Evidence Supporting Ideas
METAIdentify scientific evidence that has been used to support or refute ideas or arguments, evaluating the strength of evidence
Mastery 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
Assessment Prompt
“When [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?”
Curriculum Standards1 alignment
KS2U.Sci.WS.6The national curriculum in Englandidentifying scientific evidence that has been used to support or refute ideas or arguments
Prerequisites5
- Science Can Be RevisedsoftAges 9—11
- Drawing conclusions from evidence (age 9+)hardAges 9—11
- Learning from MistakessoftAges 8—9
- Inferring Characters' Feelings and MotivessoftAges 7—10
- Correlation vs CausationsoftAges 8—10
Show full prerequisite tree
- Science Can Be Revised soft
Evaluating evidence strength and arguing for or against scientific claims requires understanding that all scientific knowledge is provisional and subject to revision
- Could there be another explanation? soft
Provisionality of scientific knowledge is grounded in the habit of always seeking alternative explanations — science revises because scientists keep asking 'is there another way to explain this?'
- Changing Your Mind with Evidence hard
Actively seeking alternative explanations requires first having the habit of not defending your original interpretation against the evidence
- Observation vs Interpretation hard
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Learning from Mistakes soft
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
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Understanding Why soft
Asking 'is there another explanation?' is the scientific form of the universal elaborative-interrogation habit
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Reflecting After Learning soft
Understanding that scientific knowledge changes over time requires the universal learning-reflection habit applied at the scale of a whole discipline
- Teaching It Back soft
Articulating what helped in the learning process requires the self-explanation habit
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Learning from Mistakes hard
Reflecting on the learning process requires the ability to analyse errors — reflection without error analysis stays superficial
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Correlation vs Causation hard
Understanding that scientific knowledge is provisional requires seeing concrete examples of how apparent patterns and causal claims get revised — the correlation/causation distinction is one key mechanism
- Describing Rules & Patterns soft
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
- Spotting Patterns hard
Generalising a rule requires first being able to spot the recurring pattern that the rule captures
- Connecting New & Old Ideas soft
Spotting patterns across domains is an extension of the habit of connecting new ideas to existing ones
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Could there be another explanation? hard
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?'
- Changing Your Mind with Evidence hard
Actively seeking alternative explanations requires first having the habit of not defending your original interpretation against the evidence
- Observation vs Interpretation hard
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Learning from Mistakes soft
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
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Understanding Why soft
Asking 'is there another explanation?' is the scientific form of the universal elaborative-interrogation habit
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Drawing conclusions from evidence (age 9+) hard
Must present own findings before evaluating strength of others' evidence
- Drawing conclusions from evidence hard
Must draw conclusions and make predictions before using results to set up further tests
- Teaching It Back soft
Reporting scientific findings in your own words draws directly on the universal self-explanation habit
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Classifying living things hard
Must present data before reporting conclusions and making predictions
- Pictograms and tally charts soft
Science data presentation (tables, bar charts) builds on maths pictogram/table skills
- Pictograms and tally charts (age 6+) hard
Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
- Sorting into categories hard
Constructing pictograms and tally charts requires classifying and counting objects first
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Sorting Data into Categories soft
Data representation formats (pictograms, tally charts) support organising data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Measurable Attributes of Objects soft
Systematic scientific measurement builds on understanding measurable attributes from maths
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Building Writing Stamina soft
Reporting science findings orally and in writing draws on the non-fiction writing skills (recounts, explanations) established in English
- Expressing Feelings with Words soft
Writing about real events draws on the ability to put feelings into words — the SEL skill of expressing emotions verbally before encoding them in written form
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Writing Process Vocabulary hard
Informative writing requires knowing 'genre', 'audience', 'purpose', and 'detail' as concepts
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Simple Stories with Beginning and Ending hard
Writing about real events builds on narrative writing skills
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary hard
Writing for different purposes requires the vocabulary of purpose, genre, recount, and instruction
- Simple tests and experiments hard
Must do simple tests before setting up formal fair tests with controlled variables
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Controlling variables hard
Must plan enquiries independently before designing follow-up investigations from predictions
- Drawing conclusions from evidence hard
Must draw conclusions before identifying patterns and using evidence to support findings
- Teaching It Back soft
Reporting scientific findings in your own words draws directly on the universal self-explanation habit
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Classifying living things hard
Must present data before reporting conclusions and making predictions
- Pictograms and tally charts soft
Science data presentation (tables, bar charts) builds on maths pictogram/table skills
- Pictograms and tally charts (age 6+) hard
Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
- Sorting into categories hard
Constructing pictograms and tally charts requires classifying and counting objects first
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Sorting Data into Categories soft
Data representation formats (pictograms, tally charts) support organising data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- Measurable Attributes of Objects soft
Systematic scientific measurement builds on understanding measurable attributes from maths
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Building Writing Stamina soft
Reporting science findings orally and in writing draws on the non-fiction writing skills (recounts, explanations) established in English
- Expressing Feelings with Words soft
Writing about real events draws on the ability to put feelings into words — the SEL skill of expressing emotions verbally before encoding them in written form
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Writing Process Vocabulary hard
Informative writing requires knowing 'genre', 'audience', 'purpose', and 'detail' as concepts
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Simple Stories with Beginning and Ending hard
Writing about real events builds on narrative writing skills
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary hard
Writing for different purposes requires the vocabulary of purpose, genre, recount, and instruction
- Simple tests and experiments hard
Must do simple tests before setting up formal fair tests with controlled variables
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Reading between the lines soft
Using evidence to answer scientific questions mirrors the skill of asking and answering questions about key details in informational texts in English
- Could there be another explanation? soft
Identifying similarities and differences in evidence opens up space for alternative explanations — patterns that differ from expectations prompt the habit of seeking alternatives
- Changing Your Mind with Evidence hard
Actively seeking alternative explanations requires first having the habit of not defending your original interpretation against the evidence
- Observation vs Interpretation hard
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Learning from Mistakes soft
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
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Understanding Why soft
Asking 'is there another explanation?' is the scientific form of the universal elaborative-interrogation habit
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Spotting Patterns soft
Identifying similarities, differences, and changes in scientific data is the science form of the universal pattern-and-structure recognition habit
- Connecting New & Old Ideas soft
Spotting patterns across domains is an extension of the habit of connecting new ideas to existing ones
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Fair testing (age 8+) hard
Must plan enquiries with variable control before running fair tests on prototypes
- Comparing Possible Solutions hard
Must compare solutions before planning fair tests to improve prototypes
- Simple Design Problems hard
Must define a design problem before generating and comparing multiple solutions
- Comparing Design Solutions hard
Must analyse simple design comparisons before formally defining design problems with criteria/constraints
- Asking scientific questions hard
Must ask questions about problems before modelling design solutions
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Choosing a Strategy soft
Choosing an enquiry approach and evaluating whether it worked is the science form of the universal strategy-evaluation habit
- Trying a New Approach hard
Evaluating a strategy requires having deliberately chosen and tried different strategies — you need the switching habit first
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Guided Multi-Step Problem Solving soft
The LtL strategy evaluation skill (9-10) builds on the early scaffolded habit of checking reasonableness in maths introduced at 6-7
- Feeling of not understanding soft
Evaluating whether a maths solution is reasonable applies the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Addition and subtraction within 20 soft
Choosing strategies for adding within 20 requires planning and evaluating approaches
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Addition as combining or putting together two hard
Fluency with addition within 5 requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Fluency with subtraction within 5 requires understanding subtraction as taking away
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Planning a Task soft
Planning a mathematical approach is the domain-specific application of the universal task-planning habit
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Adding and subtracting hard
Word problems to 20 require the procedural ability to add/subtract to 20
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- Addition as combining or putting together two hard
Fluency with addition within 5 requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Fluency with subtraction within 5 requires understanding subtraction as taking away
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Addition and subtraction word problems soft
Word problems to 20 extend from word problems within 10 — same problem structures at a higher range
- Representing Addition and Subtraction hard
Solving word problems within 10 requires ability to represent the operations with objects/drawings
- Addition as combining or putting together two hard
Representing addition with objects/drawings requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Representing subtraction with objects/drawings requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Making Sense of Problems hard
Age 6-7 problem-solving builds directly on age 5-6 problem-sense-making
- Checking Your Own Work soft
Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
- How Many in Total? soft
Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening to Texts Read Aloud soft
Making sense of word problems requires listening comprehension skills
- Addition as combining or putting together two soft
Making sense of addition problems requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Persisting When It's Hard soft
Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Multi-Step Problem Solving soft
The LtL strategy evaluation skill (9-10) builds on the maths-specific checking habit developed with teacher support at 7-8
- Trying a New Approach soft
Trying a different mathematical strategy when stuck is the maths-specific application of the universal strategy-switching habit
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Building sentences soft
Cross-subject: making sense of multi-step word problems requires understanding that sentences express complete thoughts (reading comprehension foundation)
- Feeling of not understanding soft
Evaluating whether a maths solution is reasonable applies the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Addition and subtraction within 20 soft
Choosing strategies for adding within 20 requires planning and evaluating approaches
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- Addition as combining or putting together two hard
Fluency with addition within 5 requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Fluency with subtraction within 5 requires understanding subtraction as taking away
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Planning a Task soft
Planning a mathematical approach is the domain-specific application of the universal task-planning habit
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Adding and subtracting hard
Word problems to 20 require the procedural ability to add/subtract to 20
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Fluency with addition within 5 requires understanding addition as combining
- Subtraction as taking away or separating hard
Fluency with subtraction within 5 requires understanding subtraction as taking away
- Addition and subtraction word problems soft
Word problems to 20 extend from word problems within 10 — same problem structures at a higher range
- Representing Addition and Subtraction hard
Solving word problems within 10 requires ability to represent the operations with objects/drawings
- Addition as combining or putting together two hard
Representing addition with objects/drawings requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Representing subtraction with objects/drawings requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Making Sense of Problems hard
Age 6-7 problem-solving builds directly on age 5-6 problem-sense-making
- Checking Your Own Work soft
Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
- How Many in Total? soft
Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening to Texts Read Aloud soft
Making sense of word problems requires listening comprehension skills
- Addition as combining or putting together two soft
Making sense of addition problems requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Persisting When It's Hard soft
Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Inverse: addition undoes subtraction hard
Using inverse to check answers requires understanding the inverse relationship
- Finding a missing number in addition hard
Inverse relationship builds on understanding subtraction as unknown-addend
- Addition as combining or putting together two hard
Unknown-addend requires understanding both addition and subtraction
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Subtraction as unknown-addend reframes subtraction conceptually
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition and subtraction within 1000 soft
Estimating and checking applies to three-digit calculations
- The three digits of a three-digit number hard
Three-digit operations require three-digit place-value understanding
- The teen numbers hard
Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
- The two digits of a two-digit number hard
Must understand two-digit place value before extending to hundreds
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- Fluent adding and subtracting within 100 hard
Adding/subtracting within 1000 extends within-100 skills
- Addition and subtraction within 20 hard
Adding within 100 extends within-20 strategies to larger numbers
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- The two digits of a two-digit number hard
Adding within 100 using PV requires understanding tens and ones
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- Addition and subtraction within 20 hard
Fluency within 20 requires prior strategy-based adding/subtracting within 20
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- Fluent adding and subtracting within 100 hard
Columnar methods require fluent within-100 addition/subtraction
- Addition and subtraction within 20 hard
Adding within 100 extends within-20 strategies to larger numbers
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- The two digits of a two-digit number hard
Adding within 100 using PV requires understanding tens and ones
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- Addition and subtraction within 20 hard
Fluency within 20 requires prior strategy-based adding/subtracting within 20
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- Addition and subtraction within 1000 hard
Formal columnar methods build on conceptual understanding of composing/decomposing
- The three digits of a three-digit number hard
Three-digit operations require three-digit place-value understanding
- The two digits of a two-digit number hard
Must understand two-digit place value before extending to hundreds
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- Fluent adding and subtracting within 100 hard
Adding/subtracting within 1000 extends within-100 skills
- Addition and subtraction within 20 hard
Adding within 100 extends within-20 strategies to larger numbers
- The two digits of a two-digit number hard
Adding within 100 using PV requires understanding tens and ones
- Addition and subtraction within 20 hard
Fluency within 20 requires prior strategy-based adding/subtracting within 20
- Fluent adding and subtracting within 100 hard
Solving word problems within 100 requires fluent computation within 100
- Addition and subtraction within 20 hard
Adding within 100 extends within-20 strategies to larger numbers
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- The two digits of a two-digit number hard
Adding within 100 using PV requires understanding tens and ones
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- Addition and subtraction within 20 hard
Fluency within 20 requires prior strategy-based adding/subtracting within 20
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- Adding and subtracting hard
Word problems to 20 require the procedural ability to add/subtract to 20
- Addition and subtraction word problems soft
Word problems to 20 extend from word problems within 10 — same problem structures at a higher range
- Representing Addition and Subtraction hard
Solving word problems within 10 requires ability to represent the operations with objects/drawings
- Addition as combining or putting together two hard
Representing addition with objects/drawings requires understanding what addition means
- Subtraction as taking away or separating hard
Representing subtraction with objects/drawings requires understanding what subtraction means
- Learning from Mistakes hard
Evaluating whether a strategy helped requires being able to analyse what went wrong when it didn't
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Fair testing hard
Must set up simple fair tests before independently planning enquiries with variable control
- Simple tests and experiments hard
Must do simple tests before setting up formal fair tests with controlled variables
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Planning a Task soft
Planning a scientific enquiry is the domain-specific application of the universal task-planning habit
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Describing Rules & Patterns soft
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
- Spotting Patterns hard
Generalising a rule requires first being able to spot the recurring pattern that the rule captures
- Connecting New & Old Ideas soft
Spotting patterns across domains is an extension of the habit of connecting new ideas to existing ones
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Writing opinions soft
Scientific reporting with conclusions builds on writing composition/opinion skills
- Writing Process Vocabulary hard
Opinion writing requires knowing the genre term 'opinion' and understanding audience and purpose
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Planning Ideas Before Writing soft
Producing a well-organised science report depends on the planning and pre-writing strategies developed in English composition
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Expressing Feelings with Words soft
Writing about real events draws on the ability to put feelings into words — the SEL skill of expressing emotions verbally before encoding them in written form
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Writing Process Vocