating before calculating"],["cx_mag_sanity","mt_ZJC7JnnPCu",0,"Part of choosing and trusting tools wisely"],["cx_mag_orders","cx_mag_big_numbers",1,"Builds on a feel for millions and billions"],["cx_mag_orders","mt_hCVPYlF-7Y",0,"Uses powers of ten"],["cx_mag_fermi","cx_mag_benchmarks",1,"Needs reference quantities to estimate with"],["cx_mag_fermi","cx_mag_orders",1,"Judging the answer means thinking in powers of ten"],["cx_mag_fermi","mt_pjfmCMMPjO",0,"Multiplying rough figures in the head"],["cx_mag_doubling","mt_hCVPYlF-7Y",1,"Repeated doubling is powers of 2"],["cx_mag_doubling","mt_iEXqN48w3x",0,"Compound growth builds on percentage change"],["cx_mag_per_person","mt_kLQOzZYrd5",1,"Per-person figures are rates"],["cx_mag_per_person","cx_mag_big_numbers",1,"Needs a feel for national-scale numbers"],["cx_mag_percent_news","mt_iEXqN48w3x",1,"Needs percentage change"],["cx_mag_percent_news","cx_math_reading_charts",0,"Same habit of checking a claim before believing it"],["cx_bio_microbes","mt_Sa48W7KXB5",0,"Knowing what makes something alive helps a child accept that invisible microbes are living things"],["cx_bio_antibiotics","mt_LkOMijDvL7",1,"Telling vaccines from antibiotics needs an understanding of how immunity works"],["cx_bio_antibiotics","mt_FuVEZ1Ac9s",0,"Antibiotic resistance is natural selection in bacteria"],["cx_bio_scale_of_life","mt_5_Zr9xXDNH",0,"Knowing insects dominate animal life prepares the bigger count of all species"],["cx_bio_scale_of_life","mt_IY3KwGLZgk",0,"Counting species relies on knowing how living things are classified"],["cx_tech_design_cycle","mt_Wa44s-f8Ws",0,"Running simple tests is the testing step of the design cycle"],["cx_tech_structures","mt_auVZZEuXjs",0,"Knowing material properties helps explain why a structure holds or fails"],["cx_tech_structures","cx_tech_design_cycle",0,"Testing model structures uses the build–test–improve cycle"],["cx_tech_tradeoffs","mt_Z5-fSCOBep",1,"Trade-offs only make sense once criteria and constraints are defined"],["cx_tech_machines","mt_Q2k3fSwyzQ",0,"Gears and levers are the parts inside many everyday machines"],["cx_tech_machines","mt_GQpqoR5YOc",0,"Taking apart and rebuilding small objects comes before taking apart machines"],["cx_tech_sensors","mt_DA7-JYRvtP",1,"An automatic device is built on a working circuit"],["cx_tech_sensors","cx_tech_machines",0,"Knowing how a machine's parts work helps place the sensor and output"],["cx_tech_feedback","cx_tech_sensors",0,"A thermostat is the simplest example of a balancing feedback loop"],["cx_tech_feedback","mt_LKagN9GJPX",0,"Earth's spheres interacting are a system of feedback loops"],["cx_tech_society","cx_tech_tradeoffs",0,"Judging a technology's effects builds on weighing trade-offs"],["cx_env_waste","mt_auVZZEuXjs",0,"Sorting waste depends on recognising what things are made of"],["cx_env_energy_home","mt_9nxyFoYD_b",1,"Saving energy at home starts with knowing what runs on electricity"],["cx_env_pollution","mt_fkcxpeYP85",0,"Air pollution is something added to the atmosphere"],["cx_env_pollution","mt_fhqVdj4BYr",0,"Water pollution travels through the water cycle"],["cx_env_emissions","mt_DbI1kNg_0R",1,"Emissions matter because of the greenhouse effect"],["cx_env_adapt","mt_DbI1kNg_0R",1,"Adapting needs an understanding of how climate is changing"],["cx_env_adapt","mt_yDZbQODIwp",0,"Flood defences and early warnings are hazard designs"],["cx_env_tradeoffs","cx_tech_tradeoffs",0,"Environmental decisions are trade-offs on a large scale"],["cx_env_tradeoffs","mt_w2A8D76ymp",0,"Energy choices are the most common environmental trade-off"],["cx_soc_rules_to_laws","mt_rkrG2w7WXI",1,"Laws build on understanding why groups need rules at all"],["cx_soc_childrens_rights","mt_rkrG2w7WXI",0,"Knowing why rules exist helps children see rights as protections everyone agrees to"],["cx_soc_what_government_does","cx_soc_rules_to_laws",1,"Governments make and enforce laws, so laws come first"],["cx_soc_making_laws","cx_soc_rules_to_laws",1,"You need to know what a law is before learning how one is made"],["cx_soc_making_laws","cx_soc_what_government_does",0,"Law-making bodies are part of government"],["cx_soc_courts","cx_soc_rules_to_laws",1,"Courts apply laws, so understanding laws comes first"],["cx_soc_voting","mt_rkrG2w7WXI",0,"Voting is a fair way for a group to agree its rules"],["cx_soc_voting","cx_soc_what_government_does",0,"Representatives make decisions for government"],["cx_soc_public_goods","mt_cSz7XTxVAx",1,"Public goods are what taxes pay for"],["cx_soc_public_goods","cx_soc_what_government_does",0,"Providing public goods is one of government's main jobs"],["cx_soc_systems_of_government","cx_soc_what_government_does",1,"Comparing systems needs a clear idea of what any government does"],["cx_soc_systems_of_government","cx_soc_making_laws",1,"Systems differ in who makes the laws and how"],["cx_soc_systems_of_government","cx_soc_voting",1,"Systems differ in how leaders and representatives are chosen"],["cx_soc_power_and_limits","cx_soc_courts",1,"Independent courts are one of the main limits on power"],["cx_soc_power_and_limits","cx_soc_systems_of_government",0,"Limits on power look different in each system"],["cx_soc_power_and_limits","mt_8ShghTx0jd",0,"Magna Carta is an early example of limiting a ruler's power"],["cx_soc_international","cx_soc_systems_of_government",0,"International cooperation is between countries with different systems"],["cx_soc_scarcity","mt__ab4knIaSL",1,"Scarcity explains why we must choose between needs and wants"],["cx_soc_opportunity_cost","cx_soc_scarcity",1,"Opportunity cost is what scarcity forces you to give up"],["cx_soc_incentives","cx_soc_scarcity",0,"Incentives change how people choose between scarce options"],["cx_soc_incentives","mt_UHQfb-n-w3",0,"Incentives are consequences designed in advance"],["cx_soc_specialisation","cx_soc_scarcity",1,"Specialisation and trade are ways to get more from scarce resources"],["cx_soc_specialisation","mt_RgQxPddV8v",0,"Trade is the exchange of goods and services"],["cx_soc_supply_demand","mt_udgPy5oAvR",1,"Supply and demand go deeper into how markets set prices"],["cx_soc_inflation","mt_SsS7GptD_o",1,"Inflation is about money losing value, so you need to know what money is"],["cx_soc_inflation","mt_uSUqTjOl8m",0,"Interest on savings is how people protect money from inflation"],["cx_soc_inflation","cx_soc_supply_demand",0,"Too much money chasing goods is a supply-and-demand story"],["cx_soc_externalities","cx_soc_supply_demand",1,"External costs are what market prices leave out"],["cx_soc_externalities","cx_soc_public_goods",0,"Clean air is a public good that pollution harms"],["cx_soc_rich_poor_countries","cx_soc_specialisation",1,"Productivity and trade are at the heart of why countries grow richer"],["cx_soc_rich_poor_countries","mt_0Rx1ISxXFE",0,"Trade between countries is part of how they grow"],["cx_soc_markets_planning","cx_soc_supply_demand",1,"Markets coordinate through prices, so you need supply and demand first"],["cx_soc_markets_planning","cx_soc_systems_of_government",0,"Who runs the economy depends partly on the system of government"],["cx_soc_who_makes_news","mt_2GDBmKCJxs",0,"Different outlets giving different accounts is like different historical accounts of one event"],["cx_soc_checking_claims","cx_soc_who_makes_news",1,"Checking a claim starts with asking who made it and why"],["cx_soc_checking_claims","mt_V6456X6pJE",0,"Separating fact from opinion is part of checking a claim"],["cx_soc_attention_business","mt_My0OL6fhGL",1,"The attention business is advertising taken to its limit"],["cx_soc_attention_business","mt_EedcpioR0v",0,"Recommendation systems decide what each feed shows"],["cx_soc_numbers_in_news","cx_soc_checking_claims",0,"Questioning numbers is one part of checking a claim"],["cx_soc_numbers_in_news","mt_PNSyfH56eQ",1,"Headline statistics are usually percentages"],["cx_soc_misinformation_spread","cx_soc_checking_claims",1,"Knowing how to check a claim comes before understanding why false ones spread anyway"],["cx_soc_free_expression","cx_soc_who_makes_news",1,"Press freedom is about who can make the news"],["cx_soc_free_expression","cx_soc_systems_of_government",0,"Different systems draw the limits of speech differently"],["cx_life_hygiene","cx_life_dressing",0,"Self-care starts with dressing and washing as daily routines"],["cx_life_tidying","cx_life_dressing",0,"Putting clothes away follows from dressing yourself"],["cx_life_cleaning","cx_life_tidying",1,"Cleaning a space comes after keeping it tidy"],["cx_life_laundry","cx_life_cleaning",0,"Laundry is another regular household job"],["cx_life_laundry","cx_life_tidying",1,"Folding and storing clothes is part of doing laundry"],["cx_life_simple_food","cx_life_hygiene",1,"Clean hands come before handling food"],["cx_life_food_safety","cx_life_simple_food",1,"Food safety rules matter once a child prepares food"],["cx_life_cooking","cx_life_food_safety",1,"Cooking meat and eggs safely needs food safety knowledge"],["cx_life_cooking","cx_life_fire_safety",0,"Using a hob means knowing kitchen fire risks"],["cx_life_meal_planning","cx_life_cooking",1,"Planning meals means being able to cook them"],["cx_life_meal_planning","mt_Qzbh-_v0Gq",0,"Shopping for a week of meals uses budgeting skills"],["cx_life_meal_planning","mt_QhLAeAlHI0",0,"A balanced menu needs knowing the food groups"],["cx_life_caring_for_others","cx_life_tidying",0,"Taking care of others builds on taking care of your own things"],["cx_life_caring_for_others","mt_lAvS72LOUO",0,"Caring for others at home is everyday kindness made into a responsibility"],["cx_life_simple_repairs","cx_life_hand_tools",1,"Repairs need confident, safe use of tools"],["cx_life_making_wood_fabric","cx_life_hand_tools",1,"Making with wood and fabric needs safe tool use"],["cx_life_making_wood_fabric","cx_life_traditional_crafts",0,"Handcrafts build the patience and precision that making needs"],["cx_life_traditional_crafts","cx_life_hand_tools",0,"Crafts use scissors, needles and other simple tools"],["cx_life_growing_plants","mt_0B64gfJf7j",0,"Knowing how seeds grow helps a child keep plants alive"],["cx_life_growing_food","cx_life_growing_plants",1,"Growing food over a season builds on keeping single plants alive"],["cx_life_electronics_kits","mt_DA7-JYRvtP",1,"Electronics kits start from building a simple circuit"],["cx_life_electronics_kits","cx_life_hand_tools",0,"Building gadgets uses small tools safely"],["cx_life_lost_strangers","mt_q3vRl4dddK",0,"Everyday safety awareness is the starting point for specific safety rules"],["cx_life_road_safety","mt_q3vRl4dddK",0,"Road safety goes deeper into one area of everyday safety"],["cx_life_water_safety","mt_q3vRl4dddK",0,"Water safety goes deeper into one area of everyday safety"],["cx_life_fire_safety","mt_q3vRl4dddK",0,"Fire safety goes deeper into one area of everyday safety"],["cx_life_emergency_calls","cx_life_lost_strangers",0,"Knowing your address and who to ask is the first step to calling for help"],["cx_life_first_aid","cx_life_emergency_calls",1,"First aid includes knowing when to call for help"],["cx_life_cpr","cx_life_first_aid",1,"CPR builds on basic first aid and the recovery position"],["cx_life_compound_interest","mt_uSUqTjOl8m",1,"Compound interest is how bank savings grow"],["cx_life_compound_interest","mt_r1hw-KenpK",0,"Long-term planning is where compound growth matters most"],["cx_life_compound_interest","mt_PNSyfH56eQ",1,"Interest rates are percentages"],["cx_learn_retrieval","mt_q7zxOloj_L",0,"Retrieval and spacing are strategies worth choosing deliberately"],["cx_learn_retrieval","mt_6eTZUwKQZr",0,"Teaching it back is a simple form of retrieval"],["cx_learn_memory","cx_learn_retrieval",0,"Knowing how memory works explains why retrieval and spacing help"],["cx_learn_deep_focus","mt_HoJGVsMO7H",1,"Deep focus builds on basic time and attention management"],["cx_learn_ai_tutor","mt_Y6P9y1Rz-u",1,"Using AI well means wanting to know why, not just the answer"],["cx_learn_ai_tutor","cx_learn_retrieval",0,"Asking AI to quiz you is retrieval practice"],["cx_learn_self_directed","mt_cJjnPjuvCU",1,"Planning your own learning starts with setting and tracking goals"],["cx_learn_self_directed","cx_learn_retrieval",0,"Self-directed learners choose study methods that work"],["cx_learn_project_question","mt_Y6P9y1Rz-u",0,"Good project questions come from asking why"],["cx_learn_project_plan","cx_learn_project_question",1,"A project plan needs a clear question to plan towards"],["cx_learn_project_plan","mt_QR3vxbN1o4",1,"Planning a project scales up planning a single task"],["cx_learn_project_plan","mt_QxsoqVUt6u",0,"Group projects rely on working well in a group"],["cx_learn_project_research","cx_learn_project_question",1,"Research needs a question to answer"],["cx_learn_project_research","mt_4A4RpX-Go9",0,"Shared research projects are an earlier, guided version of the same skill"],["cx_learn_project_make","cx_learn_project_plan",1,"Making the product follows the plan"],["cx_learn_project_make","cx_learn_project_research",0,"The product is built on what was found out"],["cx_learn_project_present","cx_learn_project_make",1,"You present what you made and found"],["cx_learn_project_review","cx_learn_project_present",1,"The review comes after the project is shared and feedback is in"],["cx_learn_project_review","mt_v5yDTWEiyQ",0,"Reviewing a project extends reflecting after learning"],["cx_learn_independent_project","cx_learn_project_review",1,"A long independent project needs the whole project cycle first"],["cx_learn_independent_project","cx_learn_self_directed",0,"Independent projects use self-directed learning"],["cx_psd_family_shapes","mt_OJVkWvIaM_",0,"Noticing how people differ helps a child see that families differ too"],["cx_psd_siblings","mt_FwI7q7DSIx",0,"Taking turns and sharing are the everyday skills sibling fairness builds on"],["cx_psd_siblings","mt_mDp-1vlL3R",0,"The idea that fair is not always equal makes sibling differences easier to accept"],["cx_psd_family_repair","mt_Iwg2diBSyW",1,"A child has to be able to calm down before they can talk a fight through"],["cx_psd_family_repair","cx_psd_apologising",0,"Knowing how to apologise well is half of making up"],["cx_psd_parent_view","mt_9NQEiYLQA3",1,"Taking a parent's view is perspective-taking applied to the people who set the rules"],["cx_psd_disagree_adults","cx_psd_parent_view",1,"A disagreement goes better when the child already understands the adult's worry"],["cx_psd_disagree_adults","mt_rqLMfiw61L",0,"Assertive communication gives the words for disagreeing without aggression"],["cx_psd_earning_independence","cx_psd_disagree_adults",1,"Negotiating rules depends on being able to disagree with adults calmly"],["cx_psd_anger","mt_Iwg2diBSyW",1,"Handling anger uses the calming strategies a child already knows"],["cx_psd_anger","mt_LhkP_KKIRS",0,"A child needs to recognise anger as an emotion before managing it"],["cx_psd_worry","mt_j8Pv3s7TZR",0,"Choosing a coping strategy is the base for handling worry well"],["cx_psd_worry","mt_Ytd8XC3eQr",0,"Recognising worry in the body helps a child notice anxiety early"],["cx_psd_grief","mt_aS-Gdh-MHx",0,"Coping with life changes prepares a child for the bigger change of a loss"],["cx_psd_reappraisal","mt_35-DhMh_Yr",0,"Positive self-talk is the simpler cousin of reappraisal"],["cx_psd_reappraisal","mt_Mb1JUJmnbX",0,"Questioning first impressions is the same move applied to people"],["cx_psd_self_compassion","mt_UGf6jICEhs",0,"Learning from mistakes is easier without harsh self-criticism"],["cx_psd_self_compassion","mt_35-DhMh_Yr",0,"Self-compassion builds on the habit of positive self-talk"],["cx_psd_when_to_tell","mt_PdYlsA33jB",1,"Knowing when to get help depends on already being willing to ask for it"],["cx_psd_joining_in","mt_HBcvu0UxYe",0,"Knowing what makes a good friend helps a child join in kindly"],["cx_psd_left_out","mt_X7Tu94-a2m",0,"Understanding that friendships change makes being left out less frightening"],["cx_psd_left_out","cx_psd_joining_in",0,"Knowing how to join in gives a child something to do about feeling left out"],["cx_psd_group_chats","mt_zIzJGkaj0Q",1,"Online friendships build on basic rules for behaving well online"],["cx_psd_boundaries","cx_life_body_safety",0,"Knowing their body belongs to them is the first boundary a child learns"],["cx_psd_boundaries","mt_HBcvu0UxYe",0,"Good friends respect each other's no"],["cx_psd_apologising","mt_wzUzVEBqJb",0,"A real apology needs some sense of how the other person feels"],["cx_psd_apologising","mt_UHQfb-n-w3",0,"Apologising starts from seeing the consequences of your actions"],["cx_life_body_safety","cx_life_lost_strangers",0,"Both topics teach a child who their safe adults are"],["cx_life_secrets_surprises","cx_life_body_safety",1,"The rule about secrets protects the body-safety rules from being hidden"],["cx_psd_mind_illusions","mt_6w2g7aoPgz",0,"Knowing how we see objects makes it clear why vision can be tricked"],["cx_psd_mind_memory","cx_psd_mind_illusions",0,"Memory, like perception, is the brain's reconstruction rather than a recording"],["cx_psd_mind_traps","mt_cOknxrYhwL",0,"Questioning your own biases is the first step to spotting thinking traps"],["cx_psd_mind_traps","cx_psd_mind_illusions",0,"Thinking traps are illusions of reasoning, as optical illusions are of seeing"],["cx_psd_mind_persuasion","mt_My0OL6fhGL",0,"Persuasion techniques explain how advertising works on spending"],["cx_psd_mind_persuasion","cx_psd_mind_traps",0,"Many persuasion levers exploit thinking traps such as social proof"],["cx_psd_mind_beliefs","cx_psd_mind_traps",1,"Motivated reasoning is a thinking trap applied to beliefs we care about"],["cx_psd_mind_beliefs","mt_9NQEiYLQA3",0,"Seeing another point of view is needed to understand why others believe differently"],["cx_psd_mind_replication","mt_1GVAmcwAiO",1,"Replication failures are science revising itself in action"],["cx_psd_mind_replication","cx_soc_checking_claims",0,"Checking claims gives the habits for questioning a 'study shows' headline"],["cx_life_red_envelope","mt_zrCyqhngYm",1,"A budget needs the idea of saving some money for later"],["cx_life_red_envelope","mt_Qzbh-_v0Gq",0,"Budgeting pocket money is the same skill on a smaller scale"],["cx_life_in_app","mt_K8_RYIvrTV",0,"Understanding ways to pay makes hidden in-app costs visible"],["cx_life_in_app","cx_comp_attention_design",0,"Loot boxes are one of the design tricks apps use to keep you spending"],["cx_life_giving","mt_lAvS72LOUO",0,"Everyday kindness grows into choosing to give"],["cx_life_value_time","mt_uP9faJlnRq",0,"Pricing time builds on knowing how people earn money"],["cx_life_value_time","mt_ZM9mhHsyYZ",0,"Comparing value often needs percentages and unit rates"],["mt_LhkP_KKIRS","mt_klyw-tdlhP",0,"Naming what you are feeling is emotional comprehension monitoring — the universal habit of noticing what's happening inside applied to emotional experience"],["mt_jc9k_HJQGd","mt_EXlmTURK_o",0,"Recording local weather conditions over time requires vocabulary for days, weeks, and months"],["mt_jc9k_HJQGd","mt_fI-8iqf_Id",1,"Must observe seasonal changes before recording weather patterns systematically"],["mt_SH7QgFl8-v","mt_hR2Y7NhMSY",1,"Completing symmetric figures supports understanding reflection"],["mt_SH7QgFl8-v","mt_jBQS-CicNn",1,"Performing reflections and translations on a coordinate grid requires the ability to plot specified points"],["mt_SdIWVjzopp","mt_nwSWPTENmv",0,"Knowing body parts and senses supports understanding skeleton protects organs"],["mt_SdIWVjzopp","mt_fDoE-pL6Jv",1,"Must compare animal body structures before learning about skeleton/muscle system specifically"],["mt_UvNrOXny1i","mt__KHQttMde3",1,"Must be able to blend sounds within each syllable"],["mt_UvNrOXny1i","mt_OgJPbGkrYk",0,"Helpful to know alternative GPCs when decoding longer words"],["mt_8UL1opbJEt","mt_e6PP4ip39V",0,"Understanding how ecosystems and habitats work enriches the study of the Nile valley as a life-giving ecosystem surrounded by desert"],["mt_N8CpN1EJrP","mt_1KCwbGvm1F",0,"Need to understand words in print"],["mt_FZ_ixwU1p1","mt_TMOzMCE17H",0,"Understanding world weather patterns helps understand tropical climate (Weather 7-9 -> Rainforests 7-9)"],["mt_qeZYF6HZ4o","mt_-hTTat0mBR",0,"Understanding half and quarter turns benefits from the concept of halves and quarters"]],"clusters":[{"subject":"English","domain":"Grammar & Punctuation","age":5,"summary":"Your child is learning the building blocks of writing — how to make complete sentences, use capital letters and punctuation marks correctly, and understand basic word types like nouns and verbs."},{"subject":"English","domain":"Grammar & Punctuation","age":6,"summary":"Your child is learning important grammar skills — understanding how to build more complex sentences, use punctuation correctly, and choose the right words to make their writing clearer and more interesting."},{"subject":"English","domain":"Grammar & Punctuation","age":7,"summary":"Your child is learning to punctuate speech in stories and to choose between adjectives and adverbs, including comparisons like bigger and most careful."},{"subject":"English","domain":"Grammar & Punctuation","age":9,"summary":"Your child is learning to use punctuation and linking words deliberately — colons, semicolons, dashes and brackets, and the transitions that make a whole piece of writing hang together."},{"subject":"English","domain":"Grammar & Punctuation","age":10,"summary":"Your child is learning advanced grammar and punctuation skills — mastering complex sentence structures, sophisticated punctuation like colons and semi-colons, and formal writing techniques that will prepare them for secondary school and beyond."},{"subject":"English","domain":"Handwriting & Transcription","age":6,"summary":"Your child is building fluent, legible handwriting — steady speed, even letters and spacing, joining letters where it helps — so writing by hand doesn't get in the way of thinking."},{"subject":"English","domain":"Phonics & Word Reading","age":5,"summary":"Your child is building the foundation for reading — learning how letters and sounds work together, recognizing common words by sight, and developing the skills to sound out new words independently."},{"subject":"English","domain":"Phonics & Word Reading","age":6,"summary":"Your child is learning to read more complex words by recognizing different letter patterns for the same sounds and breaking longer words into syllables, while also developing fluency and expression when reading aloud."},{"subject":"English","domain":"Phonics & Word Reading","age":7,"summary":"Your child is learning to read more complex words by understanding how prefixes, suffixes, and root words work together, helping them tackle unfamiliar words with confidence."},{"subject":"English","domain":"Reading Comprehension","age":5,"summary":"Your child is building reading skills — understanding stories by identifying characters and events, asking questions about what they read, and connecting books to their own experiences."},{"subject":"English","domain":"Reading Comprehension","age":6,"summary":"Your child is developing deeper reading skills — understanding how stories are structured, identifying main ideas in informational texts, comparing characters' perspectives, and recognising how different text features help organise information."},{"subject":"English","domain":"Reading Comprehension","age":7,"summary":"Your child is developing deeper reading skills — identifying main ideas across multiple paragraphs, making inferences about characters and themes, and understanding how authors use language and text features to create meaning and effect."},{"subject":"English","domain":"Reading Comprehension","age":8,"summary":"Your child is learning to think deeply about texts — making connections between ideas, analysing characters' motivations, identifying central messages in stories, and distinguishing between their own viewpoint and that of authors or characters."},{"subject":"English","domain":"Reading Comprehension","age":9,"summary":"Your child is developing sophisticated reading skills — analysing how authors structure texts, comparing different perspectives, understanding themes and literary devices, and integrating information from multiple sources."},{"subject":"English","domain":"Reading Comprehension","age":10,"summary":"Your child is developing sophisticated reading skills — comparing texts, analysing how authors use evidence and perspective, integrating information from multiple sources, and supporting their interpretations with quotes and reasoning."},{"subject":"English","domain":"Speaking & Listening","age":6,"summary":"Your child is building confidence in speaking aloud — memorising and performing poems with expression, and learning to speak clearly in complete sentences when presenting to others."},{"subject":"English","domain":"Speaking & Listening","age":9,"summary":"Your child is developing critical listening skills, learning to identify key ideas from what they hear and evaluate whether speakers provide good reasons and evidence for their points."},{"subject":"English","domain":"Speaking & Listening","age":10,"summary":"Your child is developing sophisticated communication skills — learning to adapt their speaking style for different audiences, participate thoughtfully in discussions, and create presentations that effectively combine spoken words with visual elements."},{"subject":"English","domain":"Spelling & Word Study","age":6,"summary":"Your child is learning how words are built — adding prefixes and suffixes to a root word, and the spelling changes that sometimes come with them."},{"subject":"English","domain":"Spelling & Word Study","age":7,"summary":"Your child is learning to get tricky spellings right — commonly misspelt words, words that sound the same, and how to check spelling with a dictionary or spell-checker without trusting it blindly."},{"subject":"English","domain":"Vocabulary","age":5,"summary":"Your child is building their word knowledge — asking about unknown words, understanding opposites, recognising how word parts give clues to meaning, and using new vocabulary in their own speech and writing."},{"subject":"English","domain":"Vocabulary","age":7,"summary":"Your child is learning how language changes depending on who they're speaking to and the situation, while exploring how words are connected through shared roots and parts."},{"subject":"English","domain":"Vocabulary","age":8,"summary":"Your child is learning to understand figurative language — recognising when words don't mean exactly what they say and interpreting common phrases and idioms in stories and conversation."},{"subject":"English","domain":"Vocabulary","age":9,"summary":"Your child is building the precise vocabulary of school subjects and academic writing — words like analyse, evidence and significant — drawn from reading and used in their own work."},{"subject":"English","domain":"Writing Composition","age":5,"summary":"Your child is learning to write their own stories and explanations — planning what to say, putting events in order, and sharing their writing with others for feedback."},{"subject":"English","domain":"Writing Composition","age":6,"summary":"Your child is learning to write for different purposes beyond stories — including opinions, explanations, and poetry — while developing planning skills, building writing stamina, and learning to revise and proofread their work."},{"subject":"English","domain":"Writing Composition","age":7,"summary":"Your child is developing as a writer — learning to organize their ideas into paragraphs, write engaging stories with developed characters, and edit their work to make it clearer and more effective."},{"subject":"English","domain":"Writing Composition","age":8,"summary":"Your child is developing more sophisticated writing skills — choosing precise and vivid words to create specific effects, and learning to research topics and organise information from various sources."},{"subject":"English","domain":"Writing Composition","age":9,"summary":"Your child is developing sophisticated writing skills — crafting clear, well-organised pieces for different audiences and purposes, and supporting their ideas with evidence from texts they've read."},{"subject":"English","domain":"Writing Composition","age":10,"summary":"Your child is learning to write tightly and fairly — summarising long passages in a précis and cutting their own and others' drafts down to clear, plain prose."},{"subject":"Mathematics","domain":"Addition & Subtraction","age":5,"summary":"Your child is building a strong foundation in addition and subtraction, learning to combine and separate numbers up to 20 using objects, drawings, and mental strategies."},{"subject":"Mathematics","domain":"Addition & Subtraction","age":6,"summary":"Your child is building strong foundations in addition and subtraction — learning to add and subtract numbers fluently within 20, understanding the relationship between these operations, and applying various mental strategies to solve problems."},{"subject":"Mathematics","domain":"Addition & Subtraction","age":7,"summary":"Your child is advancing their calculation skills — learning to add and subtract larger numbers up to 1000, mastering mental math strategies, and solving more complex word problems."},{"subject":"Mathematics","domain":"Algebra","age":10,"summary":"Your child is beginning to work with algebra — using letters to represent unknown numbers, creating and following rules for number patterns, and translating word problems into mathematical equations."},{"subject":"Mathematics","domain":"Counting & Cardinality","age":5,"summary":"Your child is building essential counting skills — learning that numbers have meaning, that each number represents a specific quantity, and beginning to compare groups to see which has more or fewer objects."},{"subject":"Mathematics","domain":"Data & Statistics","age":5,"summary":"Your child is learning to organise and count information by sorting objects into groups and comparing which groups have more or fewer items."},{"subject":"Mathematics","domain":"Data & Statistics","age":6,"summary":"Your child is learning to work with data — creating and reading simple charts, graphs, and tables to organise information and answer questions about what the data shows."},{"subject":"Mathematics","domain":"Data & Statistics","age":7,"summary":"Your child is learning to create and read simple graphs — making picture graphs and bar charts to show information, then using these graphs to solve mathematical problems."},{"subject":"Mathematics","domain":"Data & Statistics","age":8,"summary":"Your child is learning to collect information and present it visually using charts and graphs, then use these displays to solve problems and answer questions about the data."},{"subject":"Mathematics","domain":"Data & Statistics","age":9,"summary":"Your child is learning to work with data — reading timetables and graphs, and solving problems by interpreting the information presented in charts and line graphs."},{"subject":"Mathematics","domain":"Data & Statistics","age":10,"summary":"Your child is learning to interpret and create different types of graphs and charts, and beginning to calculate averages to understand what data tells us about real-world situations."},{"subject":"Mathematics","domain":"Fractions, Decimals & Percentages","age":5,"summary":"Your child is discovering their first fractions — learning to recognise and name halves and quarters as equal parts of shapes, objects, and groups."},{"subject":"Mathematics","domain":"Fractions, Decimals & Percentages","age":6,"summary":"Your child is beginning to understand fractions by dividing shapes and objects into equal parts, learning to recognize and write simple fractions like halves, quarters, and thirds."},{"subject":"Mathematics","domain":"Fractions, Decimals & Percentages","age":7,"summary":"Your child is discovering fractions as parts of a whole — understanding halves, thirds, and quarters, placing fractions on number lines, and beginning to add and subtract simple fractions."},{"subject":"Mathematics","domain":"Fractions, Decimals & Percentages","age":8,"summary":"Your child is developing a deeper understanding of fractions and decimals — learning to add and subtract fractions, convert between fractions and decimals, and use them to solve practical problems involving measurements and money."},{"subject":"Mathematics","domain":"Fractions, Decimals & Percentages","age":9,"summary":"Your child is exploring fractions, decimals, and percentages — understanding how they relate to each other, adding and subtracting fractions, and solving real-world problems involving these concepts."},{"subject":"Mathematics","domain":"Fractions, Decimals & Percentages","age":10,"summary":"Your child is mastering advanced fraction operations — adding, subtracting, and multiplying fractions with different denominators, dividing with fractions, and solving real-world problems using visual models and mathematical reasoning."},{"subject":"Mathematics","domain":"Geometry","age":5,"summary":"Your child is exploring shapes and space — recognising circles, triangles, and squares, building with 3D shapes like cubes and spheres, and describing where things are using words like above, below, and beside."},{"subject":"Mathematics","domain":"Geometry","age":6,"summary":"Your child is discovering the world of shapes — identifying properties of 2D and 3D shapes, learning how to combine shapes to make new ones, and describing positions and movements using mathematical language."},{"subject":"Mathematics","domain":"Geometry","age":7,"summary":"Your child is learning about shapes, angles, and lines — identifying different types of angles and lines, drawing 2D shapes and building 3D models, and understanding how angles work as turns and properties of shapes."},{"subject":"Mathematics","domain":"Geometry","age":8,"summary":"Your child is advancing their understanding of shapes and space — working with coordinates on grids, identifying different types of angles, exploring symmetry, and classifying shapes by their properties."},{"subject":"Mathematics","domain":"Geometry","age":9,"summary":"Your child is learning to measure and work with angles using protractors, classify shapes by their properties, and understand transformations like reflections and translations while exploring how angles relate to each other."},{"subject":"Mathematics","domain":"Geometry","age":10,"summary":"Your child is developing advanced spatial skills — working with 3D shapes and nets, using coordinate grids with negative numbers, calculating angles, and understanding geometric transformations like reflection and translation."},{"subject":"Mathematics","domain":"Mathematical Thinking","age":5,"summary":"Your child is beginning to think like a mathematician — using objects and pictures to solve problems, explaining their reasoning, noticing patterns, and connecting maths to real-world situations."},{"subject":"Mathematics","domain":"Mathematical Thinking","age":7,"summary":"Your child is learning to think like a mathematician: solving multi-step problems, explaining reasoning, and tackling classic puzzles in logical deduction and listing every possibility in order."},{"subject":"Mathematics","domain":"Mathematical Thinking","age":8,"summary":"Your child is developing strong mathematical reasoning skills — learning to explain their thinking clearly, spot patterns and connections, and choose the best strategies for solving complex problems."},{"subject":"Mathematics","domain":"Mathematical Thinking","age":9,"summary":"Your child is developing advanced problem-solving skills, learning to choose the best mathematical tools and methods for complex problems, and communicating their mathematical reasoning clearly."},{"subject":"Mathematics","domain":"Measurement","age":5,"summary":"Your child is learning about measurement in everyday life: telling time to the hour and half hour, comparing lengths and weights, recognising coins and notes, and using time words like yesterday and tomorrow."},{"subject":"Mathematics","domain":"Measurement","age":6,"summary":"Your child is learning practical measurement skills — reading clocks to five-minute intervals, measuring length and capacity using standard units, and working with money including making change."},{"subject":"Mathematics","domain":"Measurement","age":7,"summary":"Your child is learning practical measurement skills — using rulers and other tools to measure length, weight, and volume accurately, working with money, and telling time to the nearest minute."},{"subject":"Mathematics","domain":"Measurement","age":8,"summary":"Your child is learning to measure the world around them — calculating areas and perimeters, converting between different units like metres and kilometres, and solving time problems using both analogue and digital clocks."},{"subject":"Mathematics","domain":"Measurement","age":9,"summary":"Your child is mastering advanced measurement skills — calculating area and perimeter of shapes, working with fractions in measurements, converting between different units, and solving real-world problems involving distance, time, and volume."},{"subject":"Mathematics","domain":"Measurement","age":10,"summary":"Your child is mastering advanced measurement skills — calculating volume and area using formulas, converting between different units of measurement, and solving real-world problems involving length, mass, and capacity."},{"subject":"Mathematics","domain":"Multiplication & Division","age":5,"summary":"Your child is being introduced to multiplication and division as ways of working with equal groups — understanding multiplication as repeated addition and division as sharing equally."},{"subject":"Mathematics","domain":"Multiplication & Division","age":6,"summary":"Your child is building the foundations of multiplication and division — learning their 2, 5, and 10 times tables, understanding what these operations mean, and solving problems using arrays and repeated addition."},{"subject":"Mathematics","domain":"Multiplication & Division","age":7,"summary":"Your child is mastering multiplication and division — learning their times tables (especially 3, 4, and 8), understanding how multiplication connects to arrays and repeated addition, and solving word problems involving these operations."},{"subject":"Mathematics","domain":"Multiplication & Division","age":8,"summary":"Your child is building fluency with multiplication and division — memorizing times tables up to 12×12, understanding the relationship between multiplication and division, and solving word problems involving equal groups and arrays."},{"subject":"Mathematics","domain":"Multiplication & Division","age":9,"summary":"Your child is mastering more complex multiplication and division — working with larger numbers, understanding factors and multiples, solving multi-step problems, and beginning to use formal written methods."},{"subject":"Mathematics","domain":"Multiplication & Division","age":10,"summary":"Your child is advancing to sophisticated multiplication and division — using formal written methods for complex calculations, working with decimals, and applying the order of operations to solve multi-step problems."},{"subject":"Mathematics","domain":"Number Representation & Place Value","age":5,"summary":"Your child is building number foundations — learning to read and write numbers up to 100, understanding number words, and beginning to see how numbers are built from tens and ones."},{"subject":"Mathematics","domain":"Number Representation & Place Value","age":6,"summary":"Your child is learning how numbers work by understanding place value — discovering that in two-digit numbers, each digit has a different value depending on whether it represents tens or ones."},{"subject":"Mathematics","domain":"Number Representation & Place Value","age":7,"summary":"Your child is mastering larger numbers — learning to read, write, and work with numbers up to 1000 by understanding how hundreds, tens, and ones work together."},{"subject":"Mathematics","domain":"Number Representation & Place Value","age":8,"summary":"Your child is working with larger numbers up to 10,000, understanding place value in four-digit numbers, learning to round, exploring negative numbers, and seeing how other number systems in history worked without place value."},{"subject":"Mathematics","domain":"Number Representation & Place Value","age":9,"summary":"Your child is working with larger numbers up to 1 million — understanding place value, rounding to different levels of accuracy, and beginning to work with negative numbers in everyday contexts."},{"subject":"Mathematics","domain":"Ratio & Proportion","age":10,"summary":"Your child is learning to compare quantities and solve problems involving ratios, proportions, percentages, and scale — essential skills for understanding relationships between numbers in real-world contexts."},{"subject":"Personal & Social Development","domain":"Emotional Literacy","age":5,"summary":"Your child is learning about emotions — naming different feelings, understanding that everyone has emotions, expressing feelings with words instead of actions, and recognising what triggers their emotions."},{"subject":"Personal & Social Development","domain":"Emotional Literacy","age":7,"summary":"Your child is developing a deeper understanding of emotions — learning more specific emotion words, recognising how feelings vary in intensity, and understanding the connection between emotions and physical sensations in their body."},{"subject":"Personal & Social Development","domain":"Emotional Literacy","age":9,"summary":"Your child is developing deeper emotional understanding — recognising complex and mixed feelings, understanding how emotions influence decisions, and reflecting on their own emotional patterns and growth over time."},{"subject":"Personal & Social Development","domain":"Empathy & Social Awareness","age":5,"summary":"Your child is developing emotional intelligence and social skills — learning to show kindness to others, appreciating diversity in their community, and understanding that people have different thoughts and feelings."},{"subject":"Personal & Social Development","domain":"Empathy & Social Awareness","age":7,"summary":"Your child is developing empathy and understanding of fairness — learning to see situations from others' perspectives, recognising that everyone has different experiences and challenges, and understanding that being fair sometimes means giving people what they need rather than everyone getting the same thing."},{"subject":"Personal & Social Development","domain":"Empathy & Social Awareness","age":9,"summary":"Your child is developing deeper understanding of fairness and diversity — learning to recognise stereotypes and bias, understanding how prejudice affects people, and appreciating the value of different cultures and perspectives."},{"subject":"Personal & Social Development","domain":"Friendship & Cooperation","age":5,"summary":"Your child is developing essential friendship skills — learning to ask for help when needed, understanding what makes a good friend, listening to others properly, and sharing and taking turns in group activities."},{"subject":"Personal & Social Development","domain":"Friendship & Cooperation","age":7,"summary":"Your child is learning that friendships naturally change over time and developing skills to work well in groups, resolve disagreements peacefully, and understand different roles people play in teamwork."},{"subject":"Personal & Social Development","domain":"Friendship & Cooperation","age":9,"summary":"Your child is developing advanced social skills — learning to communicate assertively, help resolve conflicts between friends, reflect on their own behaviour in relationships, and give and receive helpful feedback."},{"subject":"Personal & Social Development","domain":"Responsible Decision-Making","age":5,"summary":"Your child is learning to make good choices — understanding right from wrong and thinking about how what they do affects themselves and others."},{"subject":"Personal & Social Development","domain":"Responsible Decision-Making","age":7,"summary":"Your child is learning to make thoughtful choices and stand up for what's right — understanding bullying, having the courage to be an upstander, and using a simple stop-and-think process before acting."},{"subject":"Personal & Social Development","domain":"Responsible Decision-Making","age":9,"summary":"Your child is learning to handle peer pressure and to think through ethical dilemmas from more than one side, applying that thinking to real-world issues."},{"subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","age":5,"summary":"Your child is learning important life skills for managing emotions and challenges — using calming strategies when upset, practising patience, adapting to changes, and understanding that mistakes are a normal part of learning."},{"subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","age":7,"summary":"Your child is learning that they can get better at things through practice and effort, while developing strategies to stay positive and break big challenges into smaller, manageable steps."},{"subject":"Personal & Social Development","domain":"Self-Regulation & Resilience","age":9,"summary":"Your child is developing important life skills — learning to manage their emotions and behavior, set and work toward goals, and build resilience to bounce back from challenges and setbacks."},{"subject":"Science","domain":"Evolution & Deep Time","age":5,"summary":"Your child is learning that dinosaurs were real animals that lived long ago, and that fossils let scientists find out about them."},{"subject":"Science","domain":"Evolution & Deep Time","age":7,"summary":"Your child is learning to read fossils as evidence: how they form, what they reveal about past life and environments, how palaeontologists work, and how long Earth's history really is."},{"subject":"Science","domain":"Evolution & Deep Time","age":9,"summary":"Your child is learning how life changes over time: dating rocks and fossils, the tree of life, birds as living dinosaurs, the asteroid that ended the dinosaurs, and how scientific ideas change when new evidence turns up."},{"subject":"Science","domain":"Energy","age":5,"summary":"Your child is beginning to understand energy — observing how sunlight warms objects and surfaces, and designing simple structures to create shade and reduce warming effects."},{"subject":"Science","domain":"Energy","age":8,"summary":"Your child is discovering how electricity works — building simple circuits with batteries and bulbs, understanding how switches control electrical flow, and learning which materials conduct electricity and which don't."},{"subject":"Science","domain":"Energy","age":9,"summary":"Your child is exploring how energy works — understanding how it moves between objects, changes from one form to another, and can be transferred through sound, light, heat, and electricity."},{"subject":"Science","domain":"Energy","age":10,"summary":"Your child is learning how electricity works in circuits — understanding how batteries power different components like bulbs and buzzers, and how to draw circuit diagrams using proper symbols."},{"subject":"Science","domain":"Forces & Motion","age":5,"summary":"Your child is learning about forces — understanding how pushes and pulls can make objects move faster, slower, or change direction, and testing different ways to affect motion."},{"subject":"Science","domain":"Forces & Motion","age":7,"summary":"Your child is exploring forces around them — discovering how magnets work, understanding that some forces need contact while others work at a distance, and investigating how different surfaces affect how things move."},{"subject":"Science","domain":"Forces & Motion","age":8,"summary":"Your child is investigating how forces affect movement — observing patterns in how objects move and conducting experiments to understand how balanced and unbalanced forces change an object's motion."},{"subject":"Science","domain":"Forces & Motion","age":9,"summary":"Your child is learning about gravity and the forces that resist motion, like friction and air resistance, and why streamlined shapes move more easily."},{"subject":"Science","domain":"Matter & Materials","age":5,"summary":"Your child is exploring the materials around them — identifying different substances like wood, plastic, and metal, and discovering their properties such as whether they're hard or soft, rough or smooth."},{"subject":"Science","domain":"Matter & Materials","age":6,"summary":"Your child is exploring how materials behave — investigating how solid objects can be changed by bending, twisting, or stretching, and learning why different materials are chosen for different jobs."},{"subject":"Science","domain":"Matter & Materials","age":7,"summary":"Your child is investigating how materials behave — classifying substances by their properties, understanding why different materials are used for specific purposes, and exploring how heating and cooling can change materials."},{"subject":"Science","domain":"Matter & Materials","age":9,"summary":"Your child is exploring how materials behave and change — investigating which substances dissolve in water, learning to separate mixtures, and distinguishing between changes that can be reversed and those that create entirely new materials."},{"subject":"Science","domain":"Matter & Materials","age":10,"summary":"Your child is exploring the fundamental nature of matter — learning that everything is made of tiny particles they can't see, and discovering that matter is conserved even when it changes form through heating, cooling, or mixing."},{"subject":"Science","domain":"Organisms & Life Processes","age":5,"summary":"Your child is learning about the amazing diversity of life — identifying different animals and plants, understanding how body parts help animals survive, and discovering what all living things need to stay alive."},{"subject":"Science","domain":"Organisms & Life Processes","age":6,"summary":"Your child is discovering how living things grow — observing how seeds become plants, understanding what plants need to thrive, and exploring how animals develop from babies to adults."},{"subject":"Science","domain":"Organisms & Life Processes","age":7,"summary":"Your child is diving deeper into how living things work — understanding plant life cycles from flower to seed, discovering how plants transport water, and learning about the important roles of skeletons, muscles, and proper nutrition."},{"subject":"Science","domain":"Organisms & Life Processes","age":8,"summary":"Your child is discovering how the human body works — learning about the digestive system and how different types of teeth help us eat and break down food."},{"subject":"Science","domain":"Organisms & Life Processes","age":9,"summary":"Your child is learning how plant and animal body parts help them survive and grow, while exploring the human life cycle and how our senses help us understand and respond to the world."},{"subject":"Science","domain":"Organisms & Life Processes","age":10,"summary":"Your child is exploring how living things get and use energy — from understanding how plants make food from sunlight and air, to learning about the human circulatory system and how lifestyle choices affect our bodies."},{"subject":"Science","domain":"Scientific Inquiry","age":5,"summary":"Your child is learning to be a young scientist — asking questions, making careful observations, recording what they see in simple charts and drawings, and testing ideas to find answers."},{"subject":"Science","domain":"Scientific Inquiry","age":7,"summary":"Your child is learning to think and work like a scientist by setting up fair tests, making careful observations and measurements, recording data in charts and tables, and drawing conclusions from their investigations."},{"subject":"Science","domain":"Scientific Inquiry","age":8,"summary":"Your child is learning to judge evidence — telling correlation from causation, asking whether there could be another explanation, and running fair tests that change only one thing at a time."},{"subject":"Science","domain":"Scientific Inquiry","age":9,"summary":"Your child is developing advanced scientific investigation skills — planning fair tests, taking precise measurements, recording complex data, and evaluating evidence to draw reliable conclusions."},{"subject":"Science","domain":"The Human Body","age":5,"summary":"Your child is discovering how their amazing body works — learning about the heart, lungs, brain, skeleton, and five senses, plus understanding what their body needs to stay healthy and strong."},{"subject":"Science","domain":"The Human Body","age":7,"summary":"Your child is discovering how their body works — learning about different types of teeth, how food travels through the digestive system, how bones and muscles work together, and understanding the importance of a balanced diet."},{"subject":"Science","domain":"The Human Body","age":9,"summary":"Your child is discovering how their body works — exploring the respiratory, circulatory, and nervous systems in detail, and understanding how lifestyle choices affect their health and development."},{"subject":"Science","domain":"Waves, Light & Sound","age":6,"summary":"Your child is investigating light and sound — discovering how we see objects, experimenting with transparent and opaque materials, and learning how vibrations create sound."},{"subject":"Science","domain":"Waves, Light & Sound","age":7,"summary":"Your child is discovering how light behaves — learning that sunlight can be dangerous to eyes, understanding how shadows form when light is blocked, and observing how different surfaces reflect light."},{"subject":"Science","domain":"Waves, Light & Sound","age":8,"summary":"Your child is discovering how sound works — understanding that sounds are vibrations that travel through air, water, and solids, and exploring how pitch and volume relate to the strength of these vibrations."},{"subject":"Science","domain":"Waves, Light & Sound","age":9,"summary":"Your child is learning how waves carry energy, and how light reflecting off objects into our eyes lets us see them."},{"subject":"Science","domain":"Weather & Climate","age":5,"summary":"Your child is discovering how weather works — noticing different kinds of weather, keeping simple weather records, dressing for the day, and seeing how weather changes with the seasons."},{"subject":"Science","domain":"Weather & Climate","age":7,"summary":"Your child is learning about weather science — how meteorologists forecast weather, what causes different weather patterns like wind and storms, and understanding the water cycle that brings us rain and snow."},{"subject":"Science","domain":"Weather & Climate","age":9,"summary":"Your child is learning how the Sun drives weather and creates climate zones, how air pressure and the atmosphere work, how to read weather maps, and what causes extreme weather such as typhoons and monsoons."},{"subject":"Chinese","domain":"Pinyin","age":5,"summary":"Your child is learning pinyin as a tool: the initials, finals and tones, blending them into syllables, and using pinyin above characters to read stories and meet new characters."},{"subject":"Chinese","domain":"Pinyin","age":8,"summary":"Your child is using pinyin to type Chinese, choosing the right character among same-sounding ones."},{"subject":"Chinese","domain":"Characters & Handwriting","age":4,"summary":"Your child is meeting their first characters, many of which began as pictures, and learning the basic strokes and the order to write them in."},{"subject":"Chinese","domain":"Characters & Handwriting","age":6,"summary":"Your child is learning radicals, writing neatly in a grid, and building up the number of characters they can read and write, mostly through reading."},{"subject":"Chinese","domain":"Characters & Handwriting","age":7,"summary":"Your child is learning how characters are built from meaning and sound parts, how to look them up, and how to tell similar ones apart."},{"subject":"Chinese","domain":"Characters & Handwriting","age":10,"summary":"Your child is learning about simplified and traditional characters and where each is used, alongside trying the brush."},{"subject":"Chinese","domain":"Reading","age":4,"summary":"Your child is enjoying picture books read aloud together and talking about the stories and how characters feel."},{"subject":"Chinese","domain":"Reading","age":7,"summary":"Your child is reading aloud with feeling, working out new words from context, finishing first whole books, and using everyday texts like notices and instructions."},{"subject":"Chinese","domain":"Reading","age":9,"summary":"Your child is reading silently for meaning, appreciating vivid literary language, and getting to know the Four Great Classical Novels."},{"subject":"Chinese","domain":"Reading","age":10,"summary":"Your child is reading long books and explanatory texts, and learning to read critically: separating fact from opinion and weighing evidence."},{"subject":"Chinese","domain":"Reading","age":12,"summary":"Your child is reading argumentative essays and modern Chinese literature, comparing views and connecting works to their times."},{"subject":"Chinese","domain":"Classical Poetry & Prose","age":4,"summary":"Your child is learning a few short, much-loved classical poems by heart and enjoying their rhythm."},{"subject":"Chinese","domain":"Classical Poetry & Prose","age":7,"summary":"Your child is learning chengyu and the stories behind them, using them where they fit."},{"subject":"Chinese","domain":"Classical Poetry & Prose","age":8,"summary":"Your child is exploring imagery and feeling in poems, classic fables and allusions, and building a small store of poems they understand and love."},{"subject":"Chinese","domain":"Classical Poetry & Prose","age":10,"summary":"Your child is meeting great poets and poetic forms, and reading their first short passages of classical Chinese with notes."},{"subject":"Chinese","domain":"Classical Poetry & Prose","age":12,"summary":"Your child is reading selections from classics such as 《论语》 and discussing whether their ideas still hold."},{"subject":"Chinese","domain":"Composition","age":6,"summary":"Your child is writing a few connected sentences about pictures and daily life, and learning Chinese punctuation."},{"subject":"Chinese","domain":"Composition","age":8,"summary":"Your child is narrating events, writing imaginative stories and practical notes and letters, and revising their own drafts."},{"subject":"Chinese","domain":"Composition","age":10,"summary":"Your child is writing clear explanations and learning to write in their own voice instead of borrowed templates."},{"subject":"Chinese","domain":"Composition","age":12,"summary":"Your child is writing arguments that take a position, back it with evidence and answer the other side."},{"subject":"Chinese","domain":"Oral Communication","age":4,"summary":"Your child is speaking clear Putonghua, retelling stories, and handling everyday conversations politely."},{"subject":"Chinese","domain":"Oral Communication","age":8,"summary":"Your child is taking part in group discussions and giving short talks to an audience."},{"subject":"Chinese","domain":"Oral Communication","age":11,"summary":"Your child is debating: arguing a side with evidence, answering the other side and staying open to changing their mind."},{"subject":"Computing","domain":"Programming & Algorithms","age":5,"summary":"Your child is learning that computers follow exact instructions, by giving step-by-step directions and programming a toy robot or on-screen character to reach a goal."},{"subject":"Computing","domain":"Programming & Algorithms","age":7,"summary":"Your child is building real programs in a block language like Scratch, using events, loops and 'if' decisions, and learning to break a big project into parts."},{"subject":"Computing","domain":"Programming & Algorithms","age":9,"summary":"Your child is learning to see algorithms everywhere, describe them precisely and compare them, and to control real devices with sensors."},{"subject":"Computing","domain":"Programming & Algorithms","age":11,"summary":"Your child is moving from blocks to text code such as Python, working with lists and functions, and building programs for other people to use."},{"subject":"Computing","domain":"Data & Information","age":5,"summary":"Your child is learning to spot the computers hidden in everyday things and to see how they take in information and give it back out."},{"subject":"Computing","domain":"Data & Information","age":7,"summary":"Your child is learning what data is, how to save and organise their own files, and how to collect and organise data to answer a question."},{"subject":"Computing","domain":"Data & Information","age":9,"summary":"Your child is discovering that computers store everything as numbers, from photos to Chinese characters, and using spreadsheets to work with data."},{"subject":"Computing","domain":"Networks & the Internet","age":9,"summary":"Your child is learning how the internet carries messages around the world, how search engines rank pages, and what 'the cloud' really is."},{"subject":"Computing","domain":"Networks & the Internet","age":12,"summary":"Your child is exploring the Internet of Things: everyday objects with sensors that talk to each other, and the security questions they raise."},{"subject":"Computing","domain":"Digital Safety & Citizenship","age":8,"summary":"Your child is learning to keep accounts safe with strong passwords and to spot attempts to trick them online."},{"subject":"Computing","domain":"Digital Safety & Citizenship","age":9,"summary":"Your child is learning to control what apps can see, to think about the lasting trail they leave online, and to notice apps designed to keep them hooked."},{"subject":"Computing","domain":"Artificial Intelligence","age":5,"summary":"Your child is learning to spot AI and smart devices in everyday life, and that robots and assistants follow instructions and patterns rather than thinking like people."},{"subject":"Computing","domain":"Artificial Intelligence","age":7,"summary":"Your child is learning how machines learn from examples, why they make mistakes, and how recommendation feeds learn what you like."},{"subject":"Computing","domain":"Artificial Intelligence","age":9,"summary":"Your child is thinking about AI's effects on people and the planet: bias and fairness, privacy, deepfakes, energy use and the future of work."},{"subject":"Computing","domain":"Artificial Intelligence","age":11,"summary":"Your child is ready for the big open questions about where AI is heading and what part they want to play in it."},{"subject":"Computing","domain":"Working with AI","age":8,"summary":"Your child is learning to ask AI clear questions and to keep personal information out of AI chats."},{"subject":"Computing","domain":"Working with AI","age":9,"summary":"Your child is learning to use AI as a tutor rather than an answer machine, to check what it says, and to be honest about the help it gave."},{"subject":"Computing","domain":"Working with AI","age":10,"summary":"Your child is learning where AI tends to go wrong and how to direct it to make things, while keeping the choices their own."},{"subject":"Computing","domain":"Working with AI","age":11,"summary":"Your child is learning to keep their own judgement alongside AI: forming views first, disagreeing with reasons, and choosing which skills to keep doing themselves."},{"subject":"Arts","domain":"Music","age":4,"summary":"Your child is singing songs, feeling a steady beat and starting to listen closely to music."},{"subject":"Arts","domain":"Music","age":6,"summary":"Your child is starting to learn an instrument and practise regularly."},{"subject":"Arts","domain":"Music","age":7,"summary":"Your child is learning to read simple music, including numbered notation (简谱), and to make up tunes of their own."},{"subject":"Arts","domain":"Music","age":8,"summary":"Your child is making music with others and discovering music from China and around the world."},{"subject":"Arts","domain":"Visual Art & Design","age":4,"summary":"Your child is drawing and painting freely, exploring colour and making things in clay and paper."},{"subject":"Arts","domain":"Visual Art & Design","age":7,"summary":"Your child is learning to draw what they really see and to arrange a picture with care, and is trying Chinese brush painting."},{"subject":"Arts","domain":"Visual Art & Design","age":9,"summary":"Your child is designing for real purposes and making digital art and photographs."},{"subject":"Arts","domain":"Drama & Film","age":4,"summary":"Your child is pretending, taking on roles and acting out stories with others."},{"subject":"Arts","domain":"Drama & Film","age":7,"summary":"Your child is turning stories into short plays, rehearsing and performing for an audience."},{"subject":"Arts","domain":"Drama & Film","age":10,"summary":"Your child is learning how films tell stories with shots and editing, and making short videos of their own."},{"subject":"Physical Education & Health","domain":"Movement Skills","age":4,"summary":"Your child is building the basic movement skills everything else rests on: running, jumping, balancing, throwing and catching."},{"subject":"Physical Education & Health","domain":"Fitness","age":7,"summary":"Your child is building stamina, strength and flexibility, and learning to warm up and avoid injury."},{"subject":"Physical Education & Health","domain":"Fitness","age":9,"summary":"Your child is measuring their own fitness over time and setting goals to improve it."},{"subject":"Physical Education & Health","domain":"Sports & Games","age":5,"summary":"Your child is learning to play games fairly by the rules, to swim and stay safe near water, and to enjoy traditional games like jump rope."},{"subject":"Physical Education & Health","domain":"Sports & Games","age":8,"summary":"Your child is playing team ball games, racket sports and wushu, using tactics and working as part of a team."},{"subject":"Physical Education & Health","domain":"Health & Wellbeing","age":4,"summary":"Your child is building healthy habits: keeping clean, sleeping well, protecting their eyes and being active every day."},{"subject":"Physical Education & Health","domain":"Health & Wellbeing","age":9,"summary":"Your child is learning how exercise, sleep and rest affect their mood and focus, and when to reach out for support."},{"subject":"English","domain":"Phonics & Word Reading","age":4,"summary":"Your child is starting to read — learning the letters and their sounds, hearing rhymes and the sounds inside words, and blending sounds together to read simple words."},{"subject":"English","domain":"Spelling & Word Study","age":4,"summary":"Your child is learning to spell by listening for each sound in a word and writing a letter or letters for it."},{"subject":"English","domain":"Handwriting & Transcription","age":4,"summary":"Your child is learning to hold a pencil comfortably and form letters and numbers correctly."},{"subject":"English","domain":"Grammar & Punctuation","age":4,"summary":"Your child is learning that words join up to make sentences that express a complete thought."},{"subject":"English","domain":"Reading Comprehension","age":4,"summary":"Your child is learning to think about a story while it is being read — guessing what will happen next and talking about why."},{"subject":"English","domain":"Speaking & Listening","age":4,"summary":"Your child is learning to talk and listen well — asking questions, describing things clearly, taking turns in a conversation and saying what they think and why."},{"subject":"Geography","domain":"Maps & Place","age":4,"summary":"Your child is learning what a map is: drawing simple maps of rooms and routes they know, seen from above, and using them to find things."},{"subject":"Geography","domain":"Maps & Place","age":6,"summary":"Your child is learning to read real maps: using north, south, east and west to give directions, and a map's key to find roads, rivers and parks."},{"subject":"Geography","domain":"Maps & Place","age":8,"summary":"Your child is learning to measure and locate with maps: using scale to work out real distances and grid references to pinpoint places."},{"subject":"Geography","domain":"Maps & Place","age":10,"summary":"Your child is learning that every flat map distorts the round Earth, and how to locate any place on the globe with latitude and longitude."},{"subject":"Geography","domain":"Maps & Place","age":11,"summary":"Your child is learning to read maps that show data, such as population density, and to spot when a map's colours and boundaries mislead."},{"subject":"Geography","domain":"World Regions & Countries","age":5,"summary":"Your child is learning the shape of the world: the seven continents, the five oceans, and where China sits among them."},{"subject":"Geography","domain":"World Regions & Countries","age":6,"summary":"Your child is learning what a country is, that there are about 195 of them, and which country, capital and city they live in."},{"subject":"Geography","domain":"World Regions & Countries","age":7,"summary":"Your child is learning the world's great mountains, rivers and deserts, and why they matter to the people who live near them."},{"subject":"Geography","domain":"World Regions & Countries","age":8,"summary":"Your child is learning which countries are biggest by land and by people, and who China's neighbours are."},{"subject":"Geography","domain":"World Regions & Countries","age":9,"summary":"Your child is building a rough mental map of each continent: its main landforms, a few anchor countries, and why some parts are crowded and others empty."},{"subject":"Geography","domain":"World Regions & Countries","age":10,"summary":"Your child is learning the patterns behind the world map: why time differs between places and why climates fall into belts by latitude."},{"subject":"Geography","domain":"People & Cultures","age":6,"summary":"Your child is learning how daily life differs around the world, often because of climate and land, and what all children share."},{"subject":"Geography","domain":"People & Cultures","age":8,"summary":"Your child is learning how many people live on Earth and where, and how many languages the world speaks."},{"subject":"Geography","domain":"People & Cultures","age":9,"summary":"Your child is learning why people live where they do: near water, flat land and mild climates, and hardly at all in deserts and on mountains."},{"subject":"Geography","domain":"People & Cultures","age":10,"summary":"Your child is learning about the world's major religions as facts about the world, and why most people now live in cities."},{"subject":"Geography","domain":"People & Cultures","age":11,"summary":"Your child is learning why people migrate, and how ageing and fast-growing populations change what countries need."},{"subject":"Geography","domain":"Global Connections","age":6,"summary":"Your child is learning that the things we eat and use come from all over the world, and how they travel to us."},{"subject":"Geography","domain":"Global Connections","age":10,"summary":"Your child is learning why some countries are much richer than others, how countries change, and why fresh water is precious and unevenly shared."},{"subject":"Geography","domain":"Global Connections","age":11,"summary":"Your child is learning how the world is connected through trade and travel, how to measure development, and why some problems need every country."},{"subject":"Geography","domain":"Global Connections","age":12,"summary":"Your child is learning how countries cooperate through treaties and the United Nations, and why agreement is hard."},{"subject":"Geography","domain":"Geography of China","age":6,"summary":"Your child is learning to find China, Beijing and their own home on the map."},{"subject":"Geography","domain":"Geography of China","age":9,"summary":"Your child is learning China's provinces and regions, its three-step terrain, and its great rivers and mountains."},{"subject":"Geography","domain":"Geography of China","age":10,"summary":"Your child is learning how the monsoon shapes China's climate, with wet summers and dry winters, wetter in the south-east than the north-west."},{"subject":"Geography","domain":"Geography of China","age":11,"summary":"Your child is learning the two great lines on China's map: the Qinling–Huaihe line between north and south, and the Hu line that shows where people live."},{"subject":"Geography","domain":"Geography of China","age":12,"summary":"Your child is learning how China's resources, regions and development fit together, and where China stands in the world."},{"subject":"History","domain":"Historical Thinking","age":6,"summary":"Your child is learning that everything we know about the past comes from evidence — objects, pictures, buildings and memories — and that two people can honestly remember the same event differently."},{"subject":"History","domain":"Historical Thinking","age":8,"summary":"Your child is learning to question sources — who made this, when and why — to check them against each other, and to understand people in the past by the standards of their own time."},{"subject":"History","domain":"Historical Thinking","age":11,"summary":"Your child is learning to see history as argument: telling evidence from interpretation, spotting propaganda and official stories, and building their own case from more than one source."},{"subject":"History","domain":"Ancient World","age":5,"summary":"Your child is meeting the ancient world through stories and pictures: pharaohs and pyramids by the Nile, Greek and Roman gods and heroes, and how children lived long ago compared with today."},{"subject":"History","domain":"Ancient World","age":7,"summary":"Your child is learning how the first civilisations began: early humans spreading out of Africa, the start of farming, and how Egypt, Greece and Rome organised society, belief and everyday life."},{"subject":"History","domain":"Ancient World","age":9,"summary":"Your child is comparing ancient civilisations — the great river valleys, Persia, India, Greece and Rome — and how they were governed, from god-kings to democracy and republic, and why empires rise and fall."},{"subject":"History","domain":"Ancient World","age":11,"summary":"Your child is examining how we know about the ancient world and whose voices are missing from the story — enslaved people, women, outsiders — and testing popular myths against evidence."},{"subject":"History","domain":"Chinese History","age":5,"summary":"Your child is meeting China's past through its myths and landmarks — Pangu, Nüwa and Yu the Great, the Great Wall and the Terracotta Army — and learning that a legend is different from a record of what happened."},{"subject":"History","domain":"Chinese History","age":7,"summary":"Your child is learning about Confucius and his teachings, and how ideas from 2,500 years ago still shape families and schools in China."},{"subject":"History","domain":"Chinese History","age":8,"summary":"Your child is learning the order of China's dynasties and their high points — oracle bones of the Shang, the Han and the Silk Road, the open, poetic Tang — and placing them beside the rest of the world."},{"subject":"History","domain":"Chinese History","age":9,"summary":"Your child is learning how imperial China worked — the Mandate of Heaven, Qin unification, Song cities and trade, Mongol rule — and how China was connected to the wider world."},{"subject":"History","domain":"Chinese History","age":10,"summary":"Your child is weighing big questions in Chinese history: rival schools of thought, the imperial examinations and their costs, Zheng He's voyages and why they stopped, and whether legends like the Xia dynasty are history."},{"subject":"History","domain":"Chinese History","age":11,"summary":"Your child is studying China's modern history from 1840 — the Opium Wars, revolution, war with Japan, 1949, the Mao era and reform and opening up — told factually and from more than one angle."},{"subject":"History","domain":"Medieval World","age":5,"summary":"Your child is exploring medieval life through knights and castles, village life and the Vikings — who were traders and settlers as well as raiders."},{"subject":"History","domain":"Medieval World","age":7,"summary":"Your child is learning how medieval societies were organised — lords and peasants, the power of the Church — and how events like the Black Death and the Crusades changed them."},{"subject":"History","domain":"Medieval World","age":9,"summary":"Your child is looking beyond Europe to the medieval world as a whole — the Islamic Golden Age, the Mongol Empire, Mali, the Maya, Aztecs and Inca — and at towns, trade, printing and the limits on royal power."},{"subject":"History","domain":"Modern World","age":6,"summary":"Your child is comparing everyday life today with life 100 and 200 years ago, using photos, objects and the memories of grandparents."},{"subject":"History","domain":"Modern World","age":9,"summary":"Your child is learning how the modern world began: the Renaissance, voyages across the oceans, the Industrial Revolution and the digital revolution that is still unfolding."},{"subject":"History","domain":"Modern World","age":10,"summary":"Your child is learning about forces that reshaped the world — science, empires and colonialism, the slave trade, medicine — and about the United Nations and the idea of universal human rights."},{"subject":"History","domain":"Modern World","age":11,"summary":"Your child is studying the 20th century — revolutions and rights, two world wars, movements for equal rights and globalisation — and how today's world came out of them."},{"subject":"History","domain":"Modern World","age":12,"summary":"Your child is examining the hardest chapters of modern history — rival ideologies, the Holocaust, the Cold War, decolonisation — and what they teach about power, rights and responsibility."},{"subject":"Mathematics","domain":"Estimation & Magnitude","age":7,"summary":"Your child is learning to estimate before calculating and to check answers afterwards, so they notice when a result is far off."},{"subject":"Mathematics","domain":"Estimation & Magnitude","age":8,"summary":"Your child is building a feel for how big numbers are, from a million seconds to the population of China, and collecting everyday benchmarks like their own stride and a 1 kg bag of rice to estimate with."},{"subject":"Mathematics","domain":"Estimation & Magnitude","age":9,"summary":"Your child is learning not to trust a number just because a calculator or an AI produced it: estimate first, check units and size, and ask whether the answer is plausible."},{"subject":"Mathematics","domain":"Estimation & Magnitude","age":10,"summary":"Your child is learning to think in powers of ten and to see how doubling and steady growth run away, the maths behind interest, populations and epidemics."},{"subject":"Mathematics","domain":"Estimation & Magnitude","age":11,"summary":"Your child is learning to make Fermi estimates of things nobody has told them, to compare totals with per-person figures, and to read percentages in the news with care."},{"subject":"Science","domain":"Animals & Biodiversity","age":5,"summary":"Your child is getting to know the animals and plants around them: naming the creatures in a garden or park, telling wild animals from farm animals and pets, and noticing tricks like camouflage and coming out at night."},{"subject":"Science","domain":"Animals & Biodiversity","age":7,"summary":"Your child is learning how animals survive and live together: how body features and behaviours suit them to their homes, why animals migrate, signal, live in groups and communicate, and how to sort living things using keys."},{"subject":"Science","domain":"Animals & Biodiversity","age":9,"summary":"Your child is learning the scale of life on Earth: how many species there are, why insects dominate, how scientists classify the huge variety of living things, and what humans have done to the balance of life."},{"subject":"Science","domain":"Ecosystems & Biomes","age":5,"summary":"Your child is discovering that living things need the right home: what a habitat provides, simple food chains, and a first look at very different places on Earth such as the poles, rainforests and the ocean."},{"subject":"Science","domain":"Ecosystems & Biomes","age":7,"summary":"Your child is learning how climate shapes the living world: the planet's major biomes, food chains and webs, coral reefs and the zones of the ocean, and how each place's conditions decide what can live there."},{"subject":"Science","domain":"Ecosystems & Biomes","age":9,"summary":"Your child is learning to see ecosystems as connected systems: how species depend on each other, why variety makes nature resilient, and how nutrients and matter are recycled through living things."},{"subject":"Science","domain":"Ecosystems & Biomes","age":11,"summary":"Your child is studying how energy and carbon move through ecosystems: why energy is lost at each step of a food chain, how life survives without sunlight, and what happens when a top predator disappears."},{"subject":"Science","domain":"Evolution & Deep Time","age":12,"summary":"Your child is studying the mechanism of evolution in depth: natural selection, mutation, the evidence for evolution, and why species go extinct when their world changes faster than they can adapt."},{"subject":"Science","domain":"Organisms & Life Processes","age":11,"summary":"Your child is learning that all living things are made of cells: using a microscope, comparing plant and animal cells, and understanding photosynthesis and life in a single cell."},{"subject":"Science","domain":"The Human Body","age":11,"summary":"Your child is learning how the body's systems work in detail: digestion and nutrition, muscles and joints, the brain and nerves, and how the immune system, vaccines and medicines fight disease."},{"subject":"Science","domain":"Planet Earth","age":5,"summary":"Your child is learning that Earth is made of rock and soil, that its surface changes — some changes fast, like earthquakes and eruptions, some slow, like erosion — and what volcanoes and earthquakes are."},{"subject":"Science","domain":"Planet Earth","age":7,"summary":"Your child is exploring how the land is shaped — landforms and where Earth's water is, the three kinds of rock, erosion, Earth's layers, and why earthquakes and volcanoes cluster along certain belts."},{"subject":"Science","domain":"Planet Earth","age":9,"summary":"Your child is learning plate tectonics — how moving plates build mountains and cause earthquakes and eruptions, how scientists monitor them, how rocks are recycled, and how Earth's rock, water, air and life work as connected systems."},{"subject":"Science","domain":"Planet Earth","age":11,"summary":"Your child is learning how we know what is deep inside Earth from seismic waves, what drives the plates, and how risk from natural hazards is assessed and planned for."},{"subject":"Science","domain":"Space","age":5,"summary":"Your child is noticing the Sun, Moon and stars, watching the Moon change shape over a month, and learning that Earth is one of several planets going round the Sun."},{"subject":"Science","domain":"Space","age":7,"summary":"Your child is learning that the Sun is a star, that Earth spins to make day and night and orbits to make a year, the eight planets, and how telescopes help us see further."},{"subject":"Science","domain":"Space","age":9,"summary":"Your child is grasping the scale of space — the solar system's real sizes and distances, galaxies beyond it, how stars live and die — and how our picture of the universe has changed as evidence grew."},{"subject":"Science","domain":"Space","age":11,"summary":"Your child is learning why we have seasons, how gravity holds orbits together, how astronomers learn about distant stars and planets from their light, and where the elements in our bodies were made."},{"subject":"Science","domain":"Technology & Engineering","age":6,"summary":"Your child is learning to design and make — working out what is needed, sketching ideas, building, testing and improving, and seeing that a first try that fails is part of the process."},{"subject":"Science","domain":"Technology & Engineering","age":8,"summary":"Your child is exploring how things are built and how machines work — strong shapes like triangles and arches, gears and levers, and designs that protect people from natural hazards."},{"subject":"Science","domain":"Technology & Engineering","age":10,"summary":"Your child is learning how automatic devices sense and respond, how systems behave through feedback loops, and how to weigh the trade-offs and wider effects of technology on society."},{"subject":"Science","domain":"Environment & Sustainability","age":6,"summary":"Your child is learning to look after their surroundings — sorting rubbish, making less waste, and noticing how people's actions affect plants, animals and places."},{"subject":"Science","domain":"Environment & Sustainability","age":9,"summary":"Your child is learning the basics of climate change, where energy comes from and which sources run out, how pollution and habitat loss threaten living things, and practical ways families save energy."},{"subject":"Science","domain":"Environment & Sustainability","age":11,"summary":"Your child is learning the science of greenhouse gases, where emissions come from, how societies cut emissions and adapt to change, and how to weigh real environmental decisions where good aims conflict."},{"subject":"Society & Citizenship","domain":"Rules, Laws & Government","age":5,"summary":"Your child is learning why groups need rules — to keep people safe, make things fair and help everyone get along."},{"subject":"Society & Citizenship","domain":"Rules, Laws & Government","age":8,"summary":"Your child is learning how laws and government work — what makes a law different from a rule, what rights every child has, and what governments do for the people they serve."},{"subject":"Society & Citizenship","domain":"Rules, Laws & Government","age":12,"summary":"Your child is comparing how different countries are governed, including China, and thinking about how power is checked and why countries must cooperate."},{"subject":"Society & Citizenship","domain":"Economics","age":7,"summary":"Your child is learning that nobody can have everything — that choices mean giving something up, and that the things we buy are made by people all over the world."},{"subject":"Society & Citizenship","domain":"Economics","age":9,"summary":"Your child is learning how an economy works — why people specialise and trade, how incentives shape behaviour, and how taxes pay for public services."},{"subject":"Society & Citizenship","domain":"Economics","age":12,"summary":"Your child is learning the big ideas of economics — why some countries are richer, how markets and planning differ, and why pollution is a cost others pay."},{"subject":"Society & Citizenship","domain":"Media & Information","age":7,"summary":"Your child is learning how advertising tries to shape what they want and buy."},{"subject":"Society & Citizenship","domain":"Media & Information","age":9,"summary":"Your child is learning to check what they read — who made it, why, and whether other independent sources agree."},{"subject":"Society & Citizenship","domain":"Media & Information","age":11,"summary":"Your child is learning to read the numbers in the news critically and to understand why false stories spread so fast."},{"subject":"Life Skills","domain":"Home & Self-Care","age":4,"summary":"Your child is learning to look after themselves — dressing, washing and keeping clean as everyday habits."},{"subject":"Life Skills","domain":"Home & Self-Care","age":6,"summary":"Your child is taking on real jobs at home — cleaning, sorting the rubbish and preparing simple food safely."},{"subject":"Life Skills","domain":"Home & Self-Care","age":9,"summary":"Your child is learning to cook real meals on their own and to share in caring for the family."},{"subject":"Life Skills","domain":"Making, Growing & Fixing","age":6,"summary":"Your child is learning to use tools safely and to grow plants of their own."},{"subject":"Life Skills","domain":"Making, Growing & Fixing","age":9,"summary":"Your child is learning to fix things, make useful objects from wood and fabric, and contribute to their community."},{"subject":"Life Skills","domain":"Safety & First Aid","age":5,"summary":"Your child is learning to keep safe in everyday life — on the road, near water, with strangers, and at home."},{"subject":"Life Skills","domain":"Safety & First Aid","age":9,"summary":"Your child is learning basic first aid and, later, how to respond when someone collapses."},{"subject":"Life Skills","domain":"Money & Finance","age":5,"summary":"Your child is learning what money is, the difference between needs and wants, and why people save."},{"subject":"Life Skills","domain":"Money & Finance","age":7,"summary":"Your child is learning to manage money — budgeting pocket money, understanding banks, and the different ways to pay."},{"subject":"Life Skills","domain":"Money & Finance","age":9,"summary":"Your child is learning about borrowing, long-term planning, and how money can grow over time."},{"subject":"Life Skills","domain":"Entrepreneurship","age":5,"summary":"Your child is learning the basics of buying and selling — goods and services, customers, and making something to sell."},{"subject":"Life Skills","domain":"Entrepreneurship","age":7,"summary":"Your child is learning how a small business works — having an idea, making a plan, costs and revenue, and trying again after failure."},{"subject":"Life Skills","domain":"Entrepreneurship","age":9,"summary":"Your child is learning what makes a good business — pitching ideas, growing a business, and using business to do good."},{"subject":"Learning to Learn","domain":"Learning to Learn","age":5,"summary":"Your child is learning the first habits of a good learner — checking their own work and keeping going when something is hard."},{"subject":"Learning to Learn","domain":"Learning to Learn","age":7,"summary":"Your child is learning to connect new ideas to old ones, explain things in their own words, and try another approach when stuck."},{"subject":"Learning to Learn","domain":"Learning to Learn","age":10,"summary":"Your child is learning to study effectively — finding gaps in what they know, testing themselves, and using AI as a tutor rather than a shortcut."},{"subject":"Learning to Learn","domain":"Learning to Learn","age":12,"summary":"Your child is learning to direct their own learning — planning it, protecting their focus, and teaching themselves new skills."},{"subject":"Learning to Learn","domain":"Projects & Inquiry","age":7,"summary":"Your child is learning to turn curiosity into questions worth investigating — the start of project work that crosses subjects."},{"subject":"Learning to Learn","domain":"Projects & Inquiry","age":8,"summary":"Your child is learning to plan a project, gather information in several ways, and make something real from it."},{"subject":"Learning to Learn","domain":"Projects & Inquiry","age":12,"summary":"Your child is taking on longer projects of their own choosing, managing them from question to finished result."},{"subject":"Personal & Social Development","domain":"Family Relationships","age":5,"summary":"Your child is learning that families come in many shapes and that fairness between siblings and cousins doesn't always mean everyone gets the same."},{"subject":"Personal & Social Development","domain":"Family Relationships","age":7,"summary":"Your child is learning to see things from a parent's point of view: why rules exist, what parents worry about, and how to ask in a way that answers those worries."},{"subject":"Personal & Social Development","domain":"Family Relationships","age":8,"summary":"Your child is learning to disagree with adults calmly and respectfully, giving reasons and accepting that adults sometimes still decide."},{"subject":"Personal & Social Development","domain":"Family Relationships","age":11,"summary":"Your child is learning to earn more independence: proposing concrete plans, agreeing trial periods and building trust by keeping their side of the deal."},{"subject":"Personal & Social Development","domain":"How Minds Work","age":9,"summary":"Your child is discovering that perception is the brain's best guess: illusions show how the senses can be fooled."},{"subject":"Personal & Social Development","domain":"How Minds Work","age":10,"summary":"Your child is learning how memory rebuilds the past, which thinking traps catch everyone, and how persuaders use them."},{"subject":"Personal & Social Development","domain":"How Minds Work","age":11,"summary":"Your child is learning why people come to believe different things, and how to disagree without contempt while testing their own beliefs."},{"subject":"Personal & Social Development","domain":"How Minds Work","age":12,"summary":"Your child is learning how science checks itself: why some famous psychology findings failed to replicate, and what to ask about a 'study shows' headline."}],"curricula":{"uk-nc-2013":"The national curriculum in England: Key stages 1 and 2 framework document","ib-pyp-pspe":"IB PYP Personal, Social and Physical Education (PSPE) Scope and Sequence","c3-social-studies":"C3 Framework for Social Studies State Standards","ccss-ela":"Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects","ccss-math":"Common Core State Standards for Mathematics","ngss-k5":"Next Generation Science Standards (NGSS) K-5","ngss-ms":"Next Generation Science Standards (NGSS) Middle School","cn-2022":"义务教育课程方案和课程标准（2022年版）"},"standards":{"uk-nc-2013:Eng_App1_Sp_Y34_01":["Eng_App1_Sp_Y34_01","Adding suffixes beginning with vowel letters","Adding suffixes beginning with vowel letters to words of more than one syllable"],"uk-nc-2013:Eng_App1_Sp_Y34_02":["Eng_App1_Sp_Y34_02","The /ɪ/ sound spelt y","The /ɪ/ sound spelt y elsewhere than at the end of words"],"uk-nc-2013:Eng_App1_Sp_Y34_03":["Eng_App1_Sp_Y34_03","The /ʌ/ sound spelt ou",""],"uk-nc-2013:Eng_App1_Sp_Y34_04":["Eng_App1_Sp_Y34_04","More prefixes",""],"uk-nc-2013:Eng_App1_Sp_Y34_05":["Eng_App1_Sp_Y34_05","The suffix –ation",""],"uk-nc-2013:Eng_App1_Sp_Y34_06":["Eng_App1_Sp_Y34_06","The suffix –ly",""],"uk-nc-2013:Eng_App1_Sp_Y34_07":["Eng_App1_Sp_Y34_07","Words with endings sounding like /ʒə/ or /tʃə/",""],"uk-nc-2013:Eng_App1_Sp_Y34_08":["Eng_App1_Sp_Y34_08","Endings which sound like /ʒən/",""],"uk-nc-2013:Eng_App1_Sp_Y34_09":["Eng_App1_Sp_Y34_09","The suffix –ous",""],"uk-nc-2013:Eng_App1_Sp_Y34_10":["Eng_App1_Sp_Y34_10","Endings which sound like /ʃən/","Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian"],"uk-nc-2013:Eng_App1_Sp_Y34_15":["Eng_App1_Sp_Y34_15","Words with the /eɪ/ sound spelt ei, eigh, or ey",""],"uk-nc-2013:Eng_App1_Sp_Y34_16":["Eng_App1_Sp_Y34_16","Possessive apostrophe with plural words",""],"uk-nc-2013:Eng_App1_Sp_Y34_17":["Eng_App1_Sp_Y34_17","Homophones and near-homophones",""],"uk-nc-2013:Eng_App1_Sp_Y34_18":["Eng_App1_Sp_Y34_18","Word list – years 3 and 4","Pupils should be taught to spell the words in the statutory word list for years 3 and 4."],"uk-nc-2013:Eng_App1_Sp_Y56_01":["Eng_App1_Sp_Y56_01","Endings which sound like /ʃəs/ spelt –cious or –tious",""],"uk-nc-2013:Eng_App1_Sp_Y56_02":["Eng_App1_Sp_Y56_02","Endings which sound like /ʃəl/",""],"uk-nc-2013:Eng_App1_Sp_Y56_03":["Eng_App1_Sp_Y56_03","Words ending in –ant, –ance/–ancy, –ent, –ence/–ency",""],"uk-nc-2013:Eng_App1_Sp_Y56_04":["Eng_App1_Sp_Y56_04","Words ending in –able and –ible",""],"uk-nc-2013:Eng_App1_Sp_Y56_05":["Eng_App1_Sp_Y56_05","Words ending in –ably and –ibly",""],"uk-nc-2013:Eng_App1_Sp_Y56_06":["Eng_App1_Sp_Y56_06","Adding suffixes beginning with vowel letters to words ending in –fer",""],"uk-nc-2013:Eng_App1_Sp_Y56_07":["Eng_App1_Sp_Y56_07","Use of the hyphen",""],"uk-nc-2013:Eng_App1_Sp_Y56_08":["Eng_App1_Sp_Y56_08","Words with the /i:/ sound spelt ei after c",""],"uk-nc-2013:Eng_App1_Sp_Y56_09":["Eng_App1_Sp_Y56_09","Words containing the letter-string ough",""],"uk-nc-2013:Eng_App1_Sp_Y56_10":["Eng_App1_Sp_Y56_10","Words with ‘silent’ letters","Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)"],"uk-nc-2013:Eng_App1_Sp_Y56_11":["Eng_App1_Sp_Y56_11","Homophones and other words that are often confused",""],"uk-nc-2013:Eng_App1_Sp_Y56_12":["Eng_App1_Sp_Y56_12","Word list – years 5 and 6","Pupils should be taught to spell the words in the statutory word list for years 5 and 6."],"uk-nc-2013:Eng_App1_Y1_01":["Eng_App1_Y1_01","Revision: Letters and sounds","Revision of work covered in Reception: all letters of the alphabet and the sounds which they most commonly represent."],"uk-nc-2013:Eng_App1_Y1_02":["Eng_App1_Y1_02","Revision: Consonant digraphs","Revision of work covered in Reception: consonant digraphs which have been taught and the sounds which they represent."],"uk-nc-2013:Eng_App1_Y1_03":["Eng_App1_Y1_03","Revision: Vowel digraphs","Revision of work covered in Reception: vowel digraphs which have been taught and the sounds which they represent."],"uk-nc-2013:Eng_App1_Y1_04":["Eng_App1_Y1_04","Revision: Segmenting spoken words","Revision of work covered in Reception: the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds."],"uk-nc-2013:Eng_App1_Y1_05":["Eng_App1_Y1_05","Revision: Adjacent consonants","Revision of work covered in Reception: words with adjacent consonants."],"uk-nc-2013:Eng_App1_Y1_06":["Eng_App1_Y1_06","Revision: Guidance and rules","Revision of work covered in Reception: guidance and rules which have been taught."],"uk-nc-2013:Eng_App1_Y1_07":["Eng_App1_Y1_07","Sounds /f/, /l/, /s/, /z/ and /k/","The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck."],"uk-nc-2013:Eng_App1_Y1_08":["Eng_App1_Y1_08","Sound /ŋ/","The /ŋ/ sound spelt n before k."],"uk-nc-2013:Eng_App1_Y1_09":["Eng_App1_Y1_09","Division of words into syllables","Division of words into syllables."],"uk-nc-2013:Eng_App1_Y1_10":["Eng_App1_Y1_10","-tch","-tch."],"uk-nc-2013:Eng_App1_Y1_11":["Eng_App1_Y1_11","Sound /v/ at end of words","The /v/ sound at the end of words."],"uk-nc-2013:Eng_App1_Y1_12":["Eng_App1_Y1_12","Adding s and es","Adding s and es to words (plural of nouns and the third person singular of verbs)."],"uk-nc-2013:Eng_App1_Y1_13":["Eng_App1_Y1_13","Adding –ing, –ed and –er","Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word."],"uk-nc-2013:Eng_App1_Y1_14":["Eng_App1_Y1_14","Adding –er and –est","Adding –er and –est to adjectives where no change is needed to the root word."],"uk-nc-2013:Eng_App1_Y1_15":["Eng_App1_Y1_15","Vowel digraphs: ai, oi","Vowel digraphs: ai, oi."],"uk-nc-2013:Eng_App1_Y1_16":["Eng_App1_Y1_16","Vowel digraphs: ay, oy","Vowel digraphs: ay, oy."],"uk-nc-2013:Eng_App1_Y1_17":["Eng_App1_Y1_17","Split digraph: a–e","Split digraph: a–e."],"uk-nc-2013:Eng_App1_Y1_18":["Eng_App1_Y1_18","Split digraph: e–e","Split digraph: e–e."],"uk-nc-2013:Eng_App1_Y1_19":["Eng_App1_Y1_19","Split digraph: i–e","Split digraph: i–e."],"uk-nc-2013:Eng_App1_Y1_20":["Eng_App1_Y1_20","Split digraph: o–e","Split digraph: o–e."],"uk-nc-2013:Eng_App1_Y1_21":["Eng_App1_Y1_21","Split digraph: u–e","Split digraph: u–e."],"uk-nc-2013:Eng_App1_Y1_22":["Eng_App1_Y1_22","Vowel digraph: ar","Vowel digraph: ar."],"uk-nc-2013:Eng_App1_Y1_23":["Eng_App1_Y1_23","Vowel digraph: ee","Vowel digraph: ee."],"uk-nc-2013:Eng_App1_Y1_24":["Eng_App1_Y1_24","Vowel digraph: ea (/i:/)","Vowel digraph: ea (/i:/)."],"uk-nc-2013:Eng_App1_Y1_25":["Eng_App1_Y1_25","Vowel digraph: ea (/ɛ/)","Vowel digraph: ea (/ɛ/)."],"uk-nc-2013:Eng_App1_Y1_26":["Eng_App1_Y1_26","Vowel digraph: er (/ɜ:/)","Vowel digraph: er (/ɜ:/)."],"uk-nc-2013:Eng_App1_Y1_27":["Eng_App1_Y1_27","Vowel digraph: er (/ə/)","Vowel digraph: er (/ə/)."],"uk-nc-2013:Eng_App1_Y1_28":["Eng_App1_Y1_28","Vowel digraph: ir","Vowel digraph: ir."],"uk-nc-2013:Eng_App1_Y1_29":["Eng_App1_Y1_29","Vowel digraph: ur","Vowel digraph: ur."],"uk-nc-2013:Eng_App1_Y1_30":["Eng_App1_Y1_30","Vowel digraph: oo (/u:/)","Vowel digraph: oo (/u:/)."],"uk-nc-2013:Eng_App1_Y1_31":["Eng_App1_Y1_31","Vowel digraph: oo (/ʊ/)","Vowel digraph: oo (/ʊ/)."],"uk-nc-2013:Eng_App1_Y1_32":["Eng_App1_Y1_32","Vowel digraph: oa","Vowel digraph: oa."],"uk-nc-2013:Eng_App1_Y1_33":["Eng_App1_Y1_33","Vowel digraph: oe","Vowel digraph: oe."],"uk-nc-2013:Eng_App1_Y1_34":["Eng_App1_Y1_34","Vowel digraph: ou","Vowel digraph: ou."],"uk-nc-2013:Eng_App1_Y1_35":["Eng_App1_Y1_35","Vowel digraphs: ow (/aʊ/)","Vowel digraphs: ow (/aʊ/)."],"uk-nc-2013:Eng_App1_Y1_36":["Eng_App1_Y1_36","Vowel digraphs: ow (/əʊ/)","Vowel digraphs: ow (/əʊ/)."],"uk-nc-2013:Eng_App1_Y1_37":["Eng_App1_Y1_37","Vowel digraph: ue","Vowel digraph: ue."],"uk-nc-2013:Eng_App1_Y1_38":["Eng_App1_Y1_38","Vowel digraph: ew","Vowel digraph: ew."],"uk-nc-2013:Eng_App1_Y1_39":["Eng_App1_Y1_39","Vowel digraph: ie (/aɪ/)","Vowel digraph: ie (/aɪ/)."],"uk-nc-2013:Eng_App1_Y1_40":["Eng_App1_Y1_40","Vowel digraph: ie (/i:/)","Vowel digraph: ie (/i:/)."],"uk-nc-2013:Eng_App1_Y1_41":["Eng_App1_Y1_41","Trigraph: igh","Trigraph: igh."],"uk-nc-2013:Eng_App1_Y1_42":["Eng_App1_Y1_42","Vowel digraph: or","Vowel digraph: or."],"uk-nc-2013:Eng_App1_Y1_43":["Eng_App1_Y1_43","Vowel digraph: ore","Vowel digraph: ore."],"uk-nc-2013:Eng_App1_Y1_44":["Eng_App1_Y1_44","Vowel digraph: aw","Vowel digraph: aw."],"uk-nc-2013:Eng_App1_Y1_45":["Eng_App1_Y1_45","Vowel digraph: au","Vowel digraph: au."],"uk-nc-2013:Eng_App1_Y1_46":["Eng_App1_Y1_46","Trigraph: air","Trigraph: air."],"uk-nc-2013:Eng_App1_Y1_47":["Eng_App1_Y1_47","Trigraph: ear","Trigraph: ear."],"uk-nc-2013:Eng_App1_Y1_48":["Eng_App1_Y1_48","Trigraph: ear (/ɛə/)","Trigraph: ear (/ɛə/)."],"uk-nc-2013:Eng_App1_Y1_49":["Eng_App1_Y1_49","Trigraph: are (/ɛə/)","Trigraph: are (/ɛə/)."],"uk-nc-2013:Eng_App1_Y1_50":["Eng_App1_Y1_50","Words ending –y","Words ending –y (/i:/ or /ɪ/)."],"uk-nc-2013:Eng_App1_Y1_51":["Eng_App1_Y1_51","New consonant spellings ph and wh","New consonant spellings ph and wh."],"uk-nc-2013:Eng_App1_Y1_52":["Eng_App1_Y1_52","Using k for the /k/ sound","Using k for the /k/ sound."],"uk-nc-2013:Eng_App1_Y1_53":["Eng_App1_Y1_53","Adding the prefix –un","Adding the prefix –un."],"uk-nc-2013:Eng_App1_Y1_54":["Eng_App1_Y1_54","Compound words","Compound words."],"uk-nc-2013:Eng_App1_Y2_01":["Eng_App1_Y2_01","Sound /dʒ/ spelt ge, dge, g","The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y."],"uk-nc-2013:Eng_App1_Y2_02":["Eng_App1_Y2_02","Sound /s/ spelt c","The /s/ sound spelt c before e, i and y."],"uk-nc-2013:Eng_App1_Y2_03":["Eng_App1_Y2_03","Sound /n/ spelt kn and gn","The /n/ sound spelt kn and (less often) gn at the beginning of words."],"uk-nc-2013:Eng_App1_Y2_04":["Eng_App1_Y2_04","Sound /r/ spelt wr","The /r/ sound spelt wr at the beginning of words."],"uk-nc-2013:Eng_App1_Y2_05":["Eng_App1_Y2_05","Sound /l/ or /əl/ spelt –le","The /l/ or /əl/ sound spelt –le at the end of words."],"uk-nc-2013:Eng_App1_Y2_06":["Eng_App1_Y2_06","Sound /l/ or /əl/ spelt –el","The /l/ or /əl/ sound spelt –el at the end of words."],"uk-nc-2013:Eng_App1_Y2_07":["Eng_App1_Y2_07","Sound /l/ or /əl/ spelt –al","The /l/ or /əl/ sound spelt –al at the end of words."],"uk-nc-2013:Eng_App1_Y2_08":["Eng_App1_Y2_08","Words ending –il","Words ending –il."],"uk-nc-2013:Eng_App1_Y2_09":["Eng_App1_Y2_09","Sound /aɪ/ spelt –y","The /aɪ/ sound spelt –y at the end of words."],"uk-nc-2013:Eng_App1_Y2_10":["Eng_App1_Y2_10","Adding –es to words ending in –y","Adding –es to nouns and verbs ending in –y."],"uk-nc-2013:Eng_App1_Y2_11":["Eng_App1_Y2_11","Adding suffixes to words ending in –y","Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it."],"uk-nc-2013:Eng_App1_Y2_12":["Eng_App1_Y2_12","Adding suffixes to words ending in –e","Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it."],"uk-nc-2013:Eng_App1_Y2_13":["Eng_App1_Y2_13","Doubling consonants before suffixes","Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter."],"uk-nc-2013:Eng_App1_Y2_14":["Eng_App1_Y2_14","Sound /ɔ:/ spelt a","The /ɔ:/ sound spelt a before l and ll."],"uk-nc-2013:Eng_App1_Y2_15":["Eng_App1_Y2_15","Sound /ʌ/ spelt o","The /ʌ/ sound spelt o."],"uk-nc-2013:Eng_App1_Y2_16":["Eng_App1_Y2_16","Sound /i:/ spelt –ey","The /i:/ sound spelt –ey."],"uk-nc-2013:Eng_App1_Y2_17":["Eng_App1_Y2_17","Sound /ɒ/ spelt a","The /ɒ/ sound spelt a after w and qu."],"uk-nc-2013:Eng_App1_Y2_18":["Eng_App1_Y2_18","Sound /ɜ:/ spelt or","The /ɜ:/ sound spelt or after w."],"uk-nc-2013:Eng_App1_Y2_19":["Eng_App1_Y2_19","Sound /ɔ:/ spelt ar","The /ɔ:/ sound spelt ar after w."],"uk-nc-2013:Eng_App1_Y2_20":["Eng_App1_Y2_20","Sound /ʒ/ spelt s","The /ʒ/ sound spelt s."],"uk-nc-2013:Eng_App1_Y2_21":["Eng_App1_Y2_21","Suffixes: –ment, –ness, –ful, –less, –ly","The suffixes –ment, –ness, –ful , –less and –ly."],"uk-nc-2013:Eng_App1_Y2_22":["Eng_App1_Y2_22","Contractions","Contractions."],"uk-nc-2013:Eng_App1_Y2_24":["Eng_App1_Y2_24","Words ending in –tion","Words ending in –tion."],"uk-nc-2013:Eng_App1_Y2_25":["Eng_App1_Y2_25","Homophones and near-homophones","Homophones and near-homophones."],"uk-nc-2013:Eng_App1_Y2_26":["Eng_App1_Y2_26","Common exception words","Common exception words."],"uk-nc-2013:Eng.App2.Y1.Punc.1":["Eng.App2.Y1.Punc.1","Separation of words","Separation of words with spaces"],"uk-nc-2013:Eng.App2.Y1.Punc.2":["Eng.App2.Y1.Punc.2","Sentence demarcation","Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences"],"uk-nc-2013:Eng.App2.Y1.Punc.3":["Eng.App2.Y1.Punc.3","Capital letters for names and I","Capital letters for names and for the personal pronoun I"],"uk-nc-2013:Eng.App2.Y1.Sent.1":["Eng.App2.Y1.Sent.1","Combining words into sentences","How words can combine to make sentences"],"uk-nc-2013:Eng.App2.Y1.Sent.2":["Eng.App2.Y1.Sent.2","Joining words and clauses","Joining words and joining clauses using and"],"uk-nc-2013:Eng.App2.Y1.Term.1":["Eng.App2.Y1.Term.1","Terminology for pupils","letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark"],"uk-nc-2013:Eng.App2.Y1.Word.1":["Eng.App2.Y1.Word.1","Regular plural noun suffixes","Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun"],"uk-nc-2013:Eng.App2.Y1.Word.2":["Eng.App2.Y1.Word.2","Suffixes for verbs","Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)"],"uk-nc-2013:Eng.App2.Y1.Word.3":["Eng.App2.Y1.Word.3","Prefix un–","How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]"],"uk-nc-2013:Eng.App2.Y2.Punc.1":["Eng.App2.Y2.Punc.1","Sentence demarcation","Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences"],"uk-nc-2013:Eng.App2.Y2.Punc.2":["Eng.App2.Y2.Punc.2","Commas in lists","Commas to separate items in a list"],"uk-nc-2013:Eng.App2.Y2.Sent.1":["Eng.App2.Y2.Sent.1","Subordination and co-ordination","Subordination (using when, if, that, because) and co-ordination (using or, and, but)"],"uk-nc-2013:Eng.App2.Y2.Sent.3":["Eng.App2.Y2.Sent.3","Sentence functions","How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command"],"uk-nc-2013:Eng.App2.Y2.Word.1":["Eng.App2.Y2.Word.1","Formation of nouns","Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]"],"uk-nc-2013:Eng.App2.Y2.Word.2":["Eng.App2.Y2.Word.2","Formation of adjectives","Formation of adjectives using suffixes such as –ful, –less"],"uk-nc-2013:Eng.App2.Y2.Word.3":["Eng.App2.Y2.Word.3","Suffixes in adjectives and adverbs","Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs"],"uk-nc-2013:Eng.App2.Y3.Punc.1":["Eng.App2.Y3.Punc.1","Inverted commas","Introduction to inverted commas to punctuate direct speech"],"uk-nc-2013:Eng.App2.Y3.Sent.1":["Eng.App2.Y3.Sent.1","Expressing time, place and cause","Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]"],"uk-nc-2013:Eng.App2.Y3.Text.1":["Eng.App2.Y3.Text.1","Introduction to paragraphs","Introduction to paragraphs as a way to group related material"],"uk-nc-2013:Eng.App2.Y3.Text.2":["Eng.App2.Y3.Text.2","Headings and sub-headings","Headings and sub-headings to aid presentation"],"uk-nc-2013:Eng.App2.Y3.Text.3":["Eng.App2.Y3.Text.3","Present perfect form of verbs","Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]"],"uk-nc-2013:Eng.App2.Y3.Word.1":["Eng.App2.Y3.Word.1","Formation of nouns using prefixes","Formation of nouns using a range of prefixes [for example super–, anti–, auto–]"],"uk-nc-2013:Eng.App2.Y3.Word.2":["Eng.App2.Y3.Word.2","Use of a or an","Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]"],"uk-nc-2013:Eng.App2.Y3.Word.3":["Eng.App2.Y3.Word.3","Word families","Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]"],"uk-nc-2013:Eng.App2.Y4.Punc.1":["Eng.App2.Y4.Punc.1","Punctuation of direct speech","Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]"],"uk-nc-2013:Eng.App2.Y4.Punc.2":["Eng.App2.Y4.Punc.2","Apostrophes for plural possession","Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]"],"uk-nc-2013:Eng.App2.Y4.Text.1":["Eng.App2.Y4.Text.1","Paragraphs","Use of paragraphs to organise ideas around a theme"],"uk-nc-2013:Eng.App2.Y4.Text.2":["Eng.App2.Y4.Text.2","Cohesion and repetition","Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition"],"uk-nc-2013:Eng.App2.Y5.Punc.1":["Eng.App2.Y5.Punc.1","Parenthesis","Brackets, dashes or commas to indicate parenthesis"],"uk-nc-2013:Eng.App2.Y5.Punc.2":["Eng.App2.Y5.Punc.2","Commas for clarity","Use of commas to clarify meaning or avoid ambiguity"],"uk-nc-2013:Eng.App2.Y5.Sent.1":["Eng.App2.Y5.Sent.1","Relative clauses","Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun"],"uk-nc-2013:Eng.App2.Y5.Sent.2":["Eng.App2.Y5.Sent.2","Indicating degrees of possibility","Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]"],"uk-nc-2013:Eng.App2.Y5.Text.1":["Eng.App2.Y5.Text.1","Cohesion within a paragraph","Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]"],"uk-nc-2013:Eng.App2.Y5.Text.2":["Eng.App2.Y5.Text.2","Linking ideas across paragraphs","Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]"],"uk-nc-2013:Eng.App2.Y5.Word.1":["Eng.App2.Y5.Word.1","Converting nouns or adjectives into verbs","Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]"],"uk-nc-2013:Eng.App2.Y5.Word.2":["Eng.App2.Y5.Word.2","Verb prefixes","Verb prefixes [for example, dis–, de–, mis–, over– and re–]"],"uk-nc-2013:Eng.App2.Y6.Punc.1":["Eng.App2.Y6.Punc.1","Semi-colon, colon and dash","Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]"],"uk-nc-2013:Eng.App2.Y6.Punc.2":["Eng.App2.Y6.Punc.2","Colons and semi-colons in lists","Use of the colon to introduce a list and use of semi-colons within lists"],"uk-nc-2013:Eng.App2.Y6.Punc.3":["Eng.App2.Y6.Punc.3","Bullet points","Punctuation of bullet points to list information"],"uk-nc-2013:Eng.App2.Y6.Punc.4":["Eng.App2.Y6.Punc.4","Hyphens for ambiguity","How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]"],"uk-nc-2013:Eng.App2.Y6.Sent.1":["Eng.App2.Y6.Sent.1","Passive voice","Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]."],"uk-nc-2013:Eng.App2.Y6.Text.1":["Eng.App2.Y6.Text.1","Cohesive devices","Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis"],"uk-nc-2013:Eng.App2.Y6.Text.2":["Eng.App2.Y6.Text.2","Layout devices","Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]"],"uk-nc-2013:Eng.App2.Y6.Word.1":["Eng.App2.Y6.Word.1","Formal and informal vocabulary","The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]"],"uk-nc-2013:Eng.App2.Y6.Word.2":["Eng.App2.Y6.Word.2","Synonyms and antonyms","How words are related by meaning as synonyms and antonyms [for example, big, large, little]."],"uk-nc-2013:Eng/KS1/Y2/C/1a":["Eng/KS1/Y2/C/1a","Listen to and discuss texts","develop pleasure in reading, motivation to read, vocabulary and understanding by listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently"],"uk-nc-2013:Eng/KS1/Y2/C/1b":["Eng/KS1/Y2/C/1b","Discuss sequence of events","develop pleasure in reading, motivation to read, vocabulary and understanding by discussing the sequence of events in books and how items of information are related"],"uk-nc-2013:Eng/KS1/Y2/C/1c":["Eng/KS1/Y2/C/1c","Retell stories","develop pleasure in reading, motivation to read, vocabulary and understanding by becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales"],"uk-nc-2013:Eng/KS1/Y2/C/1d":["Eng/KS1/Y2/C/1d","Non-fiction structures","develop pleasure in reading, motivation to read, vocabulary and understanding by being introduced to non-fiction books that are structured in different ways"],"uk-nc-2013:Eng/KS1/Y2/C/1e":["Eng/KS1/Y2/C/1e","Recognise literary language","develop pleasure in reading, motivation to read, vocabulary and understanding by recognising simple recurring literary language in stories and poetry"],"uk-nc-2013:Eng/KS1/Y2/C/1f":["Eng/KS1/Y2/C/1f","Discuss word meanings","develop pleasure in reading, motivation to read, vocabulary and understanding by discussing and clarifying the meanings of words, linking new meanings to known vocabulary"],"uk-nc-2013:Eng/KS1/Y2/C/1g":["Eng/KS1/Y2/C/1g","Discuss favourite words","develop pleasure in reading, motivation to read, vocabulary and understanding by discussing their favourite words and phrases"],"uk-nc-2013:Eng/KS1/Y2/C/1h":["Eng/KS1/Y2/C/1h","Learn poems by heart","develop pleasure in reading, motivation to read, vocabulary and understanding by continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear"],"uk-nc-2013:Eng/KS1/Y2/C/2a":["Eng/KS1/Y2/C/2a","Draw on existing knowledge","understand both the books that they can already read accurately and fluently and those that they listen to by drawing on what they already know or on background information and vocabulary provided by the teacher"],"uk-nc-2013:Eng/KS1/Y2/C/2b":["Eng/KS1/Y2/C/2b","Check sense and correct","understand both the books that they can already read accurately and fluently and those that they listen to by checking that the text makes sense to them as they read and correcting inaccurate reading"],"uk-nc-2013:Eng/KS1/Y2/C/2c":["Eng/KS1/Y2/C/2c","Make inferences","understand both the books that they can already read accurately and fluently and those that they listen to by making inferences on the basis of what is being said and done"],"uk-nc-2013:Eng/KS1/Y2/C/2d":["Eng/KS1/Y2/C/2d","Answer and ask questions","understand both the books that they can already read accurately and fluently and those that they listen to by answering and asking questions"],"uk-nc-2013:Eng/KS1/Y2/C/3":["Eng/KS1/Y2/C/3","Participate in discussion","participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say"],"uk-nc-2013:Eng/KS1/Y2/C/4":["Eng/KS1/Y2/C/4","Explain understanding","explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves"],"uk-nc-2013:Eng/KS1/Y2/H/1":["Eng/KS1/Y2/H/1","Form lower-case letters","form lower-case letters of the correct size relative to one another"],"uk-nc-2013:Eng/KS1/Y2/H/2":["Eng/KS1/Y2/H/2","Join letters","start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined"],"uk-nc-2013:Eng/KS1/Y2/H/3":["Eng/KS1/Y2/H/3","Write capital letters and digits","write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters"],"uk-nc-2013:Eng/KS1/Y2/H/4":["Eng/KS1/Y2/H/4","Spacing","use spacing between words that reflects the size of the letters"],"uk-nc-2013:Eng/KS1/Y2/S/1a":["Eng/KS1/Y2/S/1a","Segment words into phonemes","spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly"],"uk-nc-2013:Eng/KS1/Y2/S/1b":["Eng/KS1/Y2/S/1b","Learn new spellings","spell by learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones"],"uk-nc-2013:Eng/KS1/Y2/S/1c":["Eng/KS1/Y2/S/1c","Spell common exception words","spell by learning to spell common exception words"],"uk-nc-2013:Eng/KS1/Y2/S/1d":["Eng/KS1/Y2/S/1d","Spell contracted forms","spell by learning to spell more words with contracted forms"],"uk-nc-2013:Eng/KS1/Y2/S/1f":["Eng/KS1/Y2/S/1f","Distinguish homophones","spell by distinguishing between homophones and near-homophones"],"uk-nc-2013:Eng/KS1/Y2/S/2":["Eng/KS1/Y2/S/2","Add suffixes","add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly"],"uk-nc-2013:Eng/KS1/Y2/S/3":["Eng/KS1/Y2/S/3","Apply spelling rules","apply spelling rules and guidance, as listed in English Appendix 1"],"uk-nc-2013:Eng/KS1/Y2/S/4":["Eng/KS1/Y2/S/4","Write from memory","write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far"],"uk-nc-2013:Eng/KS1/Y2/VGP/1":["Eng/KS1/Y2/VGP/1","Use punctuation correctly","develop their understanding of the concepts set out in English Appendix 2 by learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)"],"uk-nc-2013:Eng/KS1/Y2/VGP/2a":["Eng/KS1/Y2/VGP/2a","Sentence forms","learn how to use sentences with different forms: statement, question, exclamation, command"],"uk-nc-2013:Eng/KS1/Y2/VGP/2d":["Eng/KS1/Y2/VGP/2d","Subordination and co-ordination","learn how to use subordination (using when, if, that, or because) and co-ordination (using or, and, or but)"],"uk-nc-2013:Eng/KS1/Y2/VGP/2e":["Eng/KS1/Y2/VGP/2e","Year 2 grammar","learn how to use the grammar for year 2 in English Appendix 2"],"uk-nc-2013:Eng/KS1/Y2/VGP/2f":["Eng/KS1/Y2/VGP/2f","Standard English","learn how to use some features of written Standard English"],"uk-nc-2013:Eng/KS1/Y2/WC/1b":["Eng/KS1/Y2/WC/1b","Write about real events","develop positive attitudes towards and stamina for writing by writing about real events"],"uk-nc-2013:Eng/KS1/Y2/WC/1c":["Eng/KS1/Y2/WC/1c","Write poetry","develop positive attitudes towards and stamina for writing by writing poetry"],"uk-nc-2013:Eng/KS1/Y2/WC/1d":["Eng/KS1/Y2/WC/1d","Write for different purposes","develop positive attitudes towards and stamina for writing by writing for different purposes"],"uk-nc-2013:Eng/KS1/Y2/WC/2a":["Eng/KS1/Y2/WC/2a","Plan writing","consider what they are going to write before beginning by planning or saying out loud what they are going to write about"],"uk-nc-2013:Eng/KS1/Y2/WC/2b":["Eng/KS1/Y2/WC/2b","Write down ideas","consider what they are going to write before beginning by writing down ideas and/or key words, including new vocabulary"],"uk-nc-2013:Eng/KS1/Y2/WC/2c":["Eng/KS1/Y2/WC/2c","Encapsulate ideas","consider what they are going to write before beginning by encapsulating what they want to say, sentence by sentence"],"uk-nc-2013:Eng/KS1/Y2/WC/3a":["Eng/KS1/Y2/WC/3a","Evaluate writing","make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils"],"uk-nc-2013:Eng/KS1/Y2/WC/4":["Eng/KS1/Y2/WC/4","Read aloud","read aloud what they have written with appropriate intonation to make the meaning clear"],"uk-nc-2013:Eng/KS1/Y2/WR/1":["Eng/KS1/Y2/WR/1","Apply phonic knowledge","continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent"],"uk-nc-2013:Eng/KS1/Y2/WR/2":["Eng/KS1/Y2/WR/2","Blend sounds","read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes"],"uk-nc-2013:Eng/KS1/Y2/WR/3":["Eng/KS1/Y2/WR/3","Read multi-syllable words","read accurately words of two or more syllables that contain the same graphemes as above"],"uk-nc-2013:Eng/KS1/Y2/WR/6":["Eng/KS1/Y2/WR/6","Read quickly and accurately","read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered"],"uk-nc-2013:Eng/KS1/Y2/WR/7":["Eng/KS1/Y2/WR/7","Read aloud","read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation"],"uk-nc-2013:Eng/KS1/Y2/WR/8":["Eng/KS1/Y2/WR/8","Re-read books","re-read these books to build up their fluency and confidence in word reading"],"uk-nc-2013:Eng_LKS2_Read_Comp_1":["Eng_LKS2_Read_Comp_1","Listen to and discuss a range of books","Develop positive attitudes to reading and understanding of what they read by listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks"],"uk-nc-2013:Eng_LKS2_Read_Comp_10":["Eng_LKS2_Read_Comp_10","Ask questions","Understand what they read, in books they can read independently, by asking questions to improve their understanding of a text"],"uk-nc-2013:Eng_LKS2_Read_Comp_11":["Eng_LKS2_Read_Comp_11","Draw inferences","Understand what they read, in books they can read independently, by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence"],"uk-nc-2013:Eng_LKS2_Read_Comp_13":["Eng_LKS2_Read_Comp_13","Identify main ideas and summarise","Understand what they read, in books they can read independently, by identifying main ideas drawn from more than one paragraph and summarising these"],"uk-nc-2013:Eng_LKS2_Read_Comp_14":["Eng_LKS2_Read_Comp_14","Identify contribution to meaning","Understand what they read, in books they can read independently, by identifying how language, structure, and presentation contribute to meaning"],"uk-nc-2013:Eng_LKS2_Read_Comp_15":["Eng_LKS2_Read_Comp_15","Retrieve and record information","Retrieve and record information from non-fiction"],"uk-nc-2013:Eng_LKS2_Read_Comp_16":["Eng_LKS2_Read_Comp_16","Participate in discussion","Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say"],"uk-nc-2013:Eng_LKS2_Read_Comp_2":["Eng_LKS2_Read_Comp_2","Read books structured in different ways","Develop positive attitudes to reading and understanding of what they read by reading books that are structured in different ways and reading for a range of purposes"],"uk-nc-2013:Eng_LKS2_Read_Comp_3":["Eng_LKS2_Read_Comp_3","Use dictionaries","Develop positive attitudes to reading and understanding of what they read by using dictionaries to check the meaning of words that they have read"],"uk-nc-2013:Eng_LKS2_Read_Comp_4":["Eng_LKS2_Read_Comp_4","Increase familiarity with books and retell stories","Develop positive attitudes to reading and understanding of what they read by increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally"],"uk-nc-2013:Eng_LKS2_Read_Comp_5":["Eng_LKS2_Read_Comp_5","Identify themes and conventions","Develop positive attitudes to reading and understanding of what they read by identifying themes and conventions in a wide range of books"],"uk-nc-2013:Eng_LKS2_Read_Comp_6":["Eng_LKS2_Read_Comp_6","Prepare poems and play scripts","Develop positive attitudes to reading and understanding of what they read by preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action"],"uk-nc-2013:Eng_LKS2_Read_Comp_7":["Eng_LKS2_Read_Comp_7","Discuss words and phrases","Develop positive attitudes to reading and understanding of what they read by discussing words and phrases that capture the reader’s interest and imagination"],"uk-nc-2013:Eng_LKS2_Read_Comp_8":["Eng_LKS2_Read_Comp_8","Recognise forms of poetry","Develop positive attitudes to reading and understanding of what they read by recognising some different forms of poetry [for example, free verse, narrative poetry]"],"uk-nc-2013:Eng_LKS2_Read_Comp_9":["Eng_LKS2_Read_Comp_9","Check text makes sense","Understand what they read, in books they can read independently, by checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context"],"uk-nc-2013:Eng_LKS2_Read_Word_1":["Eng_LKS2_Read_Word_1","Apply knowledge of morphology and etymology","Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet"],"uk-nc-2013:Eng_LKS2_Write_Comp_1":["Eng_LKS2_Write_Comp_1","Plan writing: Discuss similar writing","Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar"],"uk-nc-2013:Eng_LKS2_Write_Comp_10":["Eng_LKS2_Write_Comp_10","Read aloud own writing","Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear"],"uk-nc-2013:Eng_LKS2_Write_Comp_2":["Eng_LKS2_Write_Comp_2","Plan writing: Discuss and record ideas","Plan their writing by discussing and recording ideas"],"uk-nc-2013:Eng_LKS2_Write_Comp_4":["Eng_LKS2_Write_Comp_4","Draft and write: Organise paragraphs","Draft and write by organising paragraphs around a theme"],"uk-nc-2013:Eng_LKS2_Write_Comp_6":["Eng_LKS2_Write_Comp_6","Draft and write: Non-narrative material","Draft and write by using simple organisational devices [for example, headings and sub-headings] in non-narrative material"],"uk-nc-2013:Eng_LKS2_Write_Trans_Hand_1":["Eng_LKS2_Write_Trans_Hand_1","Use diagonal and horizontal strokes","Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined"],"uk-nc-2013:Eng_LKS2_Write_Trans_Hand_2":["Eng_LKS2_Write_Trans_Hand_2","Increase legibility and quality of handwriting","Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]"],"uk-nc-2013:Eng_LKS2_Write_Trans_Spell_1":["Eng_LKS2_Write_Trans_Spell_1","Use further prefixes and suffixes","Use further prefixes and suffixes and understand how to add them (English Appendix 1)"],"uk-nc-2013:Eng_LKS2_Write_Trans_Spell_2":["Eng_LKS2_Write_Trans_Spell_2","Spell further homophones",""],"uk-nc-2013:Eng_LKS2_Write_Trans_Spell_3":["Eng_LKS2_Write_Trans_Spell_3","Spell often misspelt words","Spell words that are often misspelt (English Appendix 1)"],"uk-nc-2013:Eng_LKS2_Write_Trans_Spell_4":["Eng_LKS2_Write_Trans_Spell_4","Place the possessive apostrophe","Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]"],"uk-nc-2013:Eng_LKS2_Write_Trans_Spell_5":["Eng_LKS2_Write_Trans_Spell_5","Use dictionary to check spelling","Use the first two or three letters of a word to check its spelling in a dictionary"],"uk-nc-2013:Eng_LKS2_Write_Trans_Spell_6":["Eng_LKS2_Write_Trans_Spell_6","Write simple sentences from memory","Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far"],"uk-nc-2013:Eng_LKS2_Write_VGP_1":["Eng_LKS2_Write_VGP_1","Extend range of sentences","Develop their understanding of the concepts set out in English Appendix 2 by extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although"],"uk-nc-2013:Eng_LKS2_Write_VGP_2":["Eng_LKS2_Write_VGP_2","Use present perfect form","Develop their understanding of the concepts set out in English Appendix 2 by using the present perfect form of verbs in contrast to the past tense"],"uk-nc-2013:Eng_LKS2_Write_VGP_3":["Eng_LKS2_Write_VGP_3","Choose nouns or pronouns","Develop their understanding of the concepts set out in English Appendix 2 by choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition"],"uk-nc-2013:Eng_LKS2_Write_VGP_4":["Eng_LKS2_Write_VGP_4","Use conjunctions, adverbs and prepositions","Develop their understanding of the concepts set out in English Appendix 2 by using conjunctions, adverbs and prepositions to express time and cause"],"uk-nc-2013:Eng_LKS2_Write_VGP_8":["Eng_LKS2_Write_VGP_8","Indicate possession","Indicate grammatical and other features by indicating possession by using the possessive apostrophe with plural nouns"],"uk-nc-2013:Eng_LKS2_Write_VGP_9":["Eng_LKS2_Write_VGP_9","Use and punctuate direct speech","Indicate grammatical and other features by using and punctuating direct speech"],"uk-nc-2013:Eng.SL.1":["Eng.SL.1","Listen and respond","Listen and respond appropriately to adults and their peers"],"uk-nc-2013:Eng.SL.10":["Eng.SL.10","Engage listener","Gain, maintain and monitor the interest of the listener(s)"],"uk-nc-2013:Eng.SL.11":["Eng.SL.11","Consider and evaluate viewpoints","Consider and evaluate different viewpoints, attending to and building on the contributions of others"],"uk-nc-2013:Eng.SL.12":["Eng.SL.12","Select appropriate registers","Select and use appropriate registers for effective communication"],"uk-nc-2013:Eng.SL.2":["Eng.SL.2","Ask relevant questions","Ask relevant questions to extend their understanding and knowledge"],"uk-nc-2013:Eng.SL.3":["Eng.SL.3","Build vocabulary","Use relevant strategies to build their vocabulary"],"uk-nc-2013:Eng.SL.4":["Eng.SL.4","Articulate and justify","Articulate and justify answers, arguments and opinions"],"uk-nc-2013:Eng.SL.5":["Eng.SL.5","Descriptions, explanations and narratives","Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings"],"uk-nc-2013:Eng.SL.6":["Eng.SL.6","Collaborative conversations","Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments"],"uk-nc-2013:Eng.SL.7":["Eng.SL.7","Develop understanding through spoken language","Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas"],"uk-nc-2013:Eng.SL.8":["Eng.SL.8","Speak audibly and fluently","Speak audibly and fluently with an increasing command of Standard English"],"uk-nc-2013:Eng.SL.9":["Eng.SL.9","Participate in various spoken contexts","Participate in discussions, presentations, performances, role play, improvisations and debates"],"uk-nc-2013:Eng.UKS2.Read.Comp.1a":["Eng.UKS2.Read.Comp.1a","Read a wide range of texts","Maintain positive attitudes to reading and understanding of what they read by continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks."],"uk-nc-2013:Eng.UKS2.Read.Comp.1b":["Eng.UKS2.Read.Comp.1b","Read books structured in different ways","Maintain positive attitudes to reading and understanding of what they read by reading books that are structured in different ways and reading for a range of purposes."],"uk-nc-2013:Eng.UKS2.Read.Comp.1c":["Eng.UKS2.Read.Comp.1c","Increase familiarity with diverse books","Maintain positive attitudes to reading and understanding of what they read by increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions."],"uk-nc-2013:Eng.UKS2.Read.Comp.1d":["Eng.UKS2.Read.Comp.1d","Recommend books","Maintain positive attitudes to reading and understanding of what they read by recommending books that they have read to their peers, giving reasons for their choices."],"uk-nc-2013:Eng.UKS2.Read.Comp.1e":["Eng.UKS2.Read.Comp.1e","Identify themes and conventions","Maintain positive attitudes to reading and understanding of what they read by identifying and discussing themes and conventions in and across a wide range of writing."],"uk-nc-2013:Eng.UKS2.Read.Comp.1f":["Eng.UKS2.Read.Comp.1f","Make comparisons","Maintain positive attitudes to reading and understanding of what they read by making comparisons within and across books."],"uk-nc-2013:Eng.UKS2.Read.Comp.1g":["Eng.UKS2.Read.Comp.1g","Learn poetry by heart","Maintain positive attitudes to reading and understanding of what they read by learning a wider range of poetry by heart."],"uk-nc-2013:Eng.UKS2.Read.Comp.1h":["Eng.UKS2.Read.Comp.1h","Prepare poems and plays for performance","Maintain positive attitudes to reading and understanding of what they read by preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience."],"uk-nc-2013:Eng.UKS2.Read.Comp.2a":["Eng.UKS2.Read.Comp.2a","Check understanding and vocabulary","Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context."],"uk-nc-2013:Eng.UKS2.Read.Comp.2b":["Eng.UKS2.Read.Comp.2b","Ask questions","Understand what they read by asking questions to improve their understanding."],"uk-nc-2013:Eng.UKS2.Read.Comp.2c":["Eng.UKS2.Read.Comp.2c","Draw inferences","Understand what they read by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence."],"uk-nc-2013:Eng.UKS2.Read.Comp.2e":["Eng.UKS2.Read.Comp.2e","Summarise main ideas","Understand what they read by summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas."],"uk-nc-2013:Eng.UKS2.Read.Comp.2f":["Eng.UKS2.Read.Comp.2f","Identify contribution of language and structure","Understand what they read by identifying how language, structure and presentation contribute to meaning."],"uk-nc-2013:Eng.UKS2.Read.Comp.3":["Eng.UKS2.Read.Comp.3","Evaluate authors' use of language","Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader."],"uk-nc-2013:Eng.UKS2.Read.Comp.4":["Eng.UKS2.Read.Comp.4","Distinguish fact and opinion","Distinguish between statements of fact and opinion."],"uk-nc-2013:Eng.UKS2.Read.Comp.5":["Eng.UKS2.Read.Comp.5","Retrieve and present information","Retrieve, record and present information from non-fiction."],"uk-nc-2013:Eng.UKS2.Read.Comp.6":["Eng.UKS2.Read.Comp.6","Participate in discussions","Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously."],"uk-nc-2013:Eng.UKS2.Read.Comp.7":["Eng.UKS2.Read.Comp.7","Explain and discuss understanding","Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary."],"uk-nc-2013:Eng.UKS2.Read.Comp.8":["Eng.UKS2.Read.Comp.8","Justify views","Provide reasoned justifications for their views."],"uk-nc-2013:Eng.UKS2.Read.Word.1":["Eng.UKS2.Read.Word.1","Apply knowledge of morphology and etymology","Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet."],"uk-nc-2013:Eng.UKS2.Write.Comp.1a":["Eng.UKS2.Write.Comp.1a","Identify audience and purpose","Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own."],"uk-nc-2013:Eng.UKS2.Write.Comp.1b":["Eng.UKS2.Write.Comp.1b","Develop initial ideas","Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary."],"uk-nc-2013:Eng.UKS2.Write.Comp.1c":["Eng.UKS2.Write.Comp.1c","Consider authorial techniques","Plan their writing by, in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed."],"uk-nc-2013:Eng.UKS2.Write.Comp.2a":["Eng.UKS2.Write.Comp.2a","Select grammar and vocabulary","Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning."],"uk-nc-2013:Eng.UKS2.Write.Comp.2b":["Eng.UKS2.Write.Comp.2b","Describe settings and characters","Draft and write by, in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action."],"uk-nc-2013:Eng.UKS2.Write.Comp.2c":["Eng.UKS2.Write.Comp.2c","Précis passages","Draft and write by précising longer passages."],"uk-nc-2013:Eng.UKS2.Write.Comp.2d":["Eng.UKS2.Write.Comp.2d","Build cohesion","Draft and write by using a wide range of devices to build cohesion within and across paragraphs."],"uk-nc-2013:Eng.UKS2.Write.Comp.2e":["Eng.UKS2.Write.Comp.2e","Use organisational devices","Draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]."],"uk-nc-2013:Eng.UKS2.Write.Comp.3a":["Eng.UKS2.Write.Comp.3a","Assess effectiveness","Evaluate and edit by assessing the effectiveness of their own and others’ writing."],"uk-nc-2013:Eng.UKS2.Write.Comp.3b":["Eng.UKS2.Write.Comp.3b","Propose changes","Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning."],"uk-nc-2013:Eng.UKS2.Write.Comp.3c":["Eng.UKS2.Write.Comp.3c","Ensure correct tense","Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing."],"uk-nc-2013:Eng.UKS2.Write.Comp.3d":["Eng.UKS2.Write.Comp.3d","Ensure agreement and register","Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register."],"uk-nc-2013:Eng.UKS2.Write.Comp.3e":["Eng.UKS2.Write.Comp.3e","Proof-read","Evaluate and edit by proof-reading for spelling and punctuation errors."],"uk-nc-2013:Eng.UKS2.Write.Comp.4":["Eng.UKS2.Write.Comp.4","Perform compositions","Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear."],"uk-nc-2013:Eng.UKS2.Write.Trans.Hand.1a":["Eng.UKS2.Write.Trans.Hand.1a","Choose letter shapes","Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters."],"uk-nc-2013:Eng.UKS2.Write.Trans.Hand.1b":["Eng.UKS2.Write.Trans.Hand.1b","Choose writing implement","Write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task."],"uk-nc-2013:Eng.UKS2.Write.Trans.Spell.1":["Eng.UKS2.Write.Trans.Spell.1","Use prefixes and suffixes","Use further prefixes and suffixes and understand the guidance for adding them."],"uk-nc-2013:Eng.UKS2.Write.Trans.Spell.2":["Eng.UKS2.Write.Trans.Spell.2","Spell silent letters","Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]."],"uk-nc-2013:Eng.UKS2.Write.Trans.Spell.3":["Eng.UKS2.Write.Trans.Spell.3","Distinguish homophones","Continue to distinguish between homophones and other words which are often confused."],"uk-nc-2013:Eng.UKS2.Write.Trans.Spell.4":["Eng.UKS2.Write.Trans.Spell.4","Use morphology and etymology","Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1."],"uk-nc-2013:Eng.UKS2.Write.Trans.Spell.5":["Eng.UKS2.Write.Trans.Spell.5","Use dictionaries","Use dictionaries to check the spelling and meaning of words."],"uk-nc-2013:Eng.UKS2.Write.Trans.Spell.6":["Eng.UKS2.Write.Trans.Spell.6","Use first letters for dictionary check","Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary."],"uk-nc-2013:Eng.UKS2.Write.Trans.Spell.7":["Eng.UKS2.Write.Trans.Spell.7","Use a thesaurus","Use a thesaurus."],"uk-nc-2013:Eng.UKS2.Write.VGP.1b":["Eng.UKS2.Write.VGP.1b","Use passive verbs","Develop their understanding of the concepts set out in English Appendix 2 by using passive verbs to affect the presentation of information in a sentence."],"uk-nc-2013:Eng.UKS2.Write.VGP.1c":["Eng.UKS2.Write.VGP.1c","Use perfect form of verbs","Develop their understanding of the concepts set out in English Appendix 2 by using the perfect form of verbs to mark relationships of time and cause."],"uk-nc-2013:Eng.UKS2.Write.VGP.1d":["Eng.UKS2.Write.VGP.1d","Use expanded noun phrases","Develop their understanding of the concepts set out in English Appendix 2 by using expanded noun phrases to convey complicated information concisely."],"uk-nc-2013:Eng.UKS2.Write.VGP.1e":["Eng.UKS2.Write.VGP.1e","Use modal verbs or adverbs","Develop their understanding of the concepts set out in English Appendix 2 by using modal verbs or adverbs to indicate degrees of possibility."],"uk-nc-2013:Eng.UKS2.Write.VGP.1f":["Eng.UKS2.Write.VGP.1f","Use relative clauses","Develop their understanding of the concepts set out in English Appendix 2 by using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun."],"uk-nc-2013:Eng.UKS2.Write.VGP.2a":["Eng.UKS2.Write.VGP.2a","Use commas for clarity","Indicate grammatical and other features by using commas to clarify meaning or avoid ambiguity in writing."],"uk-nc-2013:Eng.UKS2.Write.VGP.2b":["Eng.UKS2.Write.VGP.2b","Use hyphens","Indicate grammatical and other features by using hyphens to avoid ambiguity."],"uk-nc-2013:Eng.UKS2.Write.VGP.2c":["Eng.UKS2.Write.VGP.2c","Indicate parenthesis","Indicate grammatical and other features by using brackets, dashes or commas to indicate parenthesis."],"uk-nc-2013:Eng.UKS2.Write.VGP.2d":["Eng.UKS2.Write.VGP.2d","Mark clause boundaries","Indicate grammatical and other features by using semi-colons, colons or dashes to mark boundaries between independent clauses."],"uk-nc-2013:Eng.UKS2.Write.VGP.2e":["Eng.UKS2.Write.VGP.2e","Use colon for lists","Indicate grammatical and other features by using a colon to introduce a list."],"uk-nc-2013:Eng.UKS2.Write.VGP.2f":["Eng.UKS2.Write.VGP.2f","Punctuating bullet points","Indicate grammatical and other features by punctuating bullet points consistently."],"uk-nc-2013:Eng_Y1_RC_01":["Eng_Y1_RC_01","Listen to poems and stories","Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently."],"uk-nc-2013:Eng_Y1_RC_02":["Eng_Y1_RC_02","Link reading to experience","Develop pleasure in reading, motivation to read, vocabulary and understanding by being encouraged to link what they read or hear read to their own experiences."],"uk-nc-2013:Eng_Y1_RC_03":["Eng_Y1_RC_03","Familiarity with key stories","Develop pleasure in reading, motivation to read, vocabulary and understanding by becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics."],"uk-nc-2013:Eng_Y1_RC_04":["Eng_Y1_RC_04","Recognise predictable phrases","Develop pleasure in reading, motivation to read, vocabulary and understanding by recognising and joining in with predictable phrases."],"uk-nc-2013:Eng_Y1_RC_05":["Eng_Y1_RC_05","Appreciate rhymes and poems","Develop pleasure in reading, motivation to read, vocabulary and understanding by learning to appreciate rhymes and poems, and to recite some by heart."],"uk-nc-2013:Eng_Y1_RC_06":["Eng_Y1_RC_06","Discuss word meanings","Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing word meanings, linking new meanings to those already known."],"uk-nc-2013:Eng_Y1_RC_07":["Eng_Y1_RC_07","Draw on background information","Understand both the books they can already read accurately and fluently and those they listen to by drawing on what they already know or on background information and vocabulary provided by the teacher."],"uk-nc-2013:Eng_Y1_RC_08":["Eng_Y1_RC_08","Check sense and correct","Understand both the books they can already read accurately and fluently and those they listen to by checking that the text makes sense to them as they read and correcting inaccurate reading."],"uk-nc-2013:Eng_Y1_RC_09":["Eng_Y1_RC_09","Discuss title and events","Understand both the books they can already read accurately and fluently and those they listen to by discussing the significance of the title and events."],"uk-nc-2013:Eng_Y1_RC_11":["Eng_Y1_RC_11","Predict events","Understand both the books they can already read accurately and fluently and those they listen to by predicting what might happen on the basis of what has been read so far."],"uk-nc-2013:Eng_Y1_RC_12":["Eng_Y1_RC_12","Participate in discussion","Participate in discussion about what is read to them, taking turns and listening to what others say."],"uk-nc-2013:Eng_Y1_RC_13":["Eng_Y1_RC_13","Explain understanding","Explain clearly their understanding of what is read to them."],"uk-nc-2013:Eng_Y1_RWR_01":["Eng_Y1_RWR_01","Apply phonic knowledge","Apply phonic knowledge and skills as the route to decode words."],"uk-nc-2013:Eng_Y1_RWR_02":["Eng_Y1_RWR_02","Respond to graphemes","Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes."],"uk-nc-2013:Eng_Y1_RWR_03":["Eng_Y1_RWR_03","Blend sounds","Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught."],"uk-nc-2013:Eng_Y1_RWR_07":["Eng_Y1_RWR_07","Read contractions","Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)."],"uk-nc-2013:Eng_Y1_RWR_08":["Eng_Y1_RWR_08","Read aloud accurately","Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words."],"uk-nc-2013:Eng_Y1_RWR_09":["Eng_Y1_RWR_09","Re-read books","Re-read these books to build up their fluency and confidence in word reading."],"uk-nc-2013:Eng_Y1_WC_04":["Eng_Y1_WC_04","Re-read writing","Write sentences by re-reading what they have written to check that it makes sense."],"uk-nc-2013:Eng_Y1_WC_05":["Eng_Y1_WC_05","Discuss writing","Discuss what they have written with the teacher or other pupils."],"uk-nc-2013:Eng_Y1_WC_06":["Eng_Y1_WC_06","Read aloud writing","Read aloud their writing clearly enough to be heard by their peers and the teacher."],"uk-nc-2013:Eng_Y1_WH_01":["Eng_Y1_WH_01","Sit correctly","Sit correctly at a table, holding a pencil comfortably and correctly."],"uk-nc-2013:Eng_Y1_WH_02":["Eng_Y1_WH_02","Form lower-case letters","Begin to form lower-case letters in the correct direction, starting and finishing in the right place."],"uk-nc-2013:Eng_Y1_WH_03":["Eng_Y1_WH_03","Form capital letters","Form capital letters."],"uk-nc-2013:Eng_Y1_WH_04":["Eng_Y1_WH_04","Form digits","Form digits 0-9."],"uk-nc-2013:Eng_Y1_WH_05":["Eng_Y1_WH_05","Handwriting families","Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these."],"uk-nc-2013:Eng_Y1_WT_01":["Eng_Y1_WT_01","Spell phoneme words","Spell words containing each of the 40+ phonemes already taught."],"uk-nc-2013:Eng_Y1_WT_02":["Eng_Y1_WT_02","Spell common exception words","Spell common exception words."],"uk-nc-2013:Eng_Y1_WT_03":["Eng_Y1_WT_03","Spell days of the week","Spell the days of the week."],"uk-nc-2013:Eng_Y1_WT_04":["Eng_Y1_WT_04","Name letters of the alphabet","Name the letters of the alphabet in order."],"uk-nc-2013:Eng_Y1_WT_05":["Eng_Y1_WT_05","Use letter names","Use letter names to distinguish between alternative spellings of the same sound."],"uk-nc-2013:Eng_Y1_WT_06":["Eng_Y1_WT_06","Add suffixes -s or -es","Add prefixes and suffixes using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs."],"uk-nc-2013:Eng_Y1_WT_07":["Eng_Y1_WT_07","Add prefix un-","Add prefixes and suffixes using the prefix un–."],"uk-nc-2013:Eng_Y1_WT_08":["Eng_Y1_WT_08","Add suffixes -ing, -ed, -er, -est","Add prefixes and suffixes using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]."],"uk-nc-2013:Eng_Y1_WT_10":["Eng_Y1_WT_10","Write dictated sentences","Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far."],"uk-nc-2013:Eng_Y1_WVGP_01":["Eng_Y1_WVGP_01","Leave spaces","Develop their understanding of the concepts set out in English Appendix 2 by leaving spaces between words."],"uk-nc-2013:Eng_Y1_WVGP_02":["Eng_Y1_WVGP_02","Join words and clauses","Develop their understanding of the concepts set out in English Appendix 2 by joining words and joining clauses using and."],"uk-nc-2013:Eng_Y1_WVGP_03":["Eng_Y1_WVGP_03","Punctuating sentences","Develop their understanding of the concepts set out in English Appendix 2 by beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark."],"uk-nc-2013:Eng_Y1_WVGP_04":["Eng_Y1_WVGP_04","Capital letters for names","Develop their understanding of the concepts set out in English Appendix 2 by using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’."],"uk-nc-2013:Eng_Y1_WVGP_05":["Eng_Y1_WVGP_05","Learn grammar","Develop their understanding of the concepts set out in English Appendix 2 by learning the grammar for year 1 in English Appendix 2."],"uk-nc-2013:Eng_Y1_WVGP_06":["Eng_Y1_WVGP_06","Use grammatical terminology","Use the grammatical terminology in English Appendix 2 in discussing their writing."],"uk-nc-2013:KS1.Sci.WS.1":["KS1.Sci.WS.1","Asking simple questions","asking simple questions and recognising that they can be answered in different ways"],"uk-nc-2013:KS1.Sci.WS.2":["KS1.Sci.WS.2","Observing closely","observing closely, using simple equipment"],"uk-nc-2013:KS1.Sci.WS.3":["KS1.Sci.WS.3","Performing simple tests","performing simple tests"],"uk-nc-2013:KS1.Sci.WS.4":["KS1.Sci.WS.4","Identifying and classifying","identifying and classifying"],"uk-nc-2013:KS1.Sci.WS.5":["KS1.Sci.WS.5","Suggesting answers to questions","using their observations and ideas to suggest answers to questions"],"uk-nc-2013:KS1.Sci.WS.6":["KS1.Sci.WS.6","Gathering and recording data","gathering and recording data to help in answering questions"],"uk-nc-2013:KS2L.Sci.WS.1":["KS2L.Sci.WS.1","Asking questions and using scientific enquiries","asking relevant questions and using different types of scientific enquiries to answer them"],"uk-nc-2013:KS2L.Sci.WS.2":["KS2L.Sci.WS.2","Setting up practical enquiries and fair tests","setting up simple practical enquiries, comparative and fair tests"],"uk-nc-2013:KS2L.Sci.WS.3":["KS2L.Sci.WS.3","Making observations and taking measurements","making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers"],"uk-nc-2013:KS2L.Sci.WS.4":["KS2L.Sci.WS.4","Gathering, recording, classifying and presenting data","gathering, recording, classifying and presenting data in a variety of ways to help in answering questions"],"uk-nc-2013:KS2L.Sci.WS.5":["KS2L.Sci.WS.5","Recording findings using scientific language and diagrams","recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables"],"uk-nc-2013:KS2L.Sci.WS.6":["KS2L.Sci.WS.6","Reporting on findings from enquiries","reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions"],"uk-nc-2013:KS2L.Sci.WS.7":["KS2L.Sci.WS.7","Drawing conclusions and making predictions","using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions"],"uk-nc-2013:KS2L.Sci.WS.8":["KS2L.Sci.WS.8","Identifying differences, similarities or changes","identifying differences, similarities or changes related to simple scientific ideas and processes"],"uk-nc-2013:KS2L.Sci.WS.9":["KS2L.Sci.WS.9","Using scientific evidence to answer questions","using straightforward scientific evidence to answer questions or to support their findings"],"uk-nc-2013:KS2U.Sci.WS.1":["KS2U.Sci.WS.1","Planning scientific enquiries","planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary"],"uk-nc-2013:KS2U.Sci.WS.2":["KS2U.Sci.WS.2","Taking measurements","taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate"],"uk-nc-2013:KS2U.Sci.WS.3":["KS2U.Sci.WS.3","Recording data and results","recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs"],"uk-nc-2013:KS2U.Sci.WS.4":["KS2U.Sci.WS.4","Using test results to make predictions","using test results to make predictions to set up further comparative and fair tests"],"uk-nc-2013:KS2U.Sci.WS.5":["KS2U.Sci.WS.5","Reporting and presenting findings","reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations"],"uk-nc-2013:KS2U.Sci.WS.6":["KS2U.Sci.WS.6","Identifying scientific evidence","identifying scientific evidence that has been used to support or refute ideas or arguments"],"uk-nc-2013:KS3-ENG-GV-1a":["KS3-ENG-GV-1a","Extend and apply grammatical knowledge","extending and applying the grammatical knowledge set out in English appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts"],"uk-nc-2013:KS3-ENG-GV-1b":["KS3-ENG-GV-1b","Study effectiveness of grammatical features","studying the effectiveness and impact of the grammatical features of the texts they read"],"uk-nc-2013:KS3-ENG-GV-1c":["KS3-ENG-GV-1c","Draw on new vocabulary and grammatical constructions","drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects"],"uk-nc-2013:KS3-ENG-GV-1d":["KS3-ENG-GV-1d","Know differences between spoken and written language","knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English"],"uk-nc-2013:KS3-ENG-GV-1e":["KS3-ENG-GV-1e","Use Standard English confidently","using Standard English confidently in their own writing and speech"],"uk-nc-2013:KS3-ENG-R-1a":["KS3-ENG-R-1a","Read a wide range of fiction and non-fiction","reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama; Shakespeare (2 plays) and seminal world literature"],"uk-nc-2013:KS3-ENG-R-1b":["KS3-ENG-R-1b","Choose books independently","choosing and reading books independently for challenge, interest and enjoyment"],"uk-nc-2013:KS3-ENG-R-1c":["KS3-ENG-R-1c","Reread books to increase familiarity","rereading books encountered earlier to increase familiarity with them and provide a basis for making comparisons"],"uk-nc-2013:KS3-ENG-R-2a":["KS3-ENG-R-2a","Learn new vocabulary","learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries"],"uk-nc-2013:KS3-ENG-R-2b":["KS3-ENG-R-2b","Make inferences and refer to evidence","making inferences and referring to evidence in the text"],"uk-nc-2013:KS3-ENG-R-2c":["KS3-ENG-R-2c","Know purpose, audience and context","knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension"],"uk-nc-2013:KS3-ENG-R-2d":["KS3-ENG-R-2d","Check understanding","checking their understanding to make sure that what they have read makes sense"],"uk-nc-2013:KS3-ENG-R-3a":["KS3-ENG-R-3a","Know how language presents meaning","knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning"],"uk-nc-2013:KS3-ENG-R-3b":["KS3-ENG-R-3b","Recognise poetic conventions","recognising a range of poetic conventions and understanding how these have been used"],"uk-nc-2013:KS3-ENG-R-3c":["KS3-ENG-R-3c","Study setting, plot, and characterisation","studying setting, plot, and characterisation, and the effects of these"],"uk-nc-2013:KS3-ENG-R-3d":["KS3-ENG-R-3d","Understand dramatists' work and performance","understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play"],"uk-nc-2013:KS3-ENG-R-3e":["KS3-ENG-R-3e","Make critical comparisons","making critical comparisons across texts"],"uk-nc-2013:KS3-ENG-SE-1a":["KS3-ENG-SE-1a","Use Standard English in formal and informal contexts","using Standard English confidently in a range of formal and informal contexts, including classroom discussion"],"uk-nc-2013:KS3-ENG-SE-1b":["KS3-ENG-SE-1b","Give short speeches and presentations","giving short speeches and presentations, expressing their own ideas and keeping to the point"],"uk-nc-2013:KS3-ENG-SE-1c":["KS3-ENG-SE-1c","Participate in formal debates and structured discussions","participating in formal debates and structured discussions, summarising and/or building on what has been said"],"uk-nc-2013:KS3-ENG-SE-1d":["KS3-ENG-SE-1d","Improvise, rehearse and perform play scripts and poetry","improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact"],"uk-nc-2013:KS3-ENG-W-1a":["KS3-ENG-W-1a","Write for a wide range of purposes and audiences","writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters"],"uk-nc-2013:KS3-ENG-W-1b":["KS3-ENG-W-1b","Summarise and organise material","summarising and organising material, and supporting ideas and arguments with any necessary factual detail"],"uk-nc-2013:KS3-ENG-W-1c":["KS3-ENG-W-1c","Apply knowledge of vocabulary, grammar and text structure","applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form"],"uk-nc-2013:KS3-ENG-W-1d":["KS3-ENG-W-1d","Draw on knowledge of literary and rhetorical devices","drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing"],"uk-nc-2013:KS3-ENG-W-2a":["KS3-ENG-W-2a","Consider audience and purpose","considering how their writing reflects the audiences and purposes for which it was intended"],"uk-nc-2013:KS3-ENG-W-2b":["KS3-ENG-W-2b","Amend vocabulary, grammar and structure","amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness"],"uk-nc-2013:KS3-ENG-W-2c":["KS3-ENG-W-2c","Pay attention to accurate grammar, punctuation and spelling","paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of study for English"],"uk-nc-2013:KS3.Maths.Alg.10":["KS3.Maths.Alg.10","Interpret Mathematical Relationships","interpret mathematical relationships both algebraically and graphically"],"uk-nc-2013:KS3.Maths.Alg.11":["KS3.Maths.Alg.11","Standard Form of Linear Equations","reduce a given linear equation in 2 variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically"],"uk-nc-2013:KS3.Maths.Alg.12":["KS3.Maths.Alg.12","Estimate Values and Solve Simultaneous Equations","use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations"],"uk-nc-2013:KS3.Maths.Alg.13":["KS3.Maths.Alg.13","Approximate Solutions from Graphs","find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs"],"uk-nc-2013:KS3.Maths.Alg.14":["KS3.Maths.Alg.14","Generate Terms of a Sequence","generate terms of a sequence from either a term-to-term or a position-to-term rule"],"uk-nc-2013:KS3.Maths.Alg.15":["KS3.Maths.Alg.15","Arithmetic Sequences","recognise arithmetic sequences and find the nth term"],"uk-nc-2013:KS3.Maths.Alg.16":["KS3.Maths.Alg.16","Geometric and Other Sequences","recognise geometric sequences and appreciate other sequences that arise"],"uk-nc-2013:KS3.Maths.Alg.1a":["KS3.Maths.Alg.1a","Algebraic Notation: Multiplication","use and interpret algebraic notation, including: ab in place of a × b"],"uk-nc-2013:KS3.Maths.Alg.1b":["KS3.Maths.Alg.1b","Algebraic Notation: Repeated Addition","use and interpret algebraic notation, including: 3y in place of y + y + y and 3 × y"],"uk-nc-2013:KS3.Maths.Alg.1c":["KS3.Maths.Alg.1c","Algebraic Notation: Powers","use and interpret algebraic notation, including: a² in place of a × a, a³ in place of a × a × a; a²b in place of a × a × b"],"uk-nc-2013:KS3.Maths.Alg.1d":["KS3.Maths.Alg.1d","Algebraic Notation: Division","use and interpret algebraic notation, including: a/b in place of a ÷ b"],"uk-nc-2013:KS3.Maths.Alg.1e":["KS3.Maths.Alg.1e","Algebraic Notation: Fractional Coefficients","use and interpret algebraic notation, including: coefficients written as fractions rather than as decimals"],"uk-nc-2013:KS3.Maths.Alg.1f":["KS3.Maths.Alg.1f","Algebraic Notation: Brackets","use and interpret algebraic notation, including: brackets"],"uk-nc-2013:KS3.Maths.Alg.2":["KS3.Maths.Alg.2","Substitute Numerical Values","substitute numerical values into formulae and expressions, including scientific formulae"],"uk-nc-2013:KS3.Maths.Alg.3":["KS3.Maths.Alg.3","Algebraic Vocabulary","understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors"],"uk-nc-2013:KS3.Maths.Alg.4a":["KS3.Maths.Alg.4a","Simplify Expressions: Collecting Like Terms","simplify and manipulate algebraic expressions to maintain equivalence by: collecting like terms"],"uk-nc-2013:KS3.Maths.Alg.4b":["KS3.Maths.Alg.4b","Simplify Expressions: Multiplying Over a Bracket","simplify and manipulate algebraic expressions to maintain equivalence by: multiplying a single term over a bracket"],"uk-nc-2013:KS3.Maths.Alg.4c":["KS3.Maths.Alg.4c","Simplify Expressions: Taking Out Common Factors","simplify and manipulate algebraic expressions to maintain equivalence by: taking out common factors"],"uk-nc-2013:KS3.Maths.Alg.4d":["KS3.Maths.Alg.4d","Simplify Expressions: Expanding Binomials","simplify and manipulate algebraic expressions to maintain equivalence by: expanding products of 2 or more binomials"],"uk-nc-2013:KS3.Maths.Alg.5":["KS3.Maths.Alg.5","Standard Mathematical Formulae","understand and use standard mathematical formulae; rearrange formulae to change the subject"],"uk-nc-2013:KS3.Maths.Alg.6":["KS3.Maths.Alg.6","Model Situations Algebraically","model situations or procedures by translating them into algebraic expressions or formulae and by using graphs"],"uk-nc-2013:KS3.Maths.Alg.7":["KS3.Maths.Alg.7","Solve Linear Equations","use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement)"],"uk-nc-2013:KS3.Maths.Alg.8":["KS3.Maths.Alg.8","Coordinates in All Four Quadrants","work with coordinates in all 4 quadrants"],"uk-nc-2013:KS3.Maths.Alg.9":["KS3.Maths.Alg.9","Graphs of Linear and Quadratic Functions","recognise, sketch and produce graphs of linear and quadratic functions of 1 variable with appropriate scaling, using equations in x and y and the Cartesian plane"],"uk-nc-2013:KS3.Maths.Geo.1":["KS3.Maths.Geo.1","Perimeter, Area and Volume Formulae","derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders)"],"uk-nc-2013:KS3.Maths.Geo.10":["KS3.Maths.Geo.10","Angle Properties","apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles"],"uk-nc-2013:KS3.Maths.Geo.11":["KS3.Maths.Geo.11","Parallel Lines and Angles","understand and use the relationship between parallel lines and alternate and corresponding angles"],"uk-nc-2013:KS3.Maths.Geo.12":["KS3.Maths.Geo.12","Sum of Angles in Polygons","derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons"],"uk-nc-2013:KS3.Maths.Geo.13":["KS3.Maths.Geo.13","Apply Angle Facts and Pythagoras' Theorem","apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras' Theorem, and use known results to obtain simple proofs"],"uk-nc-2013:KS3.Maths.Geo.14":["KS3.Maths.Geo.14","Pythagoras' Theorem and Trigonometry","use Pythagoras' Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles"],"uk-nc-2013:KS3.Maths.Geo.15":["KS3.Maths.Geo.15","Properties of 3-D Shapes","use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D"],"uk-nc-2013:KS3.Maths.Geo.2":["KS3.Maths.Geo.2","Perimeters and Areas of Circles and Composite Shapes","calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes"],"uk-nc-2013:KS3.Maths.Geo.3":["KS3.Maths.Geo.3","Draw and Measure Geometric Figures","draw and measure line segments and angles in geometric figures, including interpreting scale drawings"],"uk-nc-2013:KS3.Maths.Geo.5":["KS3.Maths.Geo.5","Describe and Sketch Geometric Features","describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric"],"uk-nc-2013:KS3.Maths.Geo.6":["KS3.Maths.Geo.6","Labelling Conventions and Triangle Congruence","use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles"],"uk-nc-2013:KS3.Maths.Geo.7":["KS3.Maths.Geo.7","Properties of Plane Figures","derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures using appropriate language and technologies"],"uk-nc-2013:KS3.Maths.Geo.8":["KS3.Maths.Geo.8","Transformations","identify properties of, and describe the results of, translations, rotations and reflections applied to given figures"],"uk-nc-2013:KS3.Maths.Geo.9":["KS3.Maths.Geo.9","Congruent and Similar Shapes","identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids"],"uk-nc-2013:KS3.Maths.Num.1":["KS3.Maths.Num.1","Place Value","understand and use place value for decimals, measures and integers of any size"],"uk-nc-2013:KS3.Maths.Num.10":["KS3.Maths.Num.10","Percentages","define percentage as 'number of parts per hundred', interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express 1 quantity as a percentage of another, compare 2 quantities using percentages, and work with percentages greater than 100%"],"uk-nc-2013:KS3.Maths.Num.11":["KS3.Maths.Num.11","Fractions and Percentages as Operators","interpret fractions and percentages as operators"],"uk-nc-2013:KS3.Maths.Num.13":["KS3.Maths.Num.13","Rounding Numbers and Measures","round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]"],"uk-nc-2013:KS3.Maths.Num.14":["KS3.Maths.Num.14","Approximation and Estimation","use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b"],"uk-nc-2013:KS3.Maths.Num.16":["KS3.Maths.Num.16","Infinite Nature of Number Sets","appreciate the infinite nature of the sets of integers, real and rational numbers"],"uk-nc-2013:KS3.Maths.Num.2":["KS3.Maths.Num.2","Ordering Numbers and Symbols","order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥"],"uk-nc-2013:KS3.Maths.Num.3":["KS3.Maths.Num.3","Prime Numbers, Factors and Multiples","use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property"],"uk-nc-2013:KS3.Maths.Num.4":["KS3.Maths.Num.4","The Four Operations","use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative"],"uk-nc-2013:KS3.Maths.Num.5":["KS3.Maths.Num.5","Priority of Operations","use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals"],"uk-nc-2013:KS3.Maths.Num.6":["KS3.Maths.Num.6","Relationships Between Operations","recognise and use relationships between operations including inverse operations"],"uk-nc-2013:KS3.Maths.Num.7":["KS3.Maths.Num.7","Integer Powers and Roots","use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations"],"uk-nc-2013:KS3.Maths.Num.8":["KS3.Maths.Num.8","Standard Form","interpret and compare numbers in standard form A x 10^n 1≤A<10, where n is a positive or negative integer or 0"],"uk-nc-2013:KS3.Maths.Num.9":["KS3.Maths.Num.9","Terminating Decimals and Fractions","work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8)"],"uk-nc-2013:KS3.Maths.Prob.1":["KS3.Maths.Prob.1","Analyse Probability Experiments","record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale"],"uk-nc-2013:KS3.Maths.Prob.2":["KS3.Maths.Prob.2","Sum of Probabilities","understand that the probabilities of all possible outcomes sum to 1"],"uk-nc-2013:KS3.Maths.Prob.3":["KS3.Maths.Prob.3","Enumerate Sets","enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams"],"uk-nc-2013:KS3.Maths.Prob.4":["KS3.Maths.Prob.4","Theoretical Sample Spaces","generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities"],"uk-nc-2013:KS3.Maths.Ratio.1":["KS3.Maths.Ratio.1","Convert Standard Units","change freely between related standard units [for example time, length, area, volume/capacity, mass]"],"uk-nc-2013:KS3.Maths.Ratio.10":["KS3.Maths.Ratio.10","Compound Units","use compound units such as speed, unit pricing and density to solve problems"],"uk-nc-2013:KS3.Maths.Ratio.2":["KS3.Maths.Ratio.2","Scale Factors and Diagrams","use scale factors, scale diagrams and maps"],"uk-nc-2013:KS3.Maths.Ratio.3":["KS3.Maths.Ratio.3","Express Quantities as Fractions","express 1 quantity as a fraction of another, where the fraction is less than 1 and greater than 1"],"uk-nc-2013:KS3.Maths.Ratio.4":["KS3.Maths.Ratio.4","Ratio Notation","use ratio notation, including reduction to simplest form"],"uk-nc-2013:KS3.Maths.Ratio.5":["KS3.Maths.Ratio.5","Divide Quantities into Ratios","divide a given quantity into 2 parts in a given part:part or part:whole ratio; express the division of a quantity into 2 parts as a ratio"],"uk-nc-2013:KS3.Maths.Ratio.6":["KS3.Maths.Ratio.6","Multiplicative Relationships","understand that a multiplicative relationship between 2 quantities can be expressed as a ratio or a fraction"],"uk-nc-2013:KS3.Maths.Ratio.7":["KS3.Maths.Ratio.7","Relate Ratios to Fractions and Functions","relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions"],"uk-nc-2013:KS3.Maths.Ratio.8":["KS3.Maths.Ratio.8","Percentage Change Problems","solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics"],"uk-nc-2013:KS3.Maths.Ratio.9":["KS3.Maths.Ratio.9","Direct and Inverse Proportion","solve problems involving direct and inverse proportion, including graphical and algebraic representations"],"uk-nc-2013:KS3.Maths.Stat.1":["KS3.Maths.Stat.1","Describe and Compare Distributions","describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)"],"uk-nc-2013:KS3.Maths.Stat.2":["KS3.Maths.Stat.2","Construct and Interpret Charts","construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data"],"uk-nc-2013:KS3.Maths.Stat.3":["KS3.Maths.Stat.3","Bivariate Data and Scatter Graphs","describe simple mathematical relationships between 2 variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs"],"uk-nc-2013:KS3.Sci.Bio.Adaptation.1":["KS3.Sci.Bio.Adaptation.1","Variation and natural selection","the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection"],"uk-nc-2013:KS3.Sci.Bio.Adaptation.2":["KS3.Sci.Bio.Adaptation.2","Environmental changes and extinction","changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which can lead to extinction"],"uk-nc-2013:KS3.Sci.Bio.Adaptation.3":["KS3.Sci.Bio.Adaptation.3","Biodiversity","the importance of biodiversity and the potential impact of human activity on biodiversity"],"uk-nc-2013:KS3.Sci.Bio.Adaptation.4":["KS3.Sci.Bio.Adaptation.4","Genetic variation and evolution","genetic variation, mutation and its relationship to evolution"],"uk-nc-2013:KS3.Sci.Bio.Adaptation.5":["KS3.Sci.Bio.Adaptation.5","Model of chromosomes, genes and DNA","a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Franklin and Wilkins in the development of the DNA model"],"uk-nc-2013:KS3.Sci.Bio.Adaptation.6":["KS3.Sci.Bio.Adaptation.6","Mechanism of inheritance","the mechanism of inheritance in sexually reproducing organisms: DNA, genes, chromosomes, alleles and the inheritance of characteristics using simple Punnett squares"],"uk-nc-2013:KS3.Sci.Bio.Cells.1":["KS3.Sci.Bio.Cells.1","Cells as the fundamental unit","cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope"],"uk-nc-2013:KS3.Sci.Bio.Cells.2":["KS3.Sci.Bio.Cells.2","Functions of cell components","the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts"],"uk-nc-2013:KS3.Sci.Bio.Cells.3":["KS3.Sci.Bio.Cells.3","Plant vs animal cells","the similarities and differences between plant and animal cells"],"uk-nc-2013:KS3.Sci.Bio.Cells.4":["KS3.Sci.Bio.Cells.4","Role of the cell membrane","the role of the cell membrane in allowing some substances to pass through while preventing others"],"uk-nc-2013:KS3.Sci.Bio.Cells.5":["KS3.Sci.Bio.Cells.5","Unicellular organisms","unicellular organisms such as bacteria and Amoeba"],"uk-nc-2013:KS3.Sci.Bio.Cells.6":["KS3.Sci.Bio.Cells.6","Functions of life in unicellular organisms","how unicellular organisms carry out all the functions of life"],"uk-nc-2013:KS3.Sci.Bio.Cells.7":["KS3.Sci.Bio.Cells.7","Hierarchical organisation of multicellular organisms","the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms"],"uk-nc-2013:KS3.Sci.Bio.Ecosystem.1":["KS3.Sci.Bio.Ecosystem.1","Interdependence in an ecosystem","the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops"],"uk-nc-2013:KS3.Sci.Bio.Ecosystem.2":["KS3.Sci.Bio.Ecosystem.2","Plant reproduction and food security","the importance of plant reproduction through insect pollination in human food security"],"uk-nc-2013:KS3.Sci.Bio.Ecosystem.3":["KS3.Sci.Bio.Ecosystem.3","Organisms and their environment","how organisms affect, and are affected by, their environment, including the accumulation of toxic materials"],"uk-nc-2013:KS3.Sci.Bio.Ecosystem.4":["KS3.Sci.Bio.Ecosystem.4","The carbon cycle","the carbon cycle"],"uk-nc-2013:KS3.Sci.Bio.Ecosystem.6":["KS3.Sci.Bio.Ecosystem.6","Environmental change and species distribution","the impact of environmental change on the distribution of species"],"uk-nc-2013:KS3.Sci.Bio.GasExchange.1":["KS3.Sci.Bio.GasExchange.1","Human gas exchange system","the structure and functions of the gas exchange system in humans, including adaptations to function"],"uk-nc-2013:KS3.Sci.Bio.GasExchange.2":["KS3.Sci.Bio.GasExchange.2","Mechanism of breathing","the mechanism of breathing to move air in and out of the lungs, using a pressure change"],"uk-nc-2013:KS3.Sci.Bio.GasExchange.3":["KS3.Sci.Bio.GasExchange.3","Role of diffusion","the role of diffusion in the movement of materials in and between cells"],"uk-nc-2013:KS3.Sci.Bio.GasExchange.4":["KS3.Sci.Bio.GasExchange.4","Structure and function of the heart","the structure of the heart and how it functions"],"uk-nc-2013:KS3.Sci.Bio.GasExchange.5":["KS3.Sci.Bio.GasExchange.5","Role of blood","the role of the blood in transporting substances around the body"],"uk-nc-2013:KS3.Sci.Bio.GasExchange.6":["KS3.Sci.Bio.GasExchange.6","Aerobic and anaerobic respiration","aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life"],"uk-nc-2013:KS3.Sci.Bio.GasExchange.7":["KS3.Sci.Bio.GasExchange.7","Word summary for aerobic respiration","a word summary for aerobic respiration: glucose + oxygen → carbon dioxide + water (energy transferred to the environment)"],"uk-nc-2013:KS3.Sci.Bio.Health.1":["KS3.Sci.Bio.Health.1","Effects of environmental changes on the body","the effects on the human body of changes in the environment including the effects of temperature"],"uk-nc-2013:KS3.Sci.Bio.Health.2":["KS3.Sci.Bio.Health.2","Effects of recreational drugs","the effects of recreational drugs (including substance misuse) on behaviour, health and life processes"],"uk-nc-2013:KS3.Sci.Bio.Health.3":["KS3.Sci.Bio.Health.3","Pathogens and the immune system","the relationship between health and disease, including the effects of pathogens (bacteria, fungi, viruses) and the role of the immune system in combating disease"],"uk-nc-2013:KS3.Sci.Bio.Health.4":["KS3.Sci.Bio.Health.4","Diet, exercise and lifestyle","the relationship between health and disease: the importance of diet, exercise and lifestyle"],"uk-nc-2013:KS3.Sci.Bio.Nutrition.1":["KS3.Sci.Bio.Nutrition.1","Content of a healthy human diet","content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed"],"uk-nc-2013:KS3.Sci.Bio.Nutrition.2":["KS3.Sci.Bio.Nutrition.2","Energy requirements in a diet","calculations of energy requirements in a healthy daily diet"],"uk-nc-2013:KS3.Sci.Bio.Nutrition.3":["KS3.Sci.Bio.Nutrition.3","Consequences of imbalanced diets","the consequences of imbalanced diets, including obesity, starvation and deficiency diseases"],"uk-nc-2013:KS3.Sci.Bio.Nutrition.4":["KS3.Sci.Bio.Nutrition.4","Human digestive system","the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)"],"uk-nc-2013:KS3.Sci.Bio.Nutrition.5":["KS3.Sci.Bio.Nutrition.5","Bacteria in the digestive system","the importance of bacteria in the human digestive system"],"uk-nc-2013:KS3.Sci.Bio.Nutrition.6":["KS3.Sci.Bio.Nutrition.6","Photosynthesis and plant nutrition","plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water through their roots"],"uk-nc-2013:KS3.Sci.Bio.Reproduction.1":["KS3.Sci.Bio.Reproduction.1","Reproduction in humans","reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta"],"uk-nc-2013:KS3.Sci.Bio.Reproduction.2":["KS3.Sci.Bio.Reproduction.2","Reproduction in plants","reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms"],"uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.1":["KS3.Sci.Bio.SkeletalMuscular.1","Structure and functions of the human skeleton","the structure and functions of the human skeleton, to include support, protection, movement and making blood cells"],"uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.2":["KS3.Sci.Bio.SkeletalMuscular.2","Biomechanics","biomechanics – the interaction between skeleton and muscles, including the role of joints, tendons and ligaments"],"uk-nc-2013:KS3.Sci.Bio.SkeletalMuscular.3":["KS3.Sci.Bio.SkeletalMuscular.3","Function of muscles","the function of muscles and examples of antagonistic muscles"],"uk-nc-2013:KS3.Sci.Chem.AEC.1":["KS3.Sci.Chem.AEC.1","Bohr Model of the Atom","a simple (Bohr) model of the atom"],"uk-nc-2013:KS3.Sci.Chem.AEC.2":["KS3.Sci.Chem.AEC.2","Atoms, Elements and Compounds","the differences between atoms, elements and compounds"],"uk-nc-2013:KS3.Sci.Chem.AEC.3":["KS3.Sci.Chem.AEC.3","Chemical Symbols and Formulae","chemical symbols and formulae for elements and compounds"],"uk-nc-2013:KS3.Sci.Chem.AEC.4":["KS3.Sci.Chem.AEC.4","Conservation of Mass","conservation of mass changes of state and chemical reactions"],"uk-nc-2013:KS3.Sci.Chem.AEC.6":["KS3.Sci.Chem.AEC.6","Properties of Different Substances","the chemical and physical properties of different types of substance: metals and non-metals; ionic and simple molecular compounds; giant covalent structures (qualitative)"],"uk-nc-2013:KS3.Sci.Chem.AEC.7":["KS3.Sci.Chem.AEC.7","Periodic Table: Periods and Groups","the Periodic Table: periods and groups; metals and non-metals"],"uk-nc-2013:KS3.Sci.Chem.AEC.9":["KS3.Sci.Chem.AEC.9","Properties of Metals","the properties of metals including malleability, lustre and conductivity"],"uk-nc-2013:KS3.Sci.Chem.CR.1":["KS3.Sci.Chem.CR.1","Types of Chemical Reactions","combustion, thermal decomposition, oxidation and displacement reactions"],"uk-nc-2013:KS3.Sci.Chem.CR.2":["KS3.Sci.Chem.CR.2","Acids, Alkalis and pH","defining acids and alkalis in terms of the hydrogen ion concentration, the use of the pH scale for measuring acidity/alkalinity; and indicators"],"uk-nc-2013:KS3.Sci.Chem.CR.3":["KS3.Sci.Chem.CR.3","Reactions of Acids with Metals","reactions of acids with metals to produce a salt plus hydrogen"],"uk-nc-2013:KS3.Sci.Chem.CR.4":["KS3.Sci.Chem.CR.4","Neutralisation Reactions","reactions of acids with alkalis to produce a salt plus water (neutralisation)"],"uk-nc-2013:KS3.Sci.Chem.CR.5":["KS3.Sci.Chem.CR.5","Reactions of Acids with Metal Oxides and Hydroxides","reactions of acids with metal oxides and metal hydroxides"],"uk-nc-2013:KS3.Sci.Chem.CR.6":["KS3.Sci.Chem.CR.6","Properties of Ceramics, Polymers and Composites","the properties of ceramics, polymers and composites (qualitative)"],"uk-nc-2013:KS3.Sci.Chem.EA.1":["KS3.Sci.Chem.EA.1","The Carbon Cycle","the carbon cycle"],"uk-nc-2013:KS3.Sci.Chem.EA.2":["KS3.Sci.Chem.EA.2","Composition of the Atmosphere","the composition of the atmosphere"],"uk-nc-2013:KS3.Sci.Chem.EA.3":["KS3.Sci.Chem.EA.3","Carbon Dioxide and Climate Impact","the production of carbon dioxide by human activity and the impact on climate"],"uk-nc-2013:KS3.Sci.Chem.EA.4":["KS3.Sci.Chem.EA.4","The Rock Cycle","the formation of sedimentary, metamorphic and igneous rock (the rock cycle)"],"uk-nc-2013:KS3.Sci.Chem.EA.5":["KS3.Sci.Chem.EA.5","Earth's Resources and Recycling","Earth as a source of limited resources and the efficacy of recycling"],"uk-nc-2013:KS3.Sci.Chem.ENG.1":["KS3.Sci.Chem.ENG.1","Energy Changes of State","energy changes on changes of state (qualitative)"],"uk-nc-2013:KS3.Sci.Chem.ENG.2":["KS3.Sci.Chem.ENG.2","Exothermic and Endothermic Reactions","exothermic and endothermic chemical reactions (qualitative)"],"uk-nc-2013:KS3.Sci.Chem.MAT.1":["KS3.Sci.Chem.MAT.1","Reactivity Series","the order of metals and carbon in the reactivity series"],"uk-nc-2013:KS3.Sci.Chem.MAT.2":["KS3.Sci.Chem.MAT.2","Obtaining Metals using Carbon","the use of carbon in obtaining metals from metal oxides"],"uk-nc-2013:KS3.Sci.Chem.MAT.3":["KS3.Sci.Chem.MAT.3","Uses of Ceramics, Polymers and Composites","properties and uses of ceramics, polymers and composites (qualitative)"],"uk-nc-2013:KS3.Sci.Chem.PIS.1":["KS3.Sci.Chem.PIS.1","Concept of a Pure Substance","the concept of a pure substance"],"uk-nc-2013:KS3.Sci.Chem.PIS.2":["KS3.Sci.Chem.PIS.2","Separating Mixtures","mixtures and techniques for separating them: filtration, distillation, crystallisation and chromatography"],"uk-nc-2013:KS3.Sci.Chem.PIS.3":["KS3.Sci.Chem.PIS.3","Identification of Pure Substances","the identification of pure substances: melting and boiling points"],"uk-nc-2013:KS3.Sci.Chem.PIS.4":["KS3.Sci.Chem.PIS.4","Formulations","formulations as useful mixtures"],"uk-nc-2013:KS3.Sci.Chem.PIS.5":["KS3.Sci.Chem.PIS.5","Physical vs Chemical Changes","the differences between physical and chemical changes"],"uk-nc-2013:KS3.Sci.Chem.PNM.1":["KS3.Sci.Chem.PNM.1","Properties of States of Matter","the properties of the different states of matter (solid, liquid and gas) in terms of the movement and arrangement of particles"],"uk-nc-2013:KS3.Sci.Chem.PNM.2":["KS3.Sci.Chem.PNM.2","Changes of State","changes of state in terms of the particle model"],"uk-nc-2013:KS3.Sci.Chem.PNM.3":["KS3.Sci.Chem.PNM.3","Comparing Solids, Liquids and Gases","similarities and differences, including density differences, between solids, liquids and gases"],"uk-nc-2013:KS3.Sci.Chem.PNM.4":["KS3.Sci.Chem.PNM.4","Particle Arrangements and Motion","the differences in arrangements, in motion and in closeness of particles explaining change of state, shape and density, the anomalous expansion of water, and the differences in the compressibility of solids, liquids and gases"],"uk-nc-2013:KS3.Sci.Chem.PT.2":["KS3.Sci.Chem.PT.2","Principles of Mendeleev's Periodic Table","the principles underpinning the Mendeleev periodic table"],"uk-nc-2013:KS3.Sci.Chem.PT.3":["KS3.Sci.Chem.PT.3","Periodic Table Structure","the Periodic Table: periods and groups; metals and non-metals"],"uk-nc-2013:KS3.Sci.Chem.PT.5":["KS3.Sci.Chem.PT.5","Properties of Metals and Non-metals","properties of metals and non-metals"],"uk-nc-2013:KS3.Sci.Chem.PT.6":["KS3.Sci.Chem.PT.6","Chemical Reactions of Metals","chemical reactions of metals with oxygen, water, acids and displacement reactions of metals"],"uk-nc-2013:KS3.Sci.Phys.Energy.1":["KS3.Sci.Phys.Energy.1","Energy Stores and Systems","energy stores and systems; changes in the way energy is stored; the role of contact and non-contact forces; ways in which energy can be transferred; comparing the ways energy is transferred in and out of a system"],"uk-nc-2013:KS3.Sci.Phys.Energy.2":["KS3.Sci.Phys.Energy.2","Energy Changes in a System","energy changes in a system, allowing the calculation of the amount of energy stored, released or dissipated"],"uk-nc-2013:KS3.Sci.Phys.Energy.3":["KS3.Sci.Phys.Energy.3","Energy Efficiency and Work Done","calculating energy efficiency; the relationship between work done and energy transferred; the role of heat in changes of state"],"uk-nc-2013:KS3.Sci.Phys.Energy.4":["KS3.Sci.Phys.Energy.4","Power and Energy Transfer","power as the rate of transfer of energy; comparing energy transfers in different contexts"],"uk-nc-2013:KS3.Sci.Phys.Energy.5":["KS3.Sci.Phys.Energy.5","Heat Transfer and Temperature","the dependence of the rate of heat transfer on the temperature difference"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.1":["KS3.Sci.Phys.MotionAndForces.1","Speed, Distance and Time","speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.10":["KS3.Sci.Phys.MotionAndForces.10","Gravity, Weight and Mass","gravity force, weight = mass × gravitational field strength (g), on Earth g = 10 N/kg, different on other planets and stars"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.2":["KS3.Sci.Phys.MotionAndForces.2","Distance-Time Graphs","the representation of a journey on a distance-time graph"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.3":["KS3.Sci.Phys.MotionAndForces.3","Relative Motion","relative motion: trains and cars passing one another"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.4":["KS3.Sci.Phys.MotionAndForces.4","Forces as Vectors","forces as vectors; balanced and unbalanced forces; a stationary object and forces acting on it"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.5":["KS3.Sci.Phys.MotionAndForces.5","Deformation, Thermal Expansion and Fluid Pressure","forces: associated with deforming objects; thermal expansion and contraction of matter; fluid pressure"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.6":["KS3.Sci.Phys.MotionAndForces.6","Turning Effect and Pressure","the turning effect of forces; pressure in liquids transmitting pressure equally in all directions; atmospheric pressure"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.7":["KS3.Sci.Phys.MotionAndForces.7","Newton's Laws of Motion","forces and Newton's Laws: Newton's First Law; forces and acceleration (Newton's Second Law); Newton's Third Law"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.8":["KS3.Sci.Phys.MotionAndForces.8","Magnetic Poles and Fields","magnetic poles, attraction and repulsion; magnetic fields by plotting with compass; the Earth's magnetic field"],"uk-nc-2013:KS3.Sci.Phys.MotionAndForces.9":["KS3.Sci.Phys.MotionAndForces.9","Elastic Potential Energy and Hooke's Law","elastic potential energy stored in a spring; the elastic limit; Hooke's Law; restoring force"],"uk-nc-2013:KS3.Sci.Phys.SpacePhysics.1":["KS3.Sci.Phys.SpacePhysics.1","Gravity and Orbital Motion","gravity force, weight = mass × gravitational field strength (g); orbital motion; weightlessness"],"uk-nc-2013:KS3.Sci.Phys.SpacePhysics.2":["KS3.Sci.Phys.SpacePhysics.2","Stars and Galaxies","our Sun as a star, other stars in our galaxy, other galaxies; the Sun as the power source for the solar system"],"uk-nc-2013:KS3.Sci.Phys.SpacePhysics.3":["KS3.Sci.Phys.SpacePhysics.3","Seasons and Lunar Phases","the seasons and the Earth's tilt; the distance from the Earth varying the energy received; the phases of the Moon"],"uk-nc-2013:KS3.Sci.Phys.SpacePhysics.4":["KS3.Sci.Phys.SpacePhysics.4","The Solar System","the Sun, Earth and Moon as approximately spherical bodies; the relative sizes and distances of the Sun, Earth, Moon and solar system"],"uk-nc-2013:KS3.Sci.Phys.SpacePhysics.5":["KS3.Sci.Phys.SpacePhysics.5","Astronomical Distances and Star Life Cycles","the light year as a unit of astronomical distance; using light years to describe distances to stars and galaxies; the life cycle of a star (qualitative)"],"uk-nc-2013:KS3.Sci.Phys.SpacePhysics.6":["KS3.Sci.Phys.SpacePhysics.6","The Big Bang Theory","the Big Bang theory and the age and expansion of the universe; red-shift provides evidence for this"],"uk-nc-2013:KS3.Sci.Phys.Waves.1":["KS3.Sci.Phys.Waves.1","Properties of Waves","the properties of waves, including how the speed of sound and light differ; reflection; refraction; the distinction between transverse and longitudinal waves; the electromagnetic spectrum and its uses"],"uk-nc-2013:KS3.Sci.Phys.Waves.2":["KS3.Sci.Phys.Waves.2","Wave Speed, Frequency and Wavelength","the dependence of wave speed on the medium; relationship between wave speed, frequency and wavelength (wave speed = frequency × wavelength)"],"uk-nc-2013:KS3.Sci.Phys.Waves.3":["KS3.Sci.Phys.Waves.3","Sound Waves","sound produced by vibrations and transmitted as a pressure wave through a solid, liquid or gas; pressure wave; echoes, reflection and absorption of sound"],"uk-nc-2013:KS3.Sci.Phys.Waves.4":["KS3.Sci.Phys.Waves.4","Wave Interactions and Sight","the effects of absorption, transmission and reflection of waves on colour, sight and light"],"uk-nc-2013:KS3.Sci.Phys.Waves.5":["KS3.Sci.Phys.Waves.5","Visible Light and the Spectrum","visible light and the seven colours of the spectrum; white light dispersed into a spectrum of colours; light travelling in straight lines; the formation of shadows; ray diagrams"],"uk-nc-2013:KS3.Sci.WS.AE.2":["KS3.Sci.WS.AE.2","Present observations and data","present observations and data using appropriate methods, including tables and graphs"],"uk-nc-2013:KS3.Sci.WS.AE.3":["KS3.Sci.WS.AE.3","Interpret observations and data","interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions"],"uk-nc-2013:KS3.Sci.WS.AE.4":["KS3.Sci.WS.AE.4","Present reasoned explanations","present reasoned explanations including relating data to hypotheses"],"uk-nc-2013:KS3.Sci.WS.SA.1":["KS3.Sci.WS.SA.1","Ask questions and develop lines of enquiry","ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience"],"uk-nc-2013:KS3.Sci.WS.SA.2":["KS3.Sci.WS.SA.2","Make predictions","make predictions using scientific knowledge and understanding"],"uk-nc-2013:KS3.Sci.WS.SA.3":["KS3.Sci.WS.SA.3","Plan and carry out scientific enquiries","select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate"],"uk-nc-2013:KS3.Sci.WS.SA.4":["KS3.Sci.WS.SA.4","Use appropriate techniques and apparatus safely","use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety"],"uk-nc-2013:KS3.Sci.WS.SA.5":["KS3.Sci.WS.SA.5","Carry out experiments and identify risks","carry out experiments appropriately having identified potential risks"],"uk-nc-2013:KS3.Sci.WS.VUSN.1":["KS3.Sci.WS.VUSN.1","Develop scientific vocabulary","develop their use of scientific vocabulary and nomenclature"],"uk-nc-2013:KS3.Sci.WS.VUSN.2":["KS3.Sci.WS.VUSN.2","Recognise importance of scientific quantities (vocab)","recognise the importance of scientific quantities and understand how to use them"],"uk-nc-2013:KS3.Sci.WS.VUSN.3":["KS3.Sci.WS.VUSN.3","Use SI units and IUPAC nomenclature (vocab)","use SI units and IUPAC chemical nomenclature unless inappropriate"],"uk-nc-2013:KS3.Sci.WS.VUSN.4":["KS3.Sci.WS.VUSN.4","Interconvert units","interconvert units"],"uk-nc-2013:KS3.Sci.WS.VUSN.5":["KS3.Sci.WS.VUSN.5","Use significant figures","use an appropriate number of significant figures in calculations and conclusions"],"uk-nc-2013:Ma6/2.2f":["Ma6/2.2f","Order of operations","Use their knowledge of the order of operations to carry out calculations involving the four operations."],"uk-nc-2013:Ma6/2.3g":["Ma6/2.3g","Identify digit value in decimals","Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places."],"uk-nc-2013:Ma/KS2/Y3/AS/1a":["Ma/KS2/Y3/AS/1a","Mental addition/subtraction (ones)","add and subtract numbers mentally, including: a three-digit number and ones"],"uk-nc-2013:Ma/KS2/Y3/AS/1b":["Ma/KS2/Y3/AS/1b","Mental addition/subtraction (tens)","add and subtract numbers mentally, including: a three-digit number and tens"],"uk-nc-2013:Ma/KS2/Y3/AS/1c":["Ma/KS2/Y3/AS/1c","Mental addition/subtraction (hundreds)","add and subtract numbers mentally, including: a three-digit number and hundreds"],"uk-nc-2013:Ma/KS2/Y3/AS/2":["Ma/KS2/Y3/AS/2","Formal written methods","add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction"],"uk-nc-2013:Ma/KS2/Y3/AS/3":["Ma/KS2/Y3/AS/3","Estimate and check answers","estimate the answer to a calculation and use inverse operations to check answers"],"uk-nc-2013:Ma/KS2/Y3/AS/4":["Ma/KS2/Y3/AS/4","Solve addition/subtraction problems","solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction"],"uk-nc-2013:Ma/KS2/Y3/F/1":["Ma/KS2/Y3/F/1","Count in tenths","count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10"],"uk-nc-2013:Ma/KS2/Y3/F/2":["Ma/KS2/Y3/F/2","Recognise fractions of objects","recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators"],"uk-nc-2013:Ma/KS2/Y3/F/3":["Ma/KS2/Y3/F/3","Recognise fractions as numbers","recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators"],"uk-nc-2013:Ma/KS2/Y3/F/4":["Ma/KS2/Y3/F/4","Equivalent fractions","recognise and show, using diagrams, equivalent fractions with small denominators"],"uk-nc-2013:Ma/KS2/Y3/F/5":["Ma/KS2/Y3/F/5","Add and subtract fractions","add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7]"],"uk-nc-2013:Ma/KS2/Y3/F/6":["Ma/KS2/Y3/F/6","Compare and order fractions","compare and order unit fractions, and fractions with the same denominators"],"uk-nc-2013:Ma/KS2/Y3/F/7":["Ma/KS2/Y3/F/7","Solve fraction problems","solve problems that involve all of the above"],"uk-nc-2013:Ma/KS2/Y3/GPS/1":["Ma/KS2/Y3/GPS/1","Draw and make shapes","draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them"],"uk-nc-2013:Ma/KS2/Y3/GPS/2":["Ma/KS2/Y3/GPS/2","Recognise angles","recognise angles as a property of shape or a description of a turn"],"uk-nc-2013:Ma/KS2/Y3/GPS/3":["Ma/KS2/Y3/GPS/3","Identify right angles","identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle"],"uk-nc-2013:Ma/KS2/Y3/GPS/4":["Ma/KS2/Y3/GPS/4","Identify lines","identify horizontal and vertical lines and pairs of perpendicular and parallel lines"],"uk-nc-2013:Ma/KS2/Y3/M/1":["Ma/KS2/Y3/M/1","Measure and compare quantities","measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)"],"uk-nc-2013:Ma/KS2/Y3/M/2":["Ma/KS2/Y3/M/2","Measure perimeter","measure the perimeter of simple 2-D shapes"],"uk-nc-2013:Ma/KS2/Y3/M/3":["Ma/KS2/Y3/M/3","Money problems","add and subtract amounts of money to give change, using both £ and p in practical contexts"],"uk-nc-2013:Ma/KS2/Y3/M/4":["Ma/KS2/Y3/M/4","Tell time (analogue)","tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks"],"uk-nc-2013:Ma/KS2/Y3/M/5":["Ma/KS2/Y3/M/5","Estimate and read time","estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight"],"uk-nc-2013:Ma/KS2/Y3/M/6":["Ma/KS2/Y3/M/6","Time units","know the number of seconds in a minute and the number of days in each month, year and leap year"],"uk-nc-2013:Ma/KS2/Y3/M/7":["Ma/KS2/Y3/M/7","Compare durations","compare durations of events [for example to calculate the time taken by particular events or tasks]"],"uk-nc-2013:Ma/KS2/Y3/MD/1":["Ma/KS2/Y3/MD/1","Recall multiplication/division facts","recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables"],"uk-nc-2013:Ma/KS2/Y3/MD/2":["Ma/KS2/Y3/MD/2","Calculate multiplication/division statements","write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods"],"uk-nc-2013:Ma/KS2/Y3/MD/3":["Ma/KS2/Y3/MD/3","Solve multiplication/division problems","solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects"],"uk-nc-2013:Ma/KS2/Y3/NPV/1":["Ma/KS2/Y3/NPV/1","Count in multiples","count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number"],"uk-nc-2013:Ma/KS2/Y3/NPV/2":["Ma/KS2/Y3/NPV/2","Recognise place value","recognise the place value of each digit in a three-digit number (hundreds, tens, ones)"],"uk-nc-2013:Ma/KS2/Y3/NPV/3":["Ma/KS2/Y3/NPV/3","Compare and order numbers","compare and order numbers up to 1000"],"uk-nc-2013:Ma/KS2/Y3/NPV/4":["Ma/KS2/Y3/NPV/4","Identify and estimate numbers","identify, represent and estimate numbers using different representations"],"uk-nc-2013:Ma/KS2/Y3/NPV/5":["Ma/KS2/Y3/NPV/5","Read and write numbers","read and write numbers up to 1000 in numerals and in words"],"uk-nc-2013:Ma/KS2/Y3/NPV/6":["Ma/KS2/Y3/NPV/6","Solve number problems","solve number problems and practical problems involving these ideas"],"uk-nc-2013:Ma/KS2/Y3/S/1":["Ma/KS2/Y3/S/1","Interpret and present data","interpret and construct simple pictograms, tally charts, block diagrams and simple tables"],"uk-nc-2013:Ma/KS2/Y3/S/2":["Ma/KS2/Y3/S/2","Solve data questions","ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity"],"uk-nc-2013:Ma/KS2/Y3/S/3":["Ma/KS2/Y3/S/3","Ask and answer questions","ask and answer questions about totalling and comparing categorical data"],"uk-nc-2013:Ma/KS2/Y4/AS/1":["Ma/KS2/Y4/AS/1","Formal written methods","add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate"],"uk-nc-2013:Ma/KS2/Y4/AS/2":["Ma/KS2/Y4/AS/2","Estimate and check answers","estimate and use inverse operations to check answers to a calculation"],"uk-nc-2013:Ma/KS2/Y4/AS/3":["Ma/KS2/Y4/AS/3","Solve two-step problems","solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why"],"uk-nc-2013:Ma/KS2/Y4/MD/1":["Ma/KS2/Y4/MD/1","Recall multiplication/division facts","recall multiplication and division facts for multiplication tables up to 12 × 12"],"uk-nc-2013:Ma/KS2/Y4/MD/2":["Ma/KS2/Y4/MD/2","Mental multiplication/division","use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers"],"uk-nc-2013:Ma/KS2/Y4/MD/3":["Ma/KS2/Y4/MD/3","Factor pairs and commutativity","recognise and use factor pairs and commutativity in mental calculations"],"uk-nc-2013:Ma/KS2/Y4/MD/4":["Ma/KS2/Y4/MD/4","Formal written multiplication","multiply two-digit and three-digit numbers by a one-digit number using formal written layout"],"uk-nc-2013:Ma/KS2/Y4/MD/5":["Ma/KS2/Y4/MD/5","Solve multiplication/division problems","solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects"],"uk-nc-2013:Ma/KS2/Y4/NPV/1":["Ma/KS2/Y4/NPV/1","Count in multiples","count in multiples of 6, 7, 9, 25 and 1000"],"uk-nc-2013:Ma/KS2/Y4/NPV/2":["Ma/KS2/Y4/NPV/2","Find 1000 more or less","find 1000 more or less than a given number"],"uk-nc-2013:Ma/KS2/Y4/NPV/3":["Ma/KS2/Y4/NPV/3","Count backwards through zero","count backwards through zero to include negative numbers"],"uk-nc-2013:Ma/KS2/Y4/NPV/4":["Ma/KS2/Y4/NPV/4","Recognise place value","recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)"],"uk-nc-2013:Ma/KS2/Y4/NPV/5":["Ma/KS2/Y4/NPV/5","Order and compare numbers","order and compare numbers beyond 1000"],"uk-nc-2013:Ma/KS2/Y4/NPV/6":["Ma/KS2/Y4/NPV/6","Identify and estimate numbers","identify, represent and estimate numbers using different representations"],"uk-nc-2013:Ma/KS2/Y4/NPV/7":["Ma/KS2/Y4/NPV/7","Round numbers","round any number to the nearest 10, 100 or 1000"],"uk-nc-2013:Ma/KS2/Y4/NPV/8":["Ma/KS2/Y4/NPV/8","Solve number problems","solve number and practical problems that involve all of the above and with increasingly large positive numbers"],"uk-nc-2013:Ma/KS2/Y4/NPV/9":["Ma/KS2/Y4/NPV/9","Roman numerals","read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value"],"uk-nc-2013:Maths/Y1/AS/1":["Maths/Y1/AS/1","Read and write addition and subtraction statements","Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs."],"uk-nc-2013:Maths/Y1/AS/2":["Maths/Y1/AS/2","Number bonds and subtraction facts within 20","Represent and use number bonds and related subtraction facts within 20."],"uk-nc-2013:Maths/Y1/AS/3":["Maths/Y1/AS/3","Add and subtract within 20","Add and subtract one-digit and two-digit numbers to 20, including zero."],"uk-nc-2013:Maths/Y1/AS/4":["Maths/Y1/AS/4","Solve one-step addition and subtraction problems","Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = [ ] – 9."],"uk-nc-2013:Maths/Y1/F/1":["Maths/Y1/F/1","Recognise and find a half","Recognise, find and name a half as one of two equal parts of an object, shape or quantity."],"uk-nc-2013:Maths/Y1/F/2":["Maths/Y1/F/2","Recognise and find a quarter","Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity."],"uk-nc-2013:Maths/Y1/GPD/1":["Maths/Y1/GPD/1","Describe position, direction and movement","Describe position, direction and movement, including whole, half, quarter and three-quarter turns."],"uk-nc-2013:Maths/Y1/GPS/1":["Maths/Y1/GPS/1","Recognise and name 2-D shapes","Recognise and name common 2-D shapes [for example, rectangles (including squares), circles and triangles]."],"uk-nc-2013:Maths/Y1/GPS/2":["Maths/Y1/GPS/2","Recognise and name 3-D shapes","Recognise and name common 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]."],"uk-nc-2013:Maths/Y1/M/1":["Maths/Y1/M/1","Compare and solve problems for lengths and heights","Compare, describe and solve practical problems for lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]."],"uk-nc-2013:Maths/Y1/M/10":["Maths/Y1/M/10","Sequence events","Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]."],"uk-nc-2013:Maths/Y1/M/11":["Maths/Y1/M/11","Recognise dates","Recognise and use language relating to dates, including days of the week, weeks, months and years."],"uk-nc-2013:Maths/Y1/M/12":["Maths/Y1/M/12","Tell the time","Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times."],"uk-nc-2013:Maths/Y1/M/2":["Maths/Y1/M/2","Compare and solve problems for mass/weight","Compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than, lighter than]."],"uk-nc-2013:Maths/Y1/M/3":["Maths/Y1/M/3","Compare and solve problems for capacity and volume","Compare, describe and solve practical problems for capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]."],"uk-nc-2013:Maths/Y1/M/4":["Maths/Y1/M/4","Compare and solve problems for time","Compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later]."],"uk-nc-2013:Maths/Y1/M/5":["Maths/Y1/M/5","Measure lengths and heights","Measure and begin to record lengths and heights."],"uk-nc-2013:Maths/Y1/M/6":["Maths/Y1/M/6","Measure mass/weight","Measure and begin to record mass/weight."],"uk-nc-2013:Maths/Y1/M/7":["Maths/Y1/M/7","Measure capacity and volume","Measure and begin to record capacity and volume."],"uk-nc-2013:Maths/Y1/M/8":["Maths/Y1/M/8","Measure time","Measure and begin to record time (hours, minutes, seconds)."],"uk-nc-2013:Maths/Y1/M/9":["Maths/Y1/M/9","Recognise coins and notes","Recognise and know the value of different denominations of coins and notes."],"uk-nc-2013:Maths/Y1/MD/1":["Maths/Y1/MD/1","Solve one-step multiplication and division problems","Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher."],"uk-nc-2013:Maths/Y1/NPV/1":["Maths/Y1/NPV/1","Count to 100","Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number."],"uk-nc-2013:Maths/Y1/NPV/2":["Maths/Y1/NPV/2","Count, read and write numbers to 100","Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens."],"uk-nc-2013:Maths/Y1/NPV/3":["Maths/Y1/NPV/3","Identify one more and one less","Given a number, identify one more and one less."],"uk-nc-2013:Maths/Y1/NPV/4":["Maths/Y1/NPV/4","Identify and represent numbers","Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least."],"uk-nc-2013:Maths/Y1/NPV/5":["Maths/Y1/NPV/5","Read and write numbers to 20","Read and write numbers from 1 to 20 in numerals and words."],"uk-nc-2013:Maths/Y2/AS/1":["Maths/Y2/AS/1","Solve problems using objects and representations","Solve problems with addition and subtraction using concrete objects and pictorial representations, including those involving numbers, quantities and measures."],"uk-nc-2013:Maths/Y2/AS/2":["Maths/Y2/AS/2","Solve problems using mental and written methods","Solve problems with addition and subtraction applying their increasing knowledge of mental and written methods."],"uk-nc-2013:Maths/Y2/AS/3":["Maths/Y2/AS/3","Recall addition and subtraction facts","Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100."],"uk-nc-2013:Maths/Y2/AS/4":["Maths/Y2/AS/4","Add and subtract two-digit numbers and ones","Add and subtract numbers using concrete objects, pictorial representations, and mentally, including a two-digit number and ones."],"uk-nc-2013:Maths/Y2/AS/5":["Maths/Y2/AS/5","Add and subtract two-digit numbers and tens","Add and subtract numbers using concrete objects, pictorial representations, and mentally, including a two-digit number and tens."],"uk-nc-2013:Maths/Y2/AS/6":["Maths/Y2/AS/6","Add and subtract two two-digit numbers","Add and subtract numbers using concrete objects, pictorial representations, and mentally, including two two-digit numbers."],"uk-nc-2013:Maths/Y2/AS/7":["Maths/Y2/AS/7","Add three one-digit numbers","Add and subtract numbers using concrete objects, pictorial representations, and mentally, including adding three one-digit numbers."],"uk-nc-2013:Maths/Y2/AS/8":["Maths/Y2/AS/8","Commutativity of addition","Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot."],"uk-nc-2013:Maths/Y2/AS/9":["Maths/Y2/AS/9","Inverse relationship","Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems."],"uk-nc-2013:Maths/Y2/F/1":["Maths/Y2/F/1","Recognise and find fractions","Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity."],"uk-nc-2013:Maths/Y2/F/2":["Maths/Y2/F/2","Write simple fractions and equivalence","Write simple fractions for example, 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2."],"uk-nc-2013:Maths/Y2/GPD/1":["Maths/Y2/GPD/1","Order patterns and sequences","Order and arrange combinations of mathematical objects in patterns and sequences."],"uk-nc-2013:Maths/Y2/GPD/2":["Maths/Y2/GPD/2","Describe position, direction and movement","Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)."],"uk-nc-2013:Maths/Y2/GPS/1":["Maths/Y2/GPS/1","Identify properties of 2-D shapes","Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line."],"uk-nc-2013:Maths/Y2/GPS/2":["Maths/Y2/GPS/2","Identify properties of 3-D shapes","Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces."],"uk-nc-2013:Maths/Y2/GPS/3":["Maths/Y2/GPS/3","Identify 2-D shapes on 3-D shapes","Identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a triangle on a pyramid]."],"uk-nc-2013:Maths/Y2/GPS/4":["Maths/Y2/GPS/4","Compare and sort shapes","Compare and sort common 2-D and 3-D shapes and everyday objects."],"uk-nc-2013:Maths/Y2/M/1":["Maths/Y2/M/1","Choose units for length, mass, temperature, capacity","Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels."],"uk-nc-2013:Maths/Y2/M/2":["Maths/Y2/M/2","Compare and order measures","Compare and order lengths, mass, volume/capacity and record the results using >, < and =."],"uk-nc-2013:Maths/Y2/M/4":["Maths/Y2/M/4","Find combinations of coins","Find different combinations of coins that equal the same amounts of money."],"uk-nc-2013:Maths/Y2/M/5":["Maths/Y2/M/5","Solve money problems","Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change."],"uk-nc-2013:Maths/Y2/M/6":["Maths/Y2/M/6","Compare intervals of time","Compare and sequence intervals of time."],"uk-nc-2013:Maths/Y2/M/7":["Maths/Y2/M/7","Tell the time to five minutes","Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times."],"uk-nc-2013:Maths/Y2/M/8":["Maths/Y2/M/8","Know time facts","Know the number of minutes in an hour and the number of hours in a day."],"uk-nc-2013:Maths/Y2/MD/1":["Maths/Y2/MD/1","Recall multiplication and division facts","Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers."],"uk-nc-2013:Maths/Y2/MD/2":["Maths/Y2/MD/2","Calculate mathematical statements","Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs."],"uk-nc-2013:Maths/Y2/MD/3":["Maths/Y2/MD/3","Commutativity of multiplication","Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot."],"uk-nc-2013:Maths/Y2/MD/4":["Maths/Y2/MD/4","Solve multiplication and division problems","Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts."],"uk-nc-2013:Maths/Y2/NPV/1":["Maths/Y2/NPV/1","Count in steps","Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward."],"uk-nc-2013:Maths/Y2/NPV/2":["Maths/Y2/NPV/2","Recognise place value","Recognise the place value of each digit in a two-digit number (tens, ones)."],"uk-nc-2013:Maths/Y2/NPV/3":["Maths/Y2/NPV/3","Identify and represent numbers","Identify, represent and estimate numbers using different representations, including the number line."],"uk-nc-2013:Maths/Y2/NPV/4":["Maths/Y2/NPV/4","Compare and order numbers","Compare and order numbers from 0 up to 100; use <, > and = signs."],"uk-nc-2013:Maths/Y2/NPV/5":["Maths/Y2/NPV/5","Read and write numbers to 100","Read and write numbers to at least 100 in numerals and in words."],"uk-nc-2013:Maths/Y2/NPV/6":["Maths/Y2/NPV/6","Use place value to solve problems","Use place value and number facts to solve problems."],"uk-nc-2013:Maths/Y2/S/1":["Maths/Y2/S/1","Interpret and construct charts","Interpret and construct simple pictograms, tally charts, block diagrams and simple tables."],"uk-nc-2013:Maths/Y2/S/2":["Maths/Y2/S/2","Ask and answer questions by counting","Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity."],"uk-nc-2013:Maths/Y2/S/3":["Maths/Y2/S/3","Ask and answer questions about data","Ask and answer questions about totalling and comparing categorical data."],"uk-nc-2013:Y1.Sci.A.1":["Y1.Sci.A.1","Identify and name common animals","identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals"],"uk-nc-2013:Y1.Sci.A.2":["Y1.Sci.A.2","Identify carnivores, herbivores and omnivores","identify and name a variety of common animals that are carnivores, herbivores and omnivores"],"uk-nc-2013:Y1.Sci.A.3":["Y1.Sci.A.3","Describe and compare animal structure","describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)"],"uk-nc-2013:Y1.Sci.A.4":["Y1.Sci.A.4","Identify and label the human body and senses","identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense"],"uk-nc-2013:Y1.Sci.EM.1":["Y1.Sci.EM.1","Distinguish objects from materials","distinguish between an object and the material from which it is made"],"uk-nc-2013:Y1.Sci.EM.2":["Y1.Sci.EM.2","Identify and name everyday materials","identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock"],"uk-nc-2013:Y1.Sci.EM.3":["Y1.Sci.EM.3","Describe physical properties of materials","describe the simple physical properties of a variety of everyday materials"],"uk-nc-2013:Y1.Sci.EM.4":["Y1.Sci.EM.4","Compare and group everyday materials","compare and group together a variety of everyday materials on the basis of their simple physical properties"],"uk-nc-2013:Y1.Sci.P.1":["Y1.Sci.P.1","Identify and name common plants","identify and name a variety of common wild and garden plants, including deciduous and evergreen trees"],"uk-nc-2013:Y1.Sci.P.2":["Y1.Sci.P.2","Identify and describe plant structure","identify and describe the basic structure of a variety of common flowering plants, including trees"],"uk-nc-2013:Y1.Sci.SC.1":["Y1.Sci.SC.1","Observe seasonal changes","observe changes across the 4 seasons"],"uk-nc-2013:Y1.Sci.SC.2":["Y1.Sci.SC.2","Observe and describe seasonal weather and day length","observe and describe weather associated with the seasons and how day length varies"],"uk-nc-2013:Y2.Sci.A.1":["Y2.Sci.A.1","Offspring growing into adults","notice that animals, including humans, have offspring which grow into adults"],"uk-nc-2013:Y2.Sci.A.2":["Y2.Sci.A.2","Basic needs for survival","find out about and describe the basic needs of animals, including humans, for survival (water, food and air)"],"uk-nc-2013:Y2.Sci.LTH.1":["Y2.Sci.LTH.1","Living, dead, and never alive","explore and compare the differences between things that are living, dead, and things that have never been alive"],"uk-nc-2013:Y2.Sci.LTH.2":["Y2.Sci.LTH.2","Habitats and basic needs","identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other"],"uk-nc-2013:Y2.Sci.LTH.3":["Y2.Sci.LTH.3","Plants and animals in habitats","identify and name a variety of plants and animals in their habitats, including microhabitats"],"uk-nc-2013:Y2.Sci.LTH.4":["Y2.Sci.LTH.4","Simple food chains","describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food"],"uk-nc-2013:Y2.Sci.P.1":["Y2.Sci.P.1","Seeds and bulbs growing","observe and describe how seeds and bulbs grow into mature plants"],"uk-nc-2013:Y2.Sci.P.2":["Y2.Sci.P.2","Plant needs for growth","find out and describe how plants need water, light and a suitable temperature to grow and stay healthy"],"uk-nc-2013:Y2.Sci.UEM.1":["Y2.Sci.UEM.1","Suitability of everyday materials","identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses"],"uk-nc-2013:Y2.Sci.UEM.2":["Y2.Sci.UEM.2","Changing shapes of solid objects","find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching"],"uk-nc-2013:Y3.Sci.A.1":["Y3.Sci.A.1","Animal and human nutrition","identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat"],"uk-nc-2013:Y3.Sci.A.2":["Y3.Sci.A.2","Skeletons and muscles","identify that humans and some other animals have skeletons and muscles for support, protection and movement"],"uk-nc-2013:Y3.Sci.FM.1":["Y3.Sci.FM.1","Movement on different surfaces","compare how things move on different surfaces"],"uk-nc-2013:Y3.Sci.FM.2":["Y3.Sci.FM.2","Contact and non-contact forces","notice that some forces need contact between 2 objects, but magnetic forces can act at a distance"],"uk-nc-2013:Y3.Sci.FM.3":["Y3.Sci.FM.3","Magnetic attraction and repulsion","observe how magnets attract or repel each other and attract some materials and not others"],"uk-nc-2013:Y3.Sci.FM.4":["Y3.Sci.FM.4","Grouping magnetic materials","compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials"],"uk-nc-2013:Y3.Sci.FM.5":["Y3.Sci.FM.5","Magnetic poles","describe magnets as having 2 poles"],"uk-nc-2013:Y3.Sci.FM.6":["Y3.Sci.FM.6","Predicting magnetic interactions","predict whether 2 magnets will attract or repel each other, depending on which poles are facing"],"uk-nc-2013:Y3.Sci.L.1":["Y3.Sci.L.1","Light for seeing and dark as absence of light","recognise that they need light in order to see things and that dark is the absence of light"],"uk-nc-2013:Y3.Sci.L.2":["Y3.Sci.L.2","Reflection of light","notice that light is reflected from surfaces"],"uk-nc-2013:Y3.Sci.L.3":["Y3.Sci.L.3","Dangers of sunlight and eye protection","recognise that light from the sun can be dangerous and that there are ways to protect their eyes"],"uk-nc-2013:Y3.Sci.L.4":["Y3.Sci.L.4","Formation of shadows","recognise that shadows are formed when the light from a light source is blocked by an opaque object"],"uk-nc-2013:Y3.Sci.L.5":["Y3.Sci.L.5","Patterns in shadow size","find patterns in the way that the size of shadows change"],"uk-nc-2013:Y3.Sci.P.1":["Y3.Sci.P.1","Functions of plant parts","identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers"],"uk-nc-2013:Y3.Sci.P.2":["Y3.Sci.P.2","Requirements for plant life and growth","explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant"],"uk-nc-2013:Y3.Sci.P.3":["Y3.Sci.P.3","Water transport in plants","investigate the way in which water is transported within plants"],"uk-nc-2013:Y3.Sci.P.4":["Y3.Sci.P.4","Role of flowers in the plant life cycle","explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal"],"uk-nc-2013:Y3.Sci.R.1":["Y3.Sci.R.1","Comparing and grouping rocks","compare and group together different kinds of rocks on the basis of their appearance and simple physical properties"],"uk-nc-2013:Y3.Sci.R.2":["Y3.Sci.R.2","Fossil formation","describe in simple terms how fossils are formed when things that have lived are trapped within rock"],"uk-nc-2013:Y3.Sci.R.3":["Y3.Sci.R.3","Composition of soils","recognise that soils are made from rocks and organic matter"],"uk-nc-2013:Y4.Sci.A.1":["Y4.Sci.A.1","Functions of the digestive system","describe the simple functions of the basic parts of the digestive system in humans"],"uk-nc-2013:Y4.Sci.A.2":["Y4.Sci.A.2","Types and functions of teeth","identify the different types of teeth in humans and their simple functions"],"uk-nc-2013:Y4.Sci.A.3":["Y4.Sci.A.3","Food chains, producers, predators and prey","construct and interpret a variety of food chains, identifying producers, predators and prey"],"uk-nc-2013:Y4.Sci.E.1":["Y4.Sci.E.1","Appliances that run on electricity","identify common appliances that run on electricity"],"uk-nc-2013:Y4.Sci.E.2":["Y4.Sci.E.2","Constructing simple series circuits","construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers"],"uk-nc-2013:Y4.Sci.E.3":["Y4.Sci.E.3","Identifying complete loops in circuits","identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery"],"uk-nc-2013:Y4.Sci.E.4":["Y4.Sci.E.4","Function of switches in circuits","recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit"],"uk-nc-2013:Y4.Sci.E.5":["Y4.Sci.E.5","Conductors and insulators","recognise some common conductors and insulators, and associate metals with being good conductors"],"uk-nc-2013:Y4.Sci.LTH.1":["Y4.Sci.LTH.1","Grouping living things","recognise that living things can be grouped in a variety of ways"],"uk-nc-2013:Y4.Sci.LTH.2":["Y4.Sci.LTH.2","Using classification keys","explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment"],"uk-nc-2013:Y4.Sci.LTH.3":["Y4.Sci.LTH.3","Environmental changes and dangers","recognise that environments can change and that this can sometimes pose dangers to living things"],"uk-nc-2013:Y4.Sci.SM.1":["Y4.Sci.SM.1","Grouping solids, liquids and gases","compare and group materials together, according to whether they are solids, liquids or gases"],"uk-nc-2013:Y4.Sci.SM.2":["Y4.Sci.SM.2","Changes of state from heating and cooling","observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius"],"uk-nc-2013:Y4.Sci.SM.3":["Y4.Sci.SM.3","Evaporation, condensation and the water cycle","identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature"],"uk-nc-2013:Y4.Sci.Snd.1":["Y4.Sci.Snd.1","How sounds are made (vibrations)","identify how sounds are made, associating some of them with something vibrating"],"uk-nc-2013:Y4.Sci.Snd.2":["Y4.Sci.Snd.2","Sound vibrations travelling to the ear","recognise that vibrations from sounds travel through a medium to the ear"],"uk-nc-2013:Y4.Sci.Snd.3":["Y4.Sci.Snd.3","Patterns between pitch and object features","find patterns between the pitch of a sound and features of the object that produced it"],"uk-nc-2013:Y4.Sci.Snd.4":["Y4.Sci.Snd.4","Patterns between volume and vibration strength","find patterns between the volume of a sound and the strength of the vibrations that produced it"],"uk-nc-2013:Y4.Sci.Snd.5":["Y4.Sci.Snd.5","Sound fading over distance","recognise that sounds get fainter as the distance from the sound source increases"],"uk-nc-2013:Y5.Sci.A.1":["Y5.Sci.A.1","Human development to old age","describe the changes as humans develop to old age"],"uk-nc-2013:Y5.Sci.ES.1":["Y5.Sci.ES.1","Movement of Earth and planets","describe the movement of the Earth and other planets relative to the sun in the solar system"],"uk-nc-2013:Y5.Sci.ES.2":["Y5.Sci.ES.2","Movement of the moon","describe the movement of the moon relative to the Earth"],"uk-nc-2013:Y5.Sci.ES.3":["Y5.Sci.ES.3","Spherical bodies in space","describe the sun, Earth and moon as approximately spherical bodies"],"uk-nc-2013:Y5.Sci.ES.4":["Y5.Sci.ES.4","Earth's rotation, day and night","use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky"],"uk-nc-2013:Y5.Sci.F.1":["Y5.Sci.F.1","Gravity and falling objects","explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object"],"uk-nc-2013:Y5.Sci.F.2":["Y5.Sci.F.2","Air resistance, water resistance and friction","identify the effects of air resistance, water resistance and friction, that act between moving surfaces"],"uk-nc-2013:Y5.Sci.F.3":["Y5.Sci.F.3","Mechanisms and force effects","recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect"],"uk-nc-2013:Y5.Sci.LTH.1":["Y5.Sci.LTH.1","Differences in life cycles","describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird"],"uk-nc-2013:Y5.Sci.LTH.2":["Y5.Sci.LTH.2","Reproduction in plants and animals","describe the life process of reproduction in some plants and animals"],"uk-nc-2013:Y5.Sci.PCM.1":["Y5.Sci.PCM.1","Compare and group everyday materials","compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets"],"uk-nc-2013:Y5.Sci.PCM.2":["Y5.Sci.PCM.2","Dissolving and recovering substances","know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution"],"uk-nc-2013:Y5.Sci.PCM.3":["Y5.Sci.PCM.3","Separating mixtures","use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating"],"uk-nc-2013:Y5.Sci.PCM.4":["Y5.Sci.PCM.4","Reasons for uses of everyday materials","give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic"],"uk-nc-2013:Y5.Sci.PCM.5":["Y5.Sci.PCM.5","Reversible changes","demonstrate that dissolving, mixing and changes of state are reversible changes"],"uk-nc-2013:Y5.Sci.PCM.6":["Y5.Sci.PCM.6","Irreversible changes and new materials","explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda"],"uk-nc-2013:Y6.Sci.A.1":["Y6.Sci.A.1","Human circulatory system","identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood"],"uk-nc-2013:Y6.Sci.A.2":["Y6.Sci.A.2","Impact of diet, exercise, drugs and lifestyle","recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function"],"uk-nc-2013:Y6.Sci.A.3":["Y6.Sci.A.3","Transport of nutrients and water","describe the ways in which nutrients and water are transported within animals, including humans"],"uk-nc-2013:Y6.Sci.E.1":["Y6.Sci.E.1","Brightness of a lamp or volume of a buzzer","associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit"],"uk-nc-2013:Y6.Sci.E.2":["Y6.Sci.E.2","Variations in how components function","compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches"],"uk-nc-2013:Y6.Sci.E.3":["Y6.Sci.E.3","Recognised symbols for simple circuits","use recognised symbols when representing a simple circuit in a diagram"],"uk-nc-2013:Y6.Sci.EI.1":["Y6.Sci.EI.1","Living things change over time and fossils","recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago"],"uk-nc-2013:Y6.Sci.EI.2":["Y6.Sci.EI.2","Offspring vary and are not identical to parents","recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents"],"uk-nc-2013:Y6.Sci.EI.3":["Y6.Sci.EI.3","Adaptation and evolution","identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution"],"uk-nc-2013:Y6.Sci.L.1":["Y6.Sci.L.1","Light travels in straight lines","recognise that light appears to travel in straight lines"],"uk-nc-2013:Y6.Sci.L.2":["Y6.Sci.L.2","Objects are seen because they give out or reflect light","use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye"],"uk-nc-2013:Y6.Sci.L.3":["Y6.Sci.L.3","How we see things","explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes"],"uk-nc-2013:Y6.Sci.L.4":["Y6.Sci.L.4","Shadows have the same shape as objects","use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them"],"uk-nc-2013:Y6.Sci.LTH.1":["Y6.Sci.LTH.1","Classify living things into broad groups","describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals"],"uk-nc-2013:Y6.Sci.LTH.2":["Y6.Sci.LTH.2","Give reasons for classifying plants and animals","give reasons for classifying plants and animals based on specific characteristics"],"ib-pyp-pspe:PSPE-ID-CU-P1-2":["PSPE-ID-CU-P1-2","",""],"ib-pyp-pspe:PSPE-ID-CU-P1-3":["PSPE-ID-CU-P1-3","",""],"ib-pyp-pspe:PSPE-ID-CU-P1-5":["PSPE-ID-CU-P1-5","",""],"ib-pyp-pspe:PSPE-ID-CU-P2-2":["PSPE-ID-CU-P2-2","",""],"ib-pyp-pspe:PSPE-ID-CU-P2-3":["PSPE-ID-CU-P2-3","",""],"ib-pyp-pspe:PSPE-ID-CU-P2-4":["PSPE-ID-CU-P2-4","",""],"ib-pyp-pspe:PSPE-ID-CU-P2-7":["PSPE-ID-CU-P2-7","",""],"ib-pyp-pspe:PSPE-ID-CU-P3-1":["PSPE-ID-CU-P3-1","",""],"ib-pyp-pspe:PSPE-ID-CU-P3-5":["PSPE-ID-CU-P3-5","",""],"ib-pyp-pspe:PSPE-ID-CU-P3-6":["PSPE-ID-CU-P3-6","",""],"ib-pyp-pspe:PSPE-ID-CU-P4-3":["PSPE-ID-CU-P4-3","",""],"ib-pyp-pspe:PSPE-ID-CU-P4-4":["PSPE-ID-CU-P4-4","",""],"ib-pyp-pspe:PSPE-ID-CU-P4-5":["PSPE-ID-CU-P4-5","",""],"ib-pyp-pspe:PSPE-ID-CU-P4-7":["PSPE-ID-CU-P4-7","",""],"ib-pyp-pspe:PSPE-ID-CU-P4-8":["PSPE-ID-CU-P4-8","",""],"ib-pyp-pspe:PSPE-ID-LO-P1-11":["PSPE-ID-LO-P1-11","",""],"ib-pyp-pspe:PSPE-ID-LO-P1-4":["PSPE-ID-LO-P1-4","",""],"ib-pyp-pspe:PSPE-ID-LO-P1-5":["PSPE-ID-LO-P1-5","",""],"ib-pyp-pspe:PSPE-ID-LO-P1-6":["PSPE-ID-LO-P1-6","",""],"ib-pyp-pspe:PSPE-ID-LO-P1-7":["PSPE-ID-LO-P1-7","",""],"ib-pyp-pspe:PSPE-ID-LO-P1-9":["PSPE-ID-LO-P1-9","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-1":["PSPE-ID-LO-P2-1","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-10":["PSPE-ID-LO-P2-10","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-11":["PSPE-ID-LO-P2-11","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-12":["PSPE-ID-LO-P2-12","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-3":["PSPE-ID-LO-P2-3","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-4":["PSPE-ID-LO-P2-4","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-5":["PSPE-ID-LO-P2-5","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-6":["PSPE-ID-LO-P2-6","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-7":["PSPE-ID-LO-P2-7","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-8":["PSPE-ID-LO-P2-8","",""],"ib-pyp-pspe:PSPE-ID-LO-P2-9":["PSPE-ID-LO-P2-9","",""],"ib-pyp-pspe:PSPE-ID-LO-P3-10":["PSPE-ID-LO-P3-10","",""],"ib-pyp-pspe:PSPE-ID-LO-P3-12":["PSPE-ID-LO-P3-12","",""],"ib-pyp-pspe:PSPE-ID-LO-P3-3":["PSPE-ID-LO-P3-3","",""],"ib-pyp-pspe:PSPE-ID-LO-P3-7":["PSPE-ID-LO-P3-7","",""],"ib-pyp-pspe:PSPE-ID-LO-P3-8":["PSPE-ID-LO-P3-8","",""],"ib-pyp-pspe:PSPE-ID-LO-P4-6":["PSPE-ID-LO-P4-6","",""],"ib-pyp-pspe:PSPE-ID-LO-P4-7":["PSPE-ID-LO-P4-7","",""],"ib-pyp-pspe:PSPE-ID-LO-P4-8":["PSPE-ID-LO-P4-8","",""],"ib-pyp-pspe:PSPE.INT.P1.CU.2":["PSPE.INT.P1.CU.2","",""],"ib-pyp-pspe:PSPE.INT.P1.CU.4":["PSPE.INT.P1.CU.4","",""],"ib-pyp-pspe:PSPE.INT.P1.CU.5":["PSPE.INT.P1.CU.5","",""],"ib-pyp-pspe:PSPE.INT.P1.LO.2":["PSPE.INT.P1.LO.2","",""],"ib-pyp-pspe:PSPE.INT.P1.LO.3":["PSPE.INT.P1.LO.3","",""],"ib-pyp-pspe:PSPE.INT.P1.LO.4":["PSPE.INT.P1.LO.4","",""],"ib-pyp-pspe:PSPE.INT.P1.LO.7":["PSPE.INT.P1.LO.7","",""],"ib-pyp-pspe:PSPE.INT.P1.LO.8":["PSPE.INT.P1.LO.8","",""],"ib-pyp-pspe:PSPE.INT.P2.CU.1":["PSPE.INT.P2.CU.1","",""],"ib-pyp-pspe:PSPE.INT.P2.CU.2":["PSPE.INT.P2.CU.2","",""],"ib-pyp-pspe:PSPE.INT.P2.CU.5":["PSPE.INT.P2.CU.5","",""],"ib-pyp-pspe:PSPE.INT.P2.LO.11":["PSPE.INT.P2.LO.11","",""],"ib-pyp-pspe:PSPE.INT.P2.LO.3":["PSPE.INT.P2.LO.3","",""],"ib-pyp-pspe:PSPE.INT.P2.LO.5":["PSPE.INT.P2.LO.5","",""],"ib-pyp-pspe:PSPE.INT.P2.LO.6":["PSPE.INT.P2.LO.6","",""],"ib-pyp-pspe:PSPE.INT.P2.LO.8":["PSPE.INT.P2.LO.8","",""],"ib-pyp-pspe:PSPE.INT.P2.LO.9":["PSPE.INT.P2.LO.9","",""],"ib-pyp-pspe:PSPE.INT.P3.CU.3":["PSPE.INT.P3.CU.3","",""],"ib-pyp-pspe:PSPE.INT.P3.CU.5":["PSPE.INT.P3.CU.5","",""],"ib-pyp-pspe:PSPE.INT.P3.LO.7":["PSPE.INT.P3.LO.7","",""],"ib-pyp-pspe:PSPE.INT.P3.LO.8":["PSPE.INT.P3.LO.8","",""],"ib-pyp-pspe:PSPE.INT.P4.CU.2":["PSPE.INT.P4.CU.2","",""],"ib-pyp-pspe:PSPE.INT.P4.CU.4":["PSPE.INT.P4.CU.4","",""],"ib-pyp-pspe:PSPE.INT.P4.LO.1":["PSPE.INT.P4.LO.1","",""],"ib-pyp-pspe:PSPE.INT.P4.LO.3":["PSPE.INT.P4.LO.3","",""],"ib-pyp-pspe:PSPE.INT.P4.LO.5":["PSPE.INT.P4.LO.5","",""],"ccss-ela:L.1.1a":["L.1.1a","","Print all upper- and lowercase letters."],"ccss-ela:L.1.1c":["L.1.1c","","Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop)."],"ccss-ela:L.1.1g":["L.1.1g","","Use frequently occurring conjunctions (e.g., and, but, or, so, because)."],"ccss-ela:L.1.1h":["L.1.1h","","Use determiners (e.g., articles, demonstratives)."],"ccss-ela:L.1.1i":["L.1.1i","","Use frequently occurring prepositions (e.g., during, beyond, toward)."],"ccss-ela:L.1.1j":["L.1.1j","","Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts."],"ccss-ela:L.1.2a":["L.1.2a","","Capitalize dates and names of people."],"ccss-ela:L.1.2b":["L.1.2b","","Use end punctuation for sentences."],"ccss-ela:L.1.2c":["L.1.2c","","Use commas in dates and to separate single words in a series."],"ccss-ela:L.1.2d":["L.1.2d","","Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words."],"ccss-ela:L.1.2e":["L.1.2e","","Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions."],"ccss-ela:L.1.4":["L.1.4","","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies."],"ccss-ela:L.1.4a":["L.1.4a","","Use sentence-level context as a clue to the meaning of a word or phrase."],"ccss-ela:L.1.4b":["L.1.4b","","Use frequently occurring affixes as a clue to the meaning of a word."],"ccss-ela:L.1.4c":["L.1.4c","","Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking)."],"ccss-ela:L.1.5a":["L.1.5a","","Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent."],"ccss-ela:L.1.5b":["L.1.5b","","Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes)."],"ccss-ela:L.1.5c":["L.1.5c","","Identify real-life connections between words and their use (e.g., note places at home that are cozy)."],"ccss-ela:L.1.5d":["L.1.5d","","Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings."],"ccss-ela:L.1.6":["L.1.6","","Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)."],"ccss-ela:L.2.1a":["L.2.1a","","Use collective nouns (e.g., group)."],"ccss-ela:L.2.1b":["L.2.1b","","Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish)."],"ccss-ela:L.2.1f":["L.2.1f","","Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy)."],"ccss-ela:L.2.2a":["L.2.2a","","Capitalize holidays, product names, and geographic names."],"ccss-ela:L.2.2b":["L.2.2b","","Use commas in greetings and closings of letters."],"ccss-ela:L.2.2d":["L.2.2d","","Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil)."],"ccss-ela:L.2.2e":["L.2.2e","","Consult reference materials, including beginning dictionaries, as needed to check and correct spellings."],"ccss-ela:L.2.3":["L.2.3","","Use knowledge of language and its conventions when writing, speaking, reading, or listening."],"ccss-ela:L.2.3a":["L.2.3a","","Compare formal and informal uses of English."],"ccss-ela:L.2.4":["L.2.4","","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies."],"ccss-ela:L.2.4a":["L.2.4a","","Use sentence-level context as a clue to the meaning of a word or phrase."],"ccss-ela:L.2.4b":["L.2.4b","","Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)."],"ccss-ela:L.2.4c":["L.2.4c","","Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional)."],"ccss-ela:L.2.4d":["L.2.4d","","Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark)."],"ccss-ela:L.2.5":["L.2.5","","Demonstrate understanding of word relationships and nuances in word meanings."],"ccss-ela:L.2.5a":["L.2.5a","","Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)."],"ccss-ela:L.2.5b":["L.2.5b","","Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)."],"ccss-ela:L.2.6":["L.2.6","","Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy)."],"ccss-ela:L.3.1b":["L.3.1b","","Form and use regular and irregular plural nouns."],"ccss-ela:L.3.1d":["L.3.1d","","Form and use regular and irregular verbs."],"ccss-ela:L.3.1h":["L.3.1h","","Use coordinating and subordinating conjunctions."],"ccss-ela:L.3.1i":["L.3.1i","","Produce simple, compound, and complex sentences."],"ccss-ela:L.3.2a":["L.3.2a","","Capitalize appropriate words in titles."],"ccss-ela:L.3.2b":["L.3.2b","","Use commas in addresses."],"ccss-ela:L.3.2c":["L.3.2c","","Use commas and quotation marks in dialogue."],"ccss-ela:L.3.2d":["L.3.2d","","Form and use possessives."],"ccss-ela:L.3.2e":["L.3.2e","","Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)."],"ccss-ela:L.3.2f":["L.3.2f","","Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words."],"ccss-ela:L.3.2g":["L.3.2g","","Consult reference materials, including beginning dictionaries, as needed to check and correct spellings."],"ccss-ela:L.3.3b":["L.3.3b","","Recognize and observe differences between the conventions of spoken and written standard English."],"ccss-ela:L.3.4a":["L.3.4a","","Use sentence-level context as a clue to the meaning of a word or phrase."],"ccss-ela:L.3.4b":["L.3.4b","","Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)."],"ccss-ela:L.3.4c":["L.3.4c","","Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion)."],"ccss-ela:L.3.4d":["L.3.4d","","Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases."],"ccss-ela:L.3.5b":["L.3.5b","","Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful)."],"ccss-ela:L.3.5c":["L.3.5c","","Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered)."],"ccss-ela:L.3.6":["L.3.6","","Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them)."],"ccss-ela:L.4.1a":["L.4.1a","","Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why)."],"ccss-ela:L.4.1b":["L.4.1b","","Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses."],"ccss-ela:L.4.1c":["L.4.1c","","Use modal auxiliaries (e.g., can, may, must) to convey various conditions."],"ccss-ela:L.4.1d":["L.4.1d","","Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag)."],"ccss-ela:L.4.1e":["L.4.1e","","Form and use prepositional phrases."],"ccss-ela:L.4.1f":["L.4.1f","","Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons."],"ccss-ela:L.4.1g":["L.4.1g","","Correctly use frequently confused words (e.g., to, too, two; there, their)."],"ccss-ela:L.4.2a":["L.4.2a","","Use correct capitalization."],"ccss-ela:L.4.2b":["L.4.2b","","Use commas and quotation marks to mark direct speech and quotations from a text."],"ccss-ela:L.4.2c":["L.4.2c","","Use a comma before a coordinating conjunction in a compound sentence."],"ccss-ela:L.4.2d":["L.4.2d","","Spell grade-appropriate words correctly, consulting references as needed."],"ccss-ela:L.4.3a":["L.4.3a","","Choose words and phrases to convey ideas precisely."],"ccss-ela:L.4.3b":["L.4.3b","","Choose punctuation for effect."],"ccss-ela:L.4.3c":["L.4.3c","","Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion)."],"ccss-ela:L.4.4a":["L.4.4a","","Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase."],"ccss-ela:L.4.4b":["L.4.4b","","Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph)."],"ccss-ela:L.4.4c":["L.4.4c","","Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases."],"ccss-ela:L.4.5a":["L.4.5a","","Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context."],"ccss-ela:L.4.5b":["L.4.5b","","Recognize and explain the meaning of common idioms, adages, and proverbs."],"ccss-ela:L.4.5c":["L.4.5c","","Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)."],"ccss-ela:L.4.6":["L.4.6","","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)."],"ccss-ela:L.5.1b":["L.5.1b","","Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses."],"ccss-ela:L.5.1c":["L.5.1c","","Use verb tense to convey various times, sequences, states, and conditions."],"ccss-ela:L.5.1d":["L.5.1d","","Recognize and correct inappropriate shifts in verb tense."],"ccss-ela:L.5.2a":["L.5.2a","","Use punctuation to separate items in a series."],"ccss-ela:L.5.2b":["L.5.2b","","Use a comma to separate an introductory element from the rest of the sentence."],"ccss-ela:L.5.2c":["L.5.2c","","Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?)."],"ccss-ela:L.5.2d":["L.5.2d","","Use underlining, quotation marks, or italics to indicate titles of works."],"ccss-ela:L.5.3a":["L.5.3a","","Expand, combine, and reduce sentences for meaning, reader/listener interest, and style."],"ccss-ela:L.5.3b":["L.5.3b","","Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems."],"ccss-ela:L.5.4a":["L.5.4a","","Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase."],"ccss-ela:L.5.4b":["L.5.4b","","Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)."],"ccss-ela:L.5.4c":["L.5.4c","","Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases."],"ccss-ela:L.5.5a":["L.5.5a","","Interpret figurative language, including similes and metaphors, in context."],"ccss-ela:L.5.5b":["L.5.5b","","Recognize and explain the meaning of common idioms, adages, and proverbs."],"ccss-ela:L.5.5c":["L.5.5c","","Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words."],"ccss-ela:L.5.6":["L.5.6","","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)."],"ccss-ela:L.6.1e":["L.6.1e","","Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language."],"ccss-ela:L.6.2a":["L.6.2a","","Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements."],"ccss-ela:L.6.2b":["L.6.2b","","Spell correctly."],"ccss-ela:L.6.3a":["L.6.3a","","Vary sentence patterns for meaning, reader/listener interest, and style."],"ccss-ela:L.6.3b":["L.6.3b","","Maintain consistency in style and tone."],"ccss-ela:L.6.4":["L.6.4","","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies."],"ccss-ela:L.6.4a":["L.6.4a","","Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase."],"ccss-ela:L.6.4b":["L.6.4b","","Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible)."],"ccss-ela:L.6.5":["L.6.5","","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings."],"ccss-ela:L.6.5a":["L.6.5a","","Interpret figures of speech (e.g., personification) in context."],"ccss-ela:L.6.5c":["L.6.5c","","Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty)."],"ccss-ela:L.6.6":["L.6.6","","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression."],"ccss-ela:L.7.1a":["L.7.1a","","Explain the function of phrases and clauses in general and their function in specific sentences."],"ccss-ela:L.7.1b":["L.7.1b","","Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas."],"ccss-ela:L.7.1c":["L.7.1c","","Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers."],"ccss-ela:L.7.2a":["L.7.2a","","Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt)."],"ccss-ela:L.7.2b":["L.7.2b","","Spell correctly."],"ccss-ela:L.7.4":["L.7.4","","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies."],"ccss-ela:L.7.4a":["L.7.4a","","Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase."],"ccss-ela:L.7.4b":["L.7.4b","","Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel)."],"ccss-ela:L.7.5":["L.7.5","","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings."],"ccss-ela:L.7.5a":["L.7.5a","","Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context."],"ccss-ela:L.7.5c":["L.7.5c","","Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending)."],"ccss-ela:L.7.6":["L.7.6","","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression."],"ccss-ela:L.8.1b":["L.8.1b","","Form and use verbs in the active and passive voice."],"ccss-ela:L.8.1c":["L.8.1c","","Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood."],"ccss-ela:L.8.1d":["L.8.1d","","Recognize and correct inappropriate shifts in verb voice and mood."],"ccss-ela:L.8.4":["L.8.4","","Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies."],"ccss-ela:L.8.4a":["L.8.4a","","Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase."],"ccss-ela:L.8.4b":["L.8.4b","","Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede)."],"ccss-ela:L.8.5":["L.8.5","","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings."],"ccss-ela:L.8.5a":["L.8.5a","","Interpret figures of speech (e.g. verbal irony, puns) in context."],"ccss-ela:L.8.6":["L.8.6","","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression."],"ccss-ela:L.K.1a":["L.K.1a","","Print many upper- and lowercase letters."],"ccss-ela:L.K.1b":["L.K.1b","","Use frequently occurring nouns and verbs."],"ccss-ela:L.K.1c":["L.K.1c","","Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)."],"ccss-ela:L.K.1d":["L.K.1d","","Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how)."],"ccss-ela:L.K.1e":["L.K.1e","","Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with)."],"ccss-ela:L.K.1f":["L.K.1f","","Produce and expand complete sentences in shared language activities."],"ccss-ela:L.K.2":["L.K.2","","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing."],"ccss-ela:L.K.2a":["L.K.2a","","Capitalize the first word in a sentence and the pronoun I."],"ccss-ela:L.K.2b":["L.K.2b","","Recognize and name end punctuation."],"ccss-ela:L.K.2c":["L.K.2c","","Write a letter or letters for most consonant and short-vowel sounds (phonemes)."],"ccss-ela:L.K.2d":["L.K.2d","","Spell simple words phonetically, drawing on knowledge of sound-letter relationships."],"ccss-ela:L.K.4":["L.K.4","","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content."],"ccss-ela:L.K.4a":["L.K.4a","","Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck)."],"ccss-ela:L.K.4b":["L.K.4b","","Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word."],"ccss-ela:L.K.5a":["L.K.5a","","Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent."],"ccss-ela:L.K.5b":["L.K.5b","","Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)."],"ccss-ela:L.K.5c":["L.K.5c","","Identify real-life connections between words and their use (e.g., note places at school that are colorful)."],"ccss-ela:L.K.5d":["L.K.5d","","Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings."],"ccss-ela:L.K.6":["L.K.6","","Use words and phrases acquired through conversations, reading and being read to, and responding to texts."],"ccss-ela:RF.1.1.a":["RF.1.1.a","","Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation)."],"ccss-ela:RF.1.2.a":["RF.1.2.a","","Distinguish long from short vowel sounds in spoken single-syllable words."],"ccss-ela:RF.1.3":["RF.1.3","","Know and apply grade-level phonics and word analysis skills in decoding words."],"ccss-ela:RF.1.3.a":["RF.1.3.a","","Know the spelling-sound correspondences for common consonant digraphs."],"ccss-ela:RF.1.3.b":["RF.1.3.b","","Decode regularly spelled one-syllable words."],"ccss-ela:RF.1.3.c":["RF.1.3.c","","Know final -e and common vowel team conventions for representing long vowel sounds."],"ccss-ela:RF.1.3.d":["RF.1.3.d","","Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word."],"ccss-ela:RF.1.3.e":["RF.1.3.e","","Decode two-syllable words following basic patterns by breaking the words into syllables."],"ccss-ela:RF.1.4":["RF.1.4","","Read with sufficient accuracy and fluency to support comprehension."],"ccss-ela:RF.1.4.a":["RF.1.4.a","","Read grade-level text with purpose and understanding."],"ccss-ela:RF.1.4.b":["RF.1.4.b","","Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings."],"ccss-ela:RF.1.4.c":["RF.1.4.c","","Use context to confirm or self-correct word recognition and understanding, rereading as necessary."],"ccss-ela:RF.2.3":["RF.2.3","","Know and apply grade-level phonics and word analysis skills in decoding words."],"ccss-ela:RF.2.3.a":["RF.2.3.a","","Distinguish long and short vowels when reading regularly spelled one-syllable words."],"ccss-ela:RF.2.3.b":["RF.2.3.b","","Know spelling-sound correspondences for additional common vowel teams."],"ccss-ela:RF.2.3.c":["RF.2.3.c","","Decode regularly spelled two-syllable words with long vowels."],"ccss-ela:RF.2.3.d":["RF.2.3.d","","Decode words with common prefixes and suffixes."],"ccss-ela:RF.2.3.e":["RF.2.3.e","","Identify words with inconsistent but common spelling-sound correspondences."],"ccss-ela:RF.2.3.f":["RF.2.3.f","","Recognize and read grade-appropriate irregularly spelled words."],"ccss-ela:RF.2.4":["RF.2.4","","Read with sufficient accuracy and fluency to support comprehension."],"ccss-ela:RF.2.4.a":["RF.2.4.a","","Read grade-level text with purpose and understanding."],"ccss-ela:RF.2.4.b":["RF.2.4.b","","Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings."],"ccss-ela:RF.2.4.c":["RF.2.4.c","","Use context to confirm or self-correct word recognition and understanding, rereading as necessary."],"ccss-ela:RF.3.3.a":["RF.3.3.a","","Identify and know the meaning of the most common prefixes and derivational suffixes."],"ccss-ela:RF.3.3.b":["RF.3.3.b","","Decode words with common Latin suffixes."],"ccss-ela:RF.3.3.c":["RF.3.3.c","","Decode multisyllable words."],"ccss-ela:RF.3.3.d":["RF.3.3.d","","Read grade-appropriate irregularly spelled words."],"ccss-ela:RF.3.4":["RF.3.4","","Read with sufficient accuracy and fluency to support comprehension."],"ccss-ela:RF.3.4.a":["RF.3.4.a","","Read grade-level text with purpose and understanding."],"ccss-ela:RF.3.4.b":["RF.3.4.b","","Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings."],"ccss-ela:RF.3.4.c":["RF.3.4.c","","Use context to confirm or self-correct word recognition and understanding, rereading as necessary."],"ccss-ela:RF.4.3":["RF.4.3","","Know and apply grade-level phonics and word analysis skills in decoding words."],"ccss-ela:RF.4.3.a":["RF.4.3.a","","Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context."],"ccss-ela:RF.4.4":["RF.4.4","","Read with sufficient accuracy and fluency to support comprehension."],"ccss-ela:RF.4.4.a":["RF.4.4.a","","Read grade-level text with purpose and understanding."],"ccss-ela:RF.4.4.b":["RF.4.4.b","","Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings."],"ccss-ela:RF.4.4.c":["RF.4.4.c","","Use context to confirm or self-correct word recognition and understanding, rereading as necessary."],"ccss-ela:RF.5.4.c":["RF.5.4.c","","Use context to confirm or self-correct word recognition and understanding, rereading as necessary."],"ccss-ela:RF.K.1":["RF.K.1","","Demonstrate understanding of the organization and basic features of print."],"ccss-ela:RF.K.1.a":["RF.K.1.a","","Follow words from left to right, top to bottom, and page by page."],"ccss-ela:RF.K.1.b":["RF.K.1.b","","Recognize that spoken words are represented in written language by specific sequences of letters."],"ccss-ela:RF.K.1.d":["RF.K.1.d","","Recognize and name all upper- and lowercase letters of the alphabet."],"ccss-ela:RF.K.2.a":["RF.K.2.a","","Recognize and produce rhyming words."],"ccss-ela:RF.K.2.b":["RF.K.2.b","","Count, pronounce, blend, and segment syllables in spoken words."],"ccss-ela:RF.K.3":["RF.K.3","","Know and apply grade-level phonics and word analysis skills in decoding words."],"ccss-ela:RF.K.3.a":["RF.K.3.a","","Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant."],"ccss-ela:RF.K.3.b":["RF.K.3.b","","Associate the long and short sounds with common spellings (graphemes) for the five major vowels."],"ccss-ela:RF.K.3.d":["RF.K.3.d","","Distinguish between similarly spelled words by identifying the sounds of the letters that differ."],"ccss-ela:RF.K.4":["RF.K.4","","Read emergent-reader texts with purpose and understanding."],"ccss-ela:RI.1.10":["RI.1.10","","With prompting and support, read informational texts appropriately complex for grade 1."],"ccss-ela:RI.1.2":["RI.1.2","","Identify the main topic and retell key details of a text."],"ccss-ela:RI.1.3":["RI.1.3","","Describe the connection between two individuals, events, ideas, or pieces of information in a text."],"ccss-ela:RI.1.4":["RI.1.4","","Ask and answer questions to help determine or clarify the meaning of words and phrases in a text."],"ccss-ela:RI.1.5":["RI.1.5","","Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text."],"ccss-ela:RI.1.6":["RI.1.6","","Distinguish between information provided by pictures or other illustrations and information provided by the words in a text."],"ccss-ela:RI.1.7":["RI.1.7","","Use the illustrations and details in a text to describe its key ideas."],"ccss-ela:RI.1.8":["RI.1.8","","Identify the reasons an author gives to support points in a text."],"ccss-ela:RI.1.9":["RI.1.9","","Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)."],"ccss-ela:RI.2.10":["RI.2.10","","By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RI.2.4":["RI.2.4","","Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area."],"ccss-ela:RI.2.5":["RI.2.5","","Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently."],"ccss-ela:RI.2.6":["RI.2.6","","Identify the main purpose of a text, including what the author wants to answer, explain, or describe."],"ccss-ela:RI.2.7":["RI.2.7","","Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text."],"ccss-ela:RI.2.8":["RI.2.8","","Describe how reasons support specific points the author makes in a text."],"ccss-ela:RI.2.9":["RI.2.9","","Compare and contrast the most important points presented by two texts on the same topic."],"ccss-ela:RI.3.1":["RI.3.1","","Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers."],"ccss-ela:RI.3.10":["RI.3.10","","By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently."],"ccss-ela:RI.3.2":["RI.3.2","","Determine the main idea of a text; recount the key details and explain how they support the main idea."],"ccss-ela:RI.3.4":["RI.3.4","","Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area."],"ccss-ela:RI.3.5":["RI.3.5","","Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently."],"ccss-ela:RI.3.7":["RI.3.7","","Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)."],"ccss-ela:RI.3.9":["RI.3.9","","Compare and contrast the most important points and key details presented in two texts on the same topic."],"ccss-ela:RI.4.1":["RI.4.1","","Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text."],"ccss-ela:RI.4.10":["RI.4.10","","By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RI.4.2":["RI.4.2","","Determine the main idea of a text and explain how it is supported by key details; summarize the text."],"ccss-ela:RI.4.3":["RI.4.3","","Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text."],"ccss-ela:RI.4.4":["RI.4.4","","Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area."],"ccss-ela:RI.4.5":["RI.4.5","","Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text."],"ccss-ela:RI.4.6":["RI.4.6","","Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided."],"ccss-ela:RI.4.7":["RI.4.7","","Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears."],"ccss-ela:RI.4.8":["RI.4.8","","Explain how an author uses reasons and evidence to support particular points in a text."],"ccss-ela:RI.4.9":["RI.4.9","","Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably."],"ccss-ela:RI.5.1":["RI.5.1","","Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text."],"ccss-ela:RI.5.2":["RI.5.2","","Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text."],"ccss-ela:RI.5.3":["RI.5.3","","Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text."],"ccss-ela:RI.5.4":["RI.5.4","","Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area."],"ccss-ela:RI.5.5":["RI.5.5","","Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts."],"ccss-ela:RI.5.6":["RI.5.6","","Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent."],"ccss-ela:RI.5.7":["RI.5.7","","Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently."],"ccss-ela:RI.5.8":["RI.5.8","","Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)."],"ccss-ela:RI.5.9":["RI.5.9","","Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably."],"ccss-ela:RI.6.1":["RI.6.1","","Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text."],"ccss-ela:RI.6.10":["RI.6.10","","By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RI.6.2":["RI.6.2","","Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments."],"ccss-ela:RI.6.4":["RI.6.4","","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings."],"ccss-ela:RI.6.5":["RI.6.5","","Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas."],"ccss-ela:RI.6.6":["RI.6.6","","Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text."],"ccss-ela:RI.6.8":["RI.6.8","","Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not."],"ccss-ela:RI.6.9":["RI.6.9","","Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)."],"ccss-ela:RI.7.1":["RI.7.1","","Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text."],"ccss-ela:RI.7.10":["RI.7.10","","By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RI.7.2":["RI.7.2","","Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text."],"ccss-ela:RI.7.4":["RI.7.4","","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone."],"ccss-ela:RI.7.5":["RI.7.5","","Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas."],"ccss-ela:RI.7.6":["RI.7.6","","Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others."],"ccss-ela:RI.7.8":["RI.7.8","","Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims."],"ccss-ela:RI.7.9":["RI.7.9","","Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts."],"ccss-ela:RI.8.1":["RI.8.1","","Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text."],"ccss-ela:RI.8.10":["RI.8.10","","By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently."],"ccss-ela:RI.8.2":["RI.8.2","","Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text."],"ccss-ela:RI.8.4":["RI.8.4","","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts."],"ccss-ela:RI.8.5":["RI.8.5","","Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept."],"ccss-ela:RI.8.6":["RI.8.6","","Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints."],"ccss-ela:RI.8.8":["RI.8.8","","Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced."],"ccss-ela:RI.8.9":["RI.8.9","","Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation."],"ccss-ela:RI.K.10":["RI.K.10","","Actively engage in group reading activities with purpose and understanding."],"ccss-ela:RI.K.4":["RI.K.4","","With prompting and support, ask and answer questions about unknown words in a text."],"ccss-ela:RI.K.5":["RI.K.5","","Identify the front cover, back cover, and title page of a book."],"ccss-ela:RI.K.6":["RI.K.6","","Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text."],"ccss-ela:RI.K.7":["RI.K.7","","With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)."],"ccss-ela:RI.K.8":["RI.K.8","","With prompting and support, identify the reasons an author gives to support points in a text."],"ccss-ela:RI.K.9":["RI.K.9","","With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)."],"ccss-ela:RL.1.10":["RL.1.10","","With prompting and support, read prose and poetry of appropriate complexity for grade 1."],"ccss-ela:RL.1.2":["RL.1.2","","Retell stories, including key details, and demonstrate understanding of their central message or lesson."],"ccss-ela:RL.1.3":["RL.1.3","","Describe characters, settings, and major events in a story, using key details."],"ccss-ela:RL.1.4":["RL.1.4","","Identify words and phrases in stories or poems that suggest feelings or appeal to the senses."],"ccss-ela:RL.1.5":["RL.1.5","","Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types."],"ccss-ela:RL.1.7":["RL.1.7","","Use illustrations and details in a story to describe its characters, setting, or events."],"ccss-ela:RL.1.9":["RL.1.9","","Compare and contrast the adventures and experiences of characters in stories."],"ccss-ela:RL.2.10":["RL.2.10","","By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RL.2.4":["RL.2.4","","Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song."],"ccss-ela:RL.2.5":["RL.2.5","","Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action."],"ccss-ela:RL.2.7":["RL.2.7","","Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot."],"ccss-ela:RL.3.1":["RL.3.1","","Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers."],"ccss-ela:RL.3.10":["RL.3.10","","By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently."],"ccss-ela:RL.3.4":["RL.3.4","","Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language."],"ccss-ela:RL.3.7":["RL.3.7","","Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)."],"ccss-ela:RL.3.9":["RL.3.9","","Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)."],"ccss-ela:RL.4.1":["RL.4.1","","Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text."],"ccss-ela:RL.4.10":["RL.4.10","","By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RL.4.2":["RL.4.2","","Determine a theme of a story, drama, or poem from details in the text; summarize the text."],"ccss-ela:RL.4.3":["RL.4.3","","Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)."],"ccss-ela:RL.4.4":["RL.4.4","","Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)."],"ccss-ela:RL.4.5":["RL.4.5","","Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text."],"ccss-ela:RL.4.6":["RL.4.6","","Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations."],"ccss-ela:RL.4.7":["RL.4.7","","Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text."],"ccss-ela:RL.4.9":["RL.4.9","","Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures."],"ccss-ela:RL.5.1":["RL.5.1","","Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text."],"ccss-ela:RL.5.2":["RL.5.2","","Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text."],"ccss-ela:RL.5.3":["RL.5.3","","Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)."],"ccss-ela:RL.5.4":["RL.5.4","","Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes."],"ccss-ela:RL.5.5":["RL.5.5","","Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem."],"ccss-ela:RL.5.6":["RL.5.6","","Describe how a narrator’s or speaker’s point of view influences how events are described."],"ccss-ela:RL.5.7":["RL.5.7","","Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)."],"ccss-ela:RL.5.9":["RL.5.9","","Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics."],"ccss-ela:RL.6.1":["RL.6.1","","Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text."],"ccss-ela:RL.6.10":["RL.6.10","","By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RL.6.2":["RL.6.2","","Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments."],"ccss-ela:RL.6.3":["RL.6.3","","Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution."],"ccss-ela:RL.6.4":["RL.6.4","","Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone."],"ccss-ela:RL.6.5":["RL.6.5","","Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot."],"ccss-ela:RL.6.6":["RL.6.6","","Explain how an author develops the point of view of the narrator or speaker in a text."],"ccss-ela:RL.6.7":["RL.6.7","","Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch."],"ccss-ela:RL.7.1":["RL.7.1","","Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text."],"ccss-ela:RL.7.10":["RL.7.10","","By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range."],"ccss-ela:RL.7.2":["RL.7.2","","Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text."],"ccss-ela:RL.7.3":["RL.7.3","","Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)."],"ccss-ela:RL.7.4":["RL.7.4","","Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama."],"ccss-ela:RL.7.5":["RL.7.5","","Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning."],"ccss-ela:RL.7.6":["RL.7.6","","Analyze how an author develops and contrasts the points of view of different characters or narrators in a text."],"ccss-ela:RL.7.7":["RL.7.7","","Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film)."],"ccss-ela:RL.7.9":["RL.7.9","","Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history."],"ccss-ela:RL.8.1":["RL.8.1","","Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text."],"ccss-ela:RL.8.10":["RL.8.10","","By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently."],"ccss-ela:RL.8.2":["RL.8.2","","Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text."],"ccss-ela:RL.8.3":["RL.8.3","","Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision."],"ccss-ela:RL.8.4":["RL.8.4","","Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts."],"ccss-ela:RL.8.5":["RL.8.5","","Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style."],"ccss-ela:RL.8.6":["RL.8.6","","Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor."],"ccss-ela:RL.8.7":["RL.8.7","","Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors."],"ccss-ela:RL.8.9":["RL.8.9","","Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new."],"ccss-ela:RL.K.10":["RL.K.10","","Actively engage in group reading activities with purpose and understanding."],"ccss-ela:RL.K.2":["RL.K.2","","With prompting and support, retell familiar stories, including key details."],"ccss-ela:RL.K.3":["RL.K.3","","With prompting and support, identify characters, settings, and major events in a story."],"ccss-ela:RL.K.4":["RL.K.4","","Ask and answer questions about unknown words in a text."],"ccss-ela:RL.K.5":["RL.K.5","","Recognize common types of texts (e.g., storybooks, poems)."],"ccss-ela:RL.K.6":["RL.K.6","","With prompting and support, name the author and illustrator of a story and define the role of each in telling the story."],"ccss-ela:RL.K.7":["RL.K.7","","With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)."],"ccss-ela:RL.K.9":["RL.K.9","","With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories."],"ccss-ela:SL.1.2":["SL.1.2","","Ask and answer questions about key details in a text read aloud or information presented orally or through other media."],"ccss-ela:SL.1.3":["SL.1.3","","Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood."],"ccss-ela:SL.1.4":["SL.1.4","","Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly."],"ccss-ela:SL.1.5":["SL.1.5","","Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings."],"ccss-ela:SL.1.6":["SL.1.6","","Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)"],"ccss-ela:SL.2.3":["SL.2.3","","Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue."],"ccss-ela:SL.2.4":["SL.2.4","","Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences."],"ccss-ela:SL.2.5":["SL.2.5","","Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings."],"ccss-ela:SL.2.6":["SL.2.6","","Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations.)"],"ccss-ela:SL.3.3":["SL.3.3","","Ask and answer questions about information from a speaker, offering appropriate elaboration and detail."],"ccss-ela:SL.3.4":["SL.3.4","","Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace."],"ccss-ela:SL.3.5":["SL.3.5","","Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details."],"ccss-ela:SL.3.6":["SL.3.6","","Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 28 for specific expectations.)"],"ccss-ela:SL.4.1":["SL.4.1","","Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly."],"ccss-ela:SL.4.1.a":["SL.4.1.a","","Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion."],"ccss-ela:SL.4.1.b":["SL.4.1.b","","Follow agreed-upon rules for discussions and carry out assigned roles."],"ccss-ela:SL.4.1.c":["SL.4.1.c","","Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others."],"ccss-ela:SL.4.1.d":["SL.4.1.d","","Review the key ideas expressed and explain their own ideas and understanding in light of the discussion."],"ccss-ela:SL.4.2":["SL.4.2","","Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally."],"ccss-ela:SL.4.3":["SL.4.3","","Identify the reasons and evidence a speaker provides to support particular points."],"ccss-ela:SL.4.4":["SL.4.4","","Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace."],"ccss-ela:SL.4.5":["SL.4.5","","Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes."],"ccss-ela:SL.4.6":["SL.4.6","","Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on page 28 for specific expectations.)"],"ccss-ela:SL.5.1.a":["SL.5.1.a","","Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion."],"ccss-ela:SL.5.1.c":["SL.5.1.c","","Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others."],"ccss-ela:SL.5.1.d":["SL.5.1.d","","Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions."],"ccss-ela:SL.5.2":["SL.5.2","","Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally."],"ccss-ela:SL.5.3":["SL.5.3","","Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence."],"ccss-ela:SL.5.4":["SL.5.4","","Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace."],"ccss-ela:SL.5.5":["SL.5.5","","Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes."],"ccss-ela:SL.5.6":["SL.5.6","","Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)"],"ccss-ela:SL.K.2":["SL.K.2","","Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood."],"ccss-ela:SL.K.3":["SL.K.3","","Ask and answer questions in order to seek help, get information, or clarify something that is not understood."],"ccss-ela:SL.K.4":["SL.K.4","","Describe familiar people, places, things, and events and, with prompting and support, provide additional detail."],"ccss-ela:SL.K.6":["SL.K.6","","Speak audibly and express thoughts, feelings, and ideas clearly."],"ccss-ela:W.1.1":["W.1.1","","Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure."],"ccss-ela:W.1.5":["W.1.5","","With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed."],"ccss-ela:W.1.7":["W.1.7","","Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions)."],"ccss-ela:W.1.8":["W.1.8","","With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question."],"ccss-ela:W.2.3":["W.2.3","","Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure."],"ccss-ela:W.2.6":["W.2.6","","With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers."],"ccss-ela:W.2.7":["W.2.7","","Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)."],"ccss-ela:W.2.8":["W.2.8","","Recall information from experiences or gather information from provided sources to answer a question."],"ccss-ela:W.3.1":["W.3.1","","Write opinion pieces on topics or texts, supporting a point of view with reasons."],"ccss-ela:W.3.10":["W.3.10","","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences."],"ccss-ela:W.3.1a":["W.3.1a","","Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons."],"ccss-ela:W.3.1b":["W.3.1b","","Provide reasons that support the opinion."],"ccss-ela:W.3.1c":["W.3.1c","","Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons."],"ccss-ela:W.3.1d":["W.3.1d","","Provide a concluding statement or section."],"ccss-ela:W.3.2":["W.3.2","","Write informative/explanatory texts to examine a topic and convey ideas and information clearly."],"ccss-ela:W.3.2a":["W.3.2a","","Introduce a topic and group related information together; include illustrations when useful to aiding comprehension."],"ccss-ela:W.3.2b":["W.3.2b","","Develop the topic with facts, definitions, and details."],"ccss-ela:W.3.2c":["W.3.2c","","Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information."],"ccss-ela:W.3.2d":["W.3.2d","","Provide a concluding statement or section."],"ccss-ela:W.3.3":["W.3.3","","Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences."],"ccss-ela:W.3.3a":["W.3.3a","","Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally."],"ccss-ela:W.3.3b":["W.3.3b","","Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations."],"ccss-ela:W.3.3c":["W.3.3c","","Use temporal words and phrases to signal event order."],"ccss-ela:W.3.3d":["W.3.3d","","Provide a sense of closure."],"ccss-ela:W.3.4":["W.3.4","","With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)"],"ccss-ela:W.3.5":["W.3.5","","With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 29.)"],"ccss-ela:W.3.6":["W.3.6","","With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others."],"ccss-ela:W.4.1":["W.4.1","","Write opinion pieces on topics or texts, supporting a point of view with reasons and information."],"ccss-ela:W.4.10":["W.4.10","","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences."],"ccss-ela:W.4.1a":["W.4.1a","","Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose."],"ccss-ela:W.4.1b":["W.4.1b","","Provide reasons that are supported by facts and details."],"ccss-ela:W.4.1c":["W.4.1c","","Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)."],"ccss-ela:W.4.1d":["W.4.1d","","Provide a concluding statement or section related to the opinion presented."],"ccss-ela:W.4.2":["W.4.2","","Write informative/explanatory texts to examine a topic and convey ideas and information clearly."],"ccss-ela:W.4.2a":["W.4.2a","","Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension."],"ccss-ela:W.4.2b":["W.4.2b","","Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic."],"ccss-ela:W.4.2c":["W.4.2c","","Link ideas within categories of information using words and phrases (e.g., another, for example, also, because)."],"ccss-ela:W.4.2d":["W.4.2d","","Use precise language and domain-specific vocabulary to inform about or explain the topic."],"ccss-ela:W.4.2e":["W.4.2e","","Provide a concluding statement or section related to the information or explanation presented."],"ccss-ela:W.4.3":["W.4.3","","Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences."],"ccss-ela:W.4.3a":["W.4.3a","","Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally."],"ccss-ela:W.4.3b":["W.4.3b","","Use dialogue and description to develop experiences and events or show the responses of characters to situations."],"ccss-ela:W.4.3c":["W.4.3c","","Use a variety of transitional words and phrases to manage the sequence of events."],"ccss-ela:W.4.3d":["W.4.3d","","Use concrete words and phrases and sensory details to convey experiences and events precisely."],"ccss-ela:W.4.3e":["W.4.3e","","Provide a conclusion that follows from the narrated experiences or events."],"ccss-ela:W.4.4":["W.4.4","","Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)"],"ccss-ela:W.4.5":["W.4.5","","With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)"],"ccss-ela:W.4.6":["W.4.6","","With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting."],"ccss-ela:W.4.7":["W.4.7","","Conduct short research projects that build knowledge through investigation of different aspects of a topic."],"ccss-ela:W.4.8":["W.4.8","","Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources."],"ccss-ela:W.4.9":["W.4.9","","Draw evidence from literary or informational texts to support analysis, reflection, and research."],"ccss-ela:W.4.9a":["W.4.9a","","Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”)."],"ccss-ela:W.4.9b":["W.4.9b","","Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”)."],"ccss-ela:W.5.1":["W.5.1","","Write opinion pieces on topics or texts, supporting a point of view with reasons and information."],"ccss-ela:W.5.1a":["W.5.1a","","Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose."],"ccss-ela:W.5.1b":["W.5.1b","","Provide logically ordered reasons that are supported by facts and details."],"ccss-ela:W.5.1c":["W.5.1c","","Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)."],"ccss-ela:W.5.1d":["W.5.1d","","Provide a concluding statement or section related to the opinion presented."],"ccss-ela:W.5.2":["W.5.2","","Write informative/explanatory texts to examine a topic and convey ideas and information clearly."],"ccss-ela:W.5.2a":["W.5.2a","","Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension."],"ccss-ela:W.5.2b":["W.5.2b","","Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic."],"ccss-ela:W.5.2c":["W.5.2c","","Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially)."],"ccss-ela:W.5.2d":["W.5.2d","","Use precise language and domain-specific vocabulary to inform about or explain the topic."],"ccss-ela:W.5.2e":["W.5.2e","","Provide a concluding statement or section related to the information or explanation presented."],"ccss-ela:W.5.3":["W.5.3","","Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences."],"ccss-ela:W.5.3a":["W.5.3a","","Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally."],"ccss-ela:W.5.3b":["W.5.3b","","Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations."],"ccss-ela:W.5.3c":["W.5.3c","","Use a variety of transitional words, phrases, and clauses to manage the sequence of events."],"ccss-ela:W.5.3d":["W.5.3d","","Use concrete words and phrases and sensory details to convey experiences and events precisely."],"ccss-ela:W.5.3e":["W.5.3e","","Provide a conclusion that follows from the narrated experiences or events."],"ccss-ela:W.5.4":["W.5.4","","Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)"],"ccss-ela:W.5.5":["W.5.5","","With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)"],"ccss-ela:W.5.6":["W.5.6","","With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting."],"ccss-ela:W.5.7":["W.5.7","","Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic."],"ccss-ela:W.5.8":["W.5.8","","Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources."],"ccss-ela:W.5.9":["W.5.9","","Draw evidence from literary or informational texts to support analysis, reflection, and research."],"ccss-ela:W.5.9a":["W.5.9a","","Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”)."],"ccss-ela:W.5.9b":["W.5.9b","","Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”)."],"ccss-ela:W.6.1":["W.6.1","","Write arguments to support claims with clear reasons and relevant evidence."],"ccss-ela:W.6.2":["W.6.2","","Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content."],"ccss-ela:W.6.3":["W.6.3","","Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences."],"ccss-ela:W.6.4":["W.6.4","","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)"],"ccss-ela:W.6.5":["W.6.5","","With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)"],"ccss-ela:W.6.7":["W.6.7","","Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate."],"ccss-ela:W.6.8":["W.6.8","","Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources."],"ccss-ela:W.7.1":["W.7.1","","Write arguments to support claims with clear reasons and relevant evidence."],"ccss-ela:W.7.2":["W.7.2","","Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content."],"ccss-ela:W.7.3":["W.7.3","","Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences."],"ccss-ela:W.7.4":["W.7.4","","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)"],"ccss-ela:W.7.5":["W.7.5","","With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)"],"ccss-ela:W.7.7":["W.7.7","","Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation."],"ccss-ela:W.7.8":["W.7.8","","Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation."],"ccss-ela:W.8.1":["W.8.1","","Write arguments to support claims with clear reasons and relevant evidence."],"ccss-ela:W.8.1.a":["W.8.1.a","","Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically."],"ccss-ela:W.8.1.b":["W.8.1.b","","Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text."],"ccss-ela:W.8.1.c":["W.8.1.c","","Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence."],"ccss-ela:W.8.1.d":["W.8.1.d","","Establish and maintain a formal style."],"ccss-ela:W.8.1.e":["W.8.1.e","","Provide a concluding statement or section that follows from and supports the argument presented."],"ccss-ela:W.8.2":["W.8.2","","Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content."],"ccss-ela:W.8.2.a":["W.8.2.a","","Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension."],"ccss-ela:W.8.2.b":["W.8.2.b","","Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples."],"ccss-ela:W.8.2.c":["W.8.2.c","","Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts."],"ccss-ela:W.8.2.d":["W.8.2.d","","Use precise language and domain-specific vocabulary to inform about or explain the topic."],"ccss-ela:W.8.2.f":["W.8.2.f","","Provide a concluding statement or section that follows from and supports the information or explanation presented."],"ccss-ela:W.8.3":["W.8.3","","Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences."],"ccss-ela:W.8.3.a":["W.8.3.a","","Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically."],"ccss-ela:W.8.3.b":["W.8.3.b","","Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters."],"ccss-ela:W.8.3.c":["W.8.3.c","","Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events."],"ccss-ela:W.8.3.d":["W.8.3.d","","Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events."],"ccss-ela:W.8.3.e":["W.8.3.e","","Provide a conclusion that follows from and reflects on the narrated experiences or events."],"ccss-ela:W.8.4":["W.8.4","","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)"],"ccss-ela:W.8.5":["W.8.5","","With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)"],"ccss-ela:W.8.7":["W.8.7","","Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration."],"ccss-ela:W.8.8":["W.8.8","","Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation."],"ccss-ela:W.K.5":["W.K.5","","With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed."],"ccss-ela:W.K.6":["W.K.6","","With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers."],"ccss-ela:W.K.7":["W.K.7","","Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them)."],"ccss-ela:W.K.8":["W.K.8","","With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question."],"ccss-math:1.G.1":["1.G.1","Distinguish defining attributes of shapes","Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes."],"ccss-math:1.G.2":["1.G.2","Compose two-dimensional and three-dimensional shapes","Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape."],"ccss-math:1.G.3":["1.G.3","Partition circles and rectangles","Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares."],"ccss-math:1.MD.1":["1.MD.1","Order and compare objects by length","Order three objects by length; compare the lengths of two objects indirectly by using a third object."],"ccss-math:1.MD.2":["1.MD.2","Measure length with length units","Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps."],"ccss-math:1.MD.3":["1.MD.3","Tell and write time","Tell and write time in hours and half-hours using analog and digital clocks."],"ccss-math:1.MD.4":["1.MD.4","Represent and interpret data","Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another."],"ccss-math:1.NBT.1":["1.NBT.1","Count to 120","Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral."],"ccss-math:1.NBT.2":["1.NBT.2","Understand place value of two-digit numbers","Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:"],"ccss-math:1.NBT.2.a":["1.NBT.2.a","10 as a bundle of ten ones","10 can be thought of as a bundle of ten ones — called a “ten.”"],"ccss-math:1.NBT.2.b":["1.NBT.2.b","Composition of numbers 11 to 19","The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones."],"ccss-math:1.NBT.2.c":["1.NBT.2.c","Multiples of 10","The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)."],"ccss-math:1.NBT.3":["1.NBT.3","Compare two-digit numbers","Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <."],"ccss-math:1.NBT.4":["1.NBT.4","Add within 100","Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten."],"ccss-math:1.NBT.5":["1.NBT.5","Mentally find 10 more or 10 less","Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used."],"ccss-math:1.NBT.6":["1.NBT.6","Subtract multiples of 10","Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used."],"ccss-math:1.OA.1":["1.OA.1","Solve word problems involving addition and subtraction","Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem."],"ccss-math:1.OA.2":["1.OA.2","Solve word problems with three whole numbers","Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem."],"ccss-math:1.OA.3":["1.OA.3","Apply properties of operations","Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)"],"ccss-math:1.OA.4":["1.OA.4","Subtraction as unknown-addend problem","Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8."],"ccss-math:1.OA.5":["1.OA.5","Relate counting to addition and subtraction","Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)."],"ccss-math:1.OA.6":["1.OA.6","Add and subtract within 20","Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)."],"ccss-math:1.OA.7":["1.OA.7","Meaning of the equal sign","Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2."],"ccss-math:1.OA.8":["1.OA.8","Determine unknown whole number","Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = [] – 3, 6 + 6 = []."],"ccss-math:2.G.1":["2.G.1","Recognize and draw shapes","Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes."],"ccss-math:2.G.2":["2.G.2","Partition a rectangle","Partition a rectangle into rows and columns of same-size squares and count to find the total number of them."],"ccss-math:2.G.3":["2.G.3","Partition circles and rectangles into shares","Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape."],"ccss-math:2.MD.1":["2.MD.1","Measure length with appropriate tools","Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes."],"ccss-math:2.MD.10":["2.MD.10","Draw picture and bar graphs","Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph."],"ccss-math:2.MD.2":["2.MD.2","Measure length with different units","Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen."],"ccss-math:2.MD.3":["2.MD.3","Estimate lengths","Estimate lengths using units of inches, feet, centimeters, and meters."],"ccss-math:2.MD.4":["2.MD.4","Compare lengths of objects","Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit."],"ccss-math:2.MD.5":["2.MD.5","Solve word problems involving length","Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem."],"ccss-math:2.MD.6":["2.MD.6","Represent lengths on a number line","Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram."],"ccss-math:2.MD.7":["2.MD.7","Tell and write time","Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m."],"ccss-math:2.MD.8":["2.MD.8","Solve word problems with money","Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?"],"ccss-math:2.MD.9":["2.MD.9","Generate measurement data and line plots","Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units."],"ccss-math:2.NBT.1":["2.NBT.1","Understand three-digit place value","Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:"],"ccss-math:2.NBT.1.a":["2.NBT.1.a","100 as a bundle of ten tens","100 can be thought of as a bundle of ten tens — called a “hundred.”"],"ccss-math:2.NBT.1.b":["2.NBT.1.b","Multiples of 100","The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones)."],"ccss-math:2.NBT.2":["2.NBT.2","Count within 1000","Count within 1000; skip-count by 5s, 10s, and 100s."],"ccss-math:2.NBT.3":["2.NBT.3","Read and write numbers to 1000","Read and write numbers to 1000 using base-ten numerals, number names, and expanded form."],"ccss-math:2.NBT.4":["2.NBT.4","Compare three-digit numbers","Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons."],"ccss-math:2.NBT.5":["2.NBT.5","Fluently add and subtract within 100","Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction."],"ccss-math:2.NBT.6":["2.NBT.6","Add up to four two-digit numbers","Add up to four two-digit numbers using strategies based on place value and properties of operations."],"ccss-math:2.NBT.7":["2.NBT.7","Add and subtract within 1000","Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds."],"ccss-math:2.NBT.8":["2.NBT.8","Mentally add or subtract 10 or 100","Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900."],"ccss-math:2.NBT.9":["2.NBT.9","Explain addition and subtraction strategies","Explain why addition and subtraction strategies work, using place value and the properties of operations."],"ccss-math:2.OA.1":["2.OA.1","Use addition and subtraction within 100 to solve word problems","Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem."],"ccss-math:2.OA.2":["2.OA.2","Fluently add and subtract within 20","Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers."],"ccss-math:2.OA.3":["2.OA.3","Determine odd or even numbers","Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends."],"ccss-math:2.OA.4":["2.OA.4","Use addition for rectangular arrays","Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends."],"ccss-math:3.NBT.1":["3.NBT.1","Round whole numbers to the nearest 10 or 100","Use place value understanding to round whole numbers to the nearest 10 or 100."],"ccss-math:3.NBT.2":["3.NBT.2","Fluently add and subtract within 1000","Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction."],"ccss-math:3.NBT.3":["3.NBT.3","Multiply one-digit whole numbers by multiples of 10","Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations."],"ccss-math:3.OA.1":["3.OA.1","Interpret products of whole numbers","Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7."],"ccss-math:3.OA.2":["3.OA.2","Interpret whole-number quotients","Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8."],"ccss-math:3.OA.3":["3.OA.3","Solve multiplication and division word problems","Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem."],"ccss-math:3.OA.4":["3.OA.4","Determine unknown whole numbers in multiplication and division equations","Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?."],"ccss-math:3.OA.5":["3.OA.5","Apply properties of operations as strategies to multiply and divide","Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)"],"ccss-math:3.OA.6":["3.OA.6","Understand division as an unknown-factor problem","Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8."],"ccss-math:3.OA.7":["3.OA.7","Fluently multiply and divide within 100","Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers."],"ccss-math:3.OA.8":["3.OA.8","Solve two-step word problems using the four operations","Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding."],"ccss-math:3.OA.9":["3.OA.9","Identify and explain arithmetic patterns","Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends."],"ccss-math:5.G.1":["5.G.1","Coordinate System","Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate)."],"ccss-math:5.G.2":["5.G.2","Graph Points in First Quadrant","Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation."],"ccss-math:5.OA.1":["5.OA.1","Evaluate Numerical Expressions","Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols."],"ccss-math:6.EE.2":["6.EE.2","Write, Read, and Evaluate Expressions","Write, read, and evaluate expressions in which letters stand for numbers."],"ccss-math:6.EE.2a":["6.EE.2a","Write Expressions Recording Operations","Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation \"Subtract y from 5\" as 5 – y."],"ccss-math:6.EE.2b":["6.EE.2b","Identify Parts of an Expression","Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms."],"ccss-math:6.EE.2c":["6.EE.2c","Evaluate Expressions at Specific Values","Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s³ and A = 6s² to find the volume and surface area of a cube with sides of length s = 1/2."],"ccss-math:6.EE.3":["6.EE.3","Apply Properties of Operations","Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y."],"ccss-math:6.EE.4":["6.EE.4","Identify Equivalent Expressions","Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for."],"ccss-math:6.EE.5":["6.EE.5","Understand Solving Equations and Inequalities","Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true."],"ccss-math:6.EE.6":["6.EE.6","Use Variables to Represent Numbers","Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set."],"ccss-math:6.EE.7":["6.EE.7","Solve Real-World and Mathematical Problems","Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers."],"ccss-math:6.EE.8":["6.EE.8","Write Inequalities","Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams."],"ccss-math:6.EE.9":["6.EE.9","Use Variables to Represent Two Quantities","Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time."],"ccss-math:6.NS.1":["6.NS.1","Interpret and Compute Quotients of Fractions","Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?"],"ccss-math:6.NS.4":["6.NS.4","Find Greatest Common Factor and Least Common Multiple","Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)."],"ccss-math:6.NS.5":["6.NS.5","Understand Positive and Negative Numbers","Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation."],"ccss-math:6.NS.6":["6.NS.6","Understand Rational Numbers on Number Line","Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates."],"ccss-math:6.NS.6a":["6.NS.6a","Recognize Opposite Signs","Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite."],"ccss-math:6.NS.6c":["6.NS.6c","Find and Position Integers and Rational Numbers","Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane."],"ccss-math:6.NS.7":["6.NS.7","Understand Ordering and Absolute Value","Understand ordering and absolute value of rational numbers."],"ccss-math:6.NS.7a":["6.NS.7a","Interpret Statements of Inequality","Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right."],"ccss-math:6.NS.7b":["6.NS.7b","Write and Interpret Statements of Order","Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than –7 °C."],"ccss-math:6.NS.7c":["6.NS.7c","Understand Absolute Value","Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars."],"ccss-math:6.NS.7d":["6.NS.7d","Distinguish Comparisons of Absolute Value","Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars."],"ccss-math:6.RP.1":["6.RP.1","Understand Ratio Concepts","Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, \"The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.\" \"For every vote candidate A received, candidate C received nearly three votes.\""],"ccss-math:6.RP.3":["6.RP.3","Use Ratio and Rate Reasoning","Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations."],"ccss-math:6.RP.3b":["6.RP.3b","Solve Unit Rate Problems","Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?"],"ccss-math:6.RP.3c":["6.RP.3c","Find a Percent of a Quantity","Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent."],"ccss-math:6.RP.3d":["6.RP.3d","Convert Measurement Units","Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities."],"ccss-math:7.EE.1":["7.EE.1","Apply properties of operations to linear expressions","Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients."],"ccss-math:7.EE.4":["7.EE.4","Use variables to represent quantities and construct simple equations and inequalities","Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities."],"ccss-math:7.EE.4a":["7.EE.4a","Solve word problems leading to equations of the form px + q = r and p(x + q) = r","Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?"],"ccss-math:7.EE.4b":["7.EE.4b","Solve word problems leading to inequalities of the form px + q > r or px + q < r","Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions."],"ccss-math:7.G.2":["7.G.2","Draw geometric shapes with given conditions","Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle."],"ccss-math:7.G.3":["7.G.3","Describe the two-dimensional figures that result from slicing three-dimensional figures","Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids."],"ccss-math:7.G.4":["7.G.4","Know the formulas for the area and circumference of a circle","Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle."],"ccss-math:7.G.5":["7.G.5","Use facts about supplementary, complementary, vertical, and adjacent angles","Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure."],"ccss-math:7.G.6":["7.G.6","Solve real-world and mathematical problems involving area, volume and surface area","Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms."],"ccss-math:7.NS.1":["7.NS.1","Apply and extend previous understandings of addition and subtraction to rational numbers","Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram."],"ccss-math:7.NS.1a":["7.NS.1a","Describe situations in which opposite quantities combine to make 0","Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged."],"ccss-math:7.NS.1b":["7.NS.1b","Understand p + q as the number located a distance |q| from p","Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts."],"ccss-math:7.NS.1c":["7.NS.1c","Understand subtraction of rational numbers as adding the additive inverse","Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts."],"ccss-math:7.NS.1d":["7.NS.1d","Apply properties of operations as strategies to add and subtract rational numbers","Apply properties of operations as strategies to add and subtract rational numbers."],"ccss-math:7.NS.2":["7.NS.2","Apply and extend previous understandings of multiplication and division to rational numbers","Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers."],"ccss-math:7.NS.2a":["7.NS.2a","Understand that multiplication is extended from fractions to rational numbers","Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts."],"ccss-math:7.NS.2b":["7.NS.2b","Understand that integers can be divided","Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts."],"ccss-math:7.NS.2c":["7.NS.2c","Apply properties of operations as strategies to multiply and divide rational numbers","Apply properties of operations as strategies to multiply and divide rational numbers."],"ccss-math:7.NS.2d":["7.NS.2d","Convert a rational number to a decimal using long division","Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats."],"ccss-math:7.RP.1":["7.RP.1","Compute unit rates associated with ratios of fractions","Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour."],"ccss-math:7.RP.2":["7.RP.2","Recognize and represent proportional relationships","Recognize and represent proportional relationships between quantities."],"ccss-math:7.RP.2a":["7.RP.2a","Decide whether two quantities are in a proportional relationship","Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin."],"ccss-math:7.RP.2b":["7.RP.2b","Identify the constant of proportionality (unit rate)","Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships."],"ccss-math:7.RP.2c":["7.RP.2c","Represent proportional relationships by equations","Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn."],"ccss-math:7.RP.2d":["7.RP.2d","Explain what a point (x, y) on the graph of a proportional relationship means","Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate."],"ccss-math:7.RP.3":["7.RP.3","Use proportional relationships to solve multistep ratio and percent problems","Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error."],"ccss-math:7.SP.1":["7.SP.1","Understand that statistics can be used to gain information about a population","Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences."],"ccss-math:7.SP.2":["7.SP.2","Use data from a random sample to draw inferences about a population","Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be."],"ccss-math:7.SP.3":["7.SP.3","Informally assess the degree of visual overlap of two numerical data distributions","Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable."],"ccss-math:7.SP.4":["7.SP.4","Use measures of center and measures of variability to draw informal comparative inferences","Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book."],"ccss-math:7.SP.5":["7.SP.5","Understand that the probability of a chance event is a number between 0 and 1","Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event."],"ccss-math:7.SP.6":["7.SP.6","Approximate the probability of a chance event by collecting data","Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times."],"ccss-math:7.SP.7a":["7.SP.7a","Develop a uniform probability model","Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected."],"ccss-math:7.SP.7b":["7.SP.7b","Develop a probability model by observing frequencies","Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?"],"ccss-math:7.SP.8":["7.SP.8","Find probabilities of compound events","Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation."],"ccss-math:7.SP.8a":["7.SP.8a","Understand the probability of a compound event","Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs."],"ccss-math:7.SP.8b":["7.SP.8b","Represent sample spaces for compound events","Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event."],"ccss-math:8.EE.2":["8.EE.2","Square and cube roots","Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational."],"ccss-math:8.EE.3":["8.EE.3","Scientific notation estimation","Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10⁸ and the population of the world as 7 × 10⁹, and determine that the world population is more than 20 times larger."],"ccss-math:8.EE.4":["8.EE.4","Operations with scientific notation","Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology."],"ccss-math:8.EE.5":["8.EE.5","Graph proportional relationships","Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed."],"ccss-math:8.EE.6":["8.EE.6","Deriving slope and linear equations","Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b."],"ccss-math:8.EE.7a":["8.EE.7a","Linear equations with one, infinite, or no solutions","Solve linear equations in one variable. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers)."],"ccss-math:8.EE.7b":["8.EE.7b","Solving linear equations with rational coefficients","Solve linear equations in one variable. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms."],"ccss-math:8.EE.8a":["8.EE.8a","Systems of linear equations and intersections","Analyze and solve pairs of simultaneous linear equations. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously."],"ccss-math:8.EE.8b":["8.EE.8b","Solving systems of linear equations algebraically","Analyze and solve pairs of simultaneous linear equations. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6."],"ccss-math:8.F.1":["8.F.1","Function definition and graphs","Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output."],"ccss-math:8.F.3":["8.F.3","Linear and non-linear functions","Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line."],"ccss-math:8.F.4":["8.F.4","Constructing linear functions","Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values."],"ccss-math:8.F.5":["8.F.5","Qualitative description of functions","Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally."],"ccss-math:8.G.1a":["8.G.1a","Properties of transformations: Lines","Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length."],"ccss-math:8.G.1b":["8.G.1b","Properties of transformations: Angles","Verify experimentally the properties of rotations, reflections, and translations: Angles are taken to angles of the same measure."],"ccss-math:8.G.1c":["8.G.1c","Properties of transformations: Parallel lines","Verify experimentally the properties of rotations, reflections, and translations: Parallel lines are taken to parallel lines."],"ccss-math:8.G.2":["8.G.2","Congruence via rigid motions","Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them."],"ccss-math:8.G.3":["8.G.3","Coordinates and transformations","Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates."],"ccss-math:8.G.4":["8.G.4","Similarity via transformations","Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them."],"ccss-math:8.G.5":["8.G.5","Angle arguments and similarity","Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so."],"ccss-math:8.G.6":["8.G.6","Proof of Pythagorean Theorem","Explain a proof of the Pythagorean Theorem and its converse."],"ccss-math:8.G.7":["8.G.7","Applying Pythagorean Theorem","Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions."],"ccss-math:8.G.8":["8.G.8","Distance in coordinate system","Apply the Pythagorean Theorem to find the distance between two points in a coordinate system."],"ccss-math:8.G.9":["8.G.9","Volumes of cones, cylinders, and spheres","Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems."],"ccss-math:8.NS.1":["8.NS.1","Know irrational numbers and decimal expansions","Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number."],"ccss-math:8.NS.2":["8.NS.2","Approximate irrational numbers","Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π²). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations."],"ccss-math:8.SP.1":["8.SP.1","Scatter plots and association","Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association."],"ccss-math:8.SP.2":["8.SP.2","Linear models for data","Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line."],"ccss-math:8.SP.3":["8.SP.3","Interpreting linear models","Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height."],"ccss-math:K.CC.1":["K.CC.1","Count to 100 by Ones and Tens","Count to 100 by ones and by tens."],"ccss-math:K.CC.2":["K.CC.2","Count Forward From a Given Number","Count forward beginning from a given number within the known sequence (instead of having to begin at 1)."],"ccss-math:K.CC.3":["K.CC.3","Write Numbers 0 to 20","Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)."],"ccss-math:K.CC.4":["K.CC.4","Relationship Between Numbers and Quantities","Understand the relationship between numbers and quantities; connect counting to cardinality."],"ccss-math:K.CC.4.a":["K.CC.4.a","One-to-One Correspondence","When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object."],"ccss-math:K.CC.4.b":["K.CC.4.b","Last Number Represents Quantity","Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted."],"ccss-math:K.CC.4.c":["K.CC.4.c","Successive Numbers Increase Quantity","Understand that each successive number name refers to a quantity that is one larger."],"ccss-math:K.CC.5":["K.CC.5","Count to Answer How Many","Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects."],"ccss-math:K.CC.6":["K.CC.6","Compare Groups of Objects","Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies."],"ccss-math:K.CC.7":["K.CC.7","Compare Written Numerals","Compare two numbers between 1 and 10 presented as written numerals."],"ccss-math:K.G.1":["K.G.1","Describe Objects Using Shape Names and Position","Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to."],"ccss-math:K.G.2":["K.G.2","Name Shapes Correctly","Correctly name shapes regardless of their orientations or overall size."],"ccss-math:K.G.3":["K.G.3","Identify Two-Dimensional and Three-Dimensional Shapes","Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)."],"ccss-math:K.G.4":["K.G.4","Analyze and Compare Shapes","Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length)."],"ccss-math:K.G.5":["K.G.5","Model Shapes in the World","Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes."],"ccss-math:K.G.6":["K.G.6","Compose Simple Shapes","Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”"],"ccss-math:K.MD.1":["K.MD.1","Describe Measurable Attributes","Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object."],"ccss-math:K.MD.2":["K.MD.2","Compare Objects with Measurable Attributes","Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter."],"ccss-math:K.MD.3":["K.MD.3","Classify and Count Objects","Classify objects into given categories; count the numbers of objects in each category and sort the categories by count."],"ccss-math:K.NBT.1":["K.NBT.1","Compose and Decompose Numbers 11-19","Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones."],"ccss-math:K.OA.1":["K.OA.1","Represent Addition and Subtraction","Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations."],"ccss-math:K.OA.2":["K.OA.2","Solve Addition and Subtraction Word Problems","Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem."],"ccss-math:K.OA.3":["K.OA.3","Decompose Numbers Less Than or Equal to 10","Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)."],"ccss-math:K.OA.4":["K.OA.4","Make 10","For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation."],"ccss-math:K.OA.5":["K.OA.5","Fluently Add and Subtract Within 5","Fluently add and subtract within 5."],"ngss-k5:1-ESS1-1":["1-ESS1-1","",""],"ngss-k5:1-ESS1-2":["1-ESS1-2","",""],"ngss-k5:1-LS1-1":["1-LS1-1","",""],"ngss-k5:1-LS1-2":["1-LS1-2","",""],"ngss-k5:1-LS3-1":["1-LS3-1","",""],"ngss-k5:1-PS4-1":["1-PS4-1","",""],"ngss-k5:1-PS4-2":["1-PS4-2","",""],"ngss-k5:1-PS4-3":["1-PS4-3","",""],"ngss-k5:1-PS4-4":["1-PS4-4","",""],"ngss-k5:2-ESS1-1":["2-ESS1-1","",""],"ngss-k5:2-ESS2-1":["2-ESS2-1","",""],"ngss-k5:2-ESS2-2":["2-ESS2-2","",""],"ngss-k5:2-ESS2-3":["2-ESS2-3","",""],"ngss-k5:2-LS2-1":["2-LS2-1","",""],"ngss-k5:2-LS2-2":["2-LS2-2","",""],"ngss-k5:2-LS4-1":["2-LS4-1","",""],"ngss-k5:2-PS1-1":["2-PS1-1","",""],"ngss-k5:2-PS1-2":["2-PS1-2","",""],"ngss-k5:2-PS1-3":["2-PS1-3","",""],"ngss-k5:2-PS1-4":["2-PS1-4","",""],"ngss-k5:3-5-ETS1-1":["3-5-ETS1-1","",""],"ngss-k5:3-5-ETS1-2":["3-5-ETS1-2","",""],"ngss-k5:3-5-ETS1-3":["3-5-ETS1-3","",""],"ngss-k5:3-ESS2-1":["3-ESS2-1","",""],"ngss-k5:3-ESS2-2":["3-ESS2-2","",""],"ngss-k5:3-ESS3-1":["3-ESS3-1","",""],"ngss-k5:3-LS1-1":["3-LS1-1","",""],"ngss-k5:3-LS2-1":["3-LS2-1","",""],"ngss-k5:3-LS3-1":["3-LS3-1","",""],"ngss-k5:3-LS3-2":["3-LS3-2","",""],"ngss-k5:3-LS4-1":["3-LS4-1","",""],"ngss-k5:3-LS4-2":["3-LS4-2","",""],"ngss-k5:3-LS4-3":["3-LS4-3","",""],"ngss-k5:3-LS4-4":["3-LS4-4","",""],"ngss-k5:3-PS2-1":["3-PS2-1","",""],"ngss-k5:3-PS2-2":["3-PS2-2","",""],"ngss-k5:3-PS2-3":["3-PS2-3","",""],"ngss-k5:3-PS2-4":["3-PS2-4","",""],"ngss-k5:4-ESS1-1":["4-ESS1-1","",""],"ngss-k5:4-ESS2-1":["4-ESS2-1","",""],"ngss-k5:4-ESS2-2":["4-ESS2-2","",""],"ngss-k5:4-ESS3-1":["4-ESS3-1","",""],"ngss-k5:4-ESS3-2":["4-ESS3-2","",""],"ngss-k5:4-LS1-1":["4-LS1-1","",""],"ngss-k5:4-LS1-2":["4-LS1-2","",""],"ngss-k5:4-PS3-1":["4-PS3-1","",""],"ngss-k5:4-PS3-2":["4-PS3-2","",""],"ngss-k5:4-PS3-3":["4-PS3-3","",""],"ngss-k5:4-PS3-4":["4-PS3-4","",""],"ngss-k5:4-PS4-1":["4-PS4-1","",""],"ngss-k5:4-PS4-2":["4-PS4-2","",""],"ngss-k5:4-PS4-3":["4-PS4-3","",""],"ngss-k5:5-ESS1-1":["5-ESS1-1","",""],"ngss-k5:5-ESS1-2":["5-ESS1-2","",""],"ngss-k5:5-ESS2-1":["5-ESS2-1","",""],"ngss-k5:5-ESS2-2":["5-ESS2-2","",""],"ngss-k5:5-ESS3-1":["5-ESS3-1","",""],"ngss-k5:5-LS1-1":["5-LS1-1","",""],"ngss-k5:5-LS2-1":["5-LS2-1","",""],"ngss-k5:5-PS1-1":["5-PS1-1","",""],"ngss-k5:5-PS1-2":["5-PS1-2","",""],"ngss-k5:5-PS1-3":["5-PS1-3","",""],"ngss-k5:5-PS1-4":["5-PS1-4","",""],"ngss-k5:5-PS2-1":["5-PS2-1","",""],"ngss-k5:5-PS3-1":["5-PS3-1","",""],"ngss-k5:K-2-ETS1-1":["K-2-ETS1-1","",""],"ngss-k5:K-2-ETS1-2":["K-2-ETS1-2","",""],"ngss-k5:K-2-ETS1-3":["K-2-ETS1-3","",""],"ngss-k5:K-ESS2-1":["K-ESS2-1","",""],"ngss-k5:K-ESS2-2":["K-ESS2-2","",""],"ngss-k5:K-ESS3-1":["K-ESS3-1","",""],"ngss-k5:K-ESS3-2":["K-ESS3-2","",""],"ngss-k5:K-ESS3-3":["K-ESS3-3","",""],"ngss-k5:K-LS1-1":["K-LS1-1","",""],"ngss-k5:K-PS2-1":["K-PS2-1","",""],"ngss-k5:K-PS2-2":["K-PS2-2","",""],"ngss-k5:K-PS3-1":["K-PS3-1","",""],"ngss-k5:K-PS3-2":["K-PS3-2","",""],"ngss-ms:MS-ESS1-1":["MS-ESS1-1","",""],"ngss-ms:MS-ESS1-2":["MS-ESS1-2","",""],"ngss-ms:MS-ESS2-1":["MS-ESS2-1","",""],"ngss-ms:MS-ESS3-4":["MS-ESS3-4","",""],"ngss-ms:MS-ESS3-5":["MS-ESS3-5","",""],"ngss-ms:MS-LS1-1":["MS-LS1-1","",""],"ngss-ms:MS-LS1-2":["MS-LS1-2","",""],"ngss-ms:MS-LS1-6":["MS-LS1-6","",""],"ngss-ms:MS-LS1-7":["MS-LS1-7","",""],"ngss-ms:MS-LS2-1":["MS-LS2-1","",""],"ngss-ms:MS-LS2-3":["MS-LS2-3","",""],"ngss-ms:MS-LS2-4":["MS-LS2-4","",""],"ngss-ms:MS-LS2-5":["MS-LS2-5","",""],"ngss-ms:MS-LS3-1":["MS-LS3-1","",""],"ngss-ms:MS-LS3-2":["MS-LS3-2","",""],"ngss-ms:MS-LS4-1":["MS-LS4-1","",""],"ngss-ms:MS-LS4-2":["MS-LS4-2","",""],"ngss-ms:MS-LS4-4":["MS-LS4-4","",""],"ngss-ms:MS-LS4-5":["MS-LS4-5","",""],"ngss-ms:MS-PS1-1":["MS-PS1-1","",""],"ngss-ms:MS-PS1-2":["MS-PS1-2","",""],"ngss-ms:MS-PS1-3":["MS-PS1-3","",""],"ngss-ms:MS-PS1-4":["MS-PS1-4","",""],"ngss-ms:MS-PS1-5":["MS-PS1-5","",""],"ngss-ms:MS-PS2-1":["MS-PS2-1","",""],"ngss-ms:MS-PS2-2":["MS-PS2-2","",""],"ngss-ms:MS-PS2-3":["MS-PS2-3","",""],"ngss-ms:MS-PS2-4":["MS-PS2-4","",""],"ngss-ms:MS-PS2-5":["MS-PS2-5","",""],"ngss-ms:MS-PS3-1":["MS-PS3-1","",""],"ngss-ms:MS-PS3-2":["MS-PS3-2","",""],"ngss-ms:MS-PS3-5":["MS-PS3-5","",""],"ngss-ms:MS-PS4-1":["MS-PS4-1","",""],"ngss-ms:MS-PS4-2":["MS-PS4-2","",""],"cn-2022:chinese-accumulation":["语文 · 语言文字积累与梳理","义务教育语文课程标准（2022年版）","基础型学习任务群：识字写字、积累语言材料、梳理语言现象"],"cn-2022:chinese-literacy-targets":["语文 · 识字与写字","义务教育语文课程标准（2022年版）","第一学段认识常用汉字约1600个、会写约800个；第二学段累计认识约2500个、会写约1600个；第三学段累计认识约3000个、会写约2500个"],"cn-2022:chinese-practical":["语文 · 实用性阅读与交流","义务教育语文课程标准（2022年版）","发展型学习任务群：在生活情境中阅读、交流和书面表达"],"cn-2022:chinese-literary":["语文 · 文学阅读与创意表达","义务教育语文课程标准（2022年版）","发展型学习任务群：感受文学语言和形象，尝试创意表达"],"cn-2022:chinese-critical":["语文 · 思辨性阅读与表达","义务教育语文课程标准（2022年版）","发展型学习任务群：辨析观点和依据，有条理地表达自己的看法"],"cn-2022:chinese-whole-book":["语文 · 整本书阅读","义务教育语文课程标准（2022年版）","拓展型学习任务群：读完整本的书，形成自己的阅读方法和趣味"],"cn-2022:chinese-classical":["语文 · 古诗文","义务教育语文课程标准（2022年版）","附录中的优秀古诗文背诵推荐篇目；本图只取一小组核心篇目，重理解而非背诵数量"],"cn-2022:chinese-oral":["语文 · 表达与交流（口语交际）","义务教育语文课程标准（2022年版）","在真实情境中倾听、表达和交流"],"cn-2022:computing-online":["信息科技 · 在线学习与生活","义务教育信息科技课程标准（2022年版）","第二学段（3–4 年级）"],"cn-2022:computing-data-coding":["信息科技 · 数据与编码","义务教育信息科技课程标准（2022年版）","第二学段（3–4 年级）"],"cn-2022:computing-algorithms":["信息科技 · 身边的算法","义务教育信息科技课程标准（2022年版）","第三学段（5–6 年级）"],"cn-2022:computing-control":["信息科技 · 过程与控制","义务教育信息科技课程标准（2022年版）","第三学段（5–6 年级）"],"cn-2022:computing-internet":["信息科技 · 互联网应用与创新","义务教育信息科技课程标准（2022年版）","第四学段（7 年级）"],"cn-2022:computing-iot":["信息科技 · 物联网实践与探索","义务教育信息科技课程标准（2022年版）","第四学段（8 年级）"],"cn-2022:computing-ai":["信息科技 · 人工智能与智慧社会","义务教育信息科技课程标准（2022年版）","第四学段（8–9 年级）"],"cn-2022:arts-music":["艺术 · 音乐","义务教育艺术课程标准（2022年版）","欣赏、表现、创造、联系"],"cn-2022:arts-visual":["艺术 · 美术","义务教育艺术课程标准（2022年版）","欣赏·评述、造型·表现、设计·应用、综合·探索"],"cn-2022:arts-drama":["艺术 · 戏剧与影视","义务教育艺术课程标准（2022年版）","1–2 年级“造型·美术”“唱游·音乐”之外，3–7 年级渗透、8–9 年级选修"],"cn-2022:pe-movement":["体育与健康 · 基本运动技能","义务教育体育与健康课程标准（2022年版）","水平一（1–2 年级）"],"cn-2022:pe-fitness":["体育与健康 · 体能","义务教育体育与健康课程标准（2022年版）","水平二至水平四（3–9 年级）"],"cn-2022:pe-sports":["体育与健康 · 专项运动技能","义务教育体育与健康课程标准（2022年版）","球类、田径、游泳或冰雪、中华传统体育等"],"cn-2022:pe-health":["体育与健康 · 健康教育","义务教育体育与健康课程标准（2022年版）","健康行为与生活方式、生长发育与青春期保健、安全应急与避险"],"cn-2022:geography-maps":["地理 · 地理工具与地理实践","义务教育地理课程标准（2022年版）","认识和使用地图，掌握经纬网、比例尺、图例等地图基本要素。"],"cn-2022:geography-earth":["地理 · 地球的运动与地球的表层","义务教育地理课程标准（2022年版）","地球的形状与运动，海陆分布，世界气候与自然环境。"],"cn-2022:geography-world":["地理 · 认识世界","义务教育地理课程标准（2022年版）","认识大洲、地区和国家，了解世界人口、语言、宗教与发展差异。"],"cn-2022:geography-china":["地理 · 认识中国","义务教育地理课程标准（2022年版）","认识中国的疆域、行政区划、地形、气候、河流、人口、资源与区域发展。"],"cn-2022:history-time-space":["历史 · 核心素养：时空观念","义务教育历史课程标准（2022年版）","Core literacy: sense of time and place"],"cn-2022:history-evidence":["历史 · 核心素养：史料实证","义务教育历史课程标准（2022年版）","Core literacy: evidence from historical sources"],"cn-2022:history-cn-ancient":["历史 · 中国古代史","义务教育历史课程标准（2022年版）","Strand: ancient Chinese history"],"cn-2022:history-cn-modern":["历史 · 中国近代史","义务教育历史课程标准（2022年版）","Strand: modern Chinese history (1840–1949)"],"cn-2022:history-cn-contemporary":["历史 · 中国现代史","义务教育历史课程标准（2022年版）","Strand: contemporary Chinese history (1949–)"],"cn-2022:history-world-ancient":["历史 · 世界古代史","义务教育历史课程标准（2022年版）","Strand: ancient world history"],"cn-2022:history-world-modern":["历史 · 世界近代史","义务教育历史课程标准（2022年版）","Strand: modern world history"],"cn-2022:history-world-contemporary":["历史 · 世界现代史","义务教育历史课程标准（2022年版）","Strand: contemporary world history"],"cn-2022:math-computation":["数学 · 核心素养","运算能力","口算熟练：20以内加减法和表内乘除法要能脱口而出，并理解算理、算法。"],"cn-2022:math-modelling":["数学 · 核心素养","模型意识与应用意识","把现实情境中的问题用数学表示出来（列式、画线段图），求解后再回到情境中检验。"],"cn-2022:math-reasoning":["数学 · 核心素养","推理意识","通过简单的推理、优化和搭配问题，有条理地思考（人教版教材“数学广角”单元）。"],"cn-2022:math-data":["数学 · 核心素养","数据意识","知道数据蕴含信息，会根据问题收集、整理和分析数据，并对结论保持合理的怀疑。"],"cn-2022:math-number-sense":["数学 · 核心素养","数感与量感","对数的大小、数量关系和度量单位有直观感受，能进行合理估计。"],"cn-2022:sci-engineering":["科学 · 工程设计与物化","义务教育科学课程标准（2022年版）","核心概念 13：工程设计与物化"],"cn-2022:sci-tech-society":["科学 · 技术、工程与社会","义务教育科学课程标准（2022年版）","核心概念 12：技术、工程与社会"],"cn-2022:sci-human-environment":["科学 · 人类活动与环境","义务教育科学课程标准（2022年版）","核心概念 11：人类活动与环境"],"cn-2022:it-control":["信息科技 · 过程与控制","义务教育信息科技课程标准（2022年版）","第三学段（5~6年级）模块：过程与控制"],"cn-2022:labour-cleaning":["劳动·清洁与卫生","义务教育劳动课程标准（2022年版）","日常生活劳动任务群：清洁与卫生"],"cn-2022:labour-tidying":["劳动·整理与收纳","义务教育劳动课程标准（2022年版）","日常生活劳动任务群：整理与收纳"],"cn-2022:labour-cooking":["劳动·烹饪与营养","义务教育劳动课程标准（2022年版）","日常生活劳动任务群：烹饪与营养"],"cn-2022:labour-appliances":["劳动·家用器具使用与维护","义务教育劳动课程标准（2022年版）","日常生活劳动任务群：家用器具使用与维护"],"cn-2022:labour-farming":["劳动·农业生产劳动","义务教育劳动课程标准（2022年版）","生产劳动任务群：农业生产劳动"],"cn-2022:labour-crafts":["劳动·传统工艺制作","义务教育劳动课程标准（2022年版）","生产劳动任务群：传统工艺制作"],"cn-2022:labour-industrial":["劳动·工业生产劳动","义务教育劳动课程标准（2022年版）","生产劳动任务群：工业生产劳动"],"cn-2022:labour-newtech":["劳动·新技术体验与应用","义务教育劳动课程标准（2022年版）","生产劳动任务群：新技术体验与应用"],"cn-2022:labour-volunteer":["劳动·公益劳动与志愿服务","义务教育劳动课程标准（2022年版）","服务性劳动任务群：公益劳动与志愿服务"],"cn-2022:morality-law":["道德与法治·法治教育","义务教育道德与法治课程标准（2022年版）","法治教育：规则与法律、权利与义务、宪法与国家机构"],"cn-2022:morality-safety":["道德与法治·生命安全与健康教育","义务教育道德与法治课程标准（2022年版）","生命安全与健康教育：交通、用水、用火、用电安全，防范侵害，求助与自救"],"cn-2022:interdisciplinary":["课程方案·跨学科主题学习","义务教育课程方案（2022年版）","各门课程原则上用不少于10%的课时设计跨学科主题学习"]}}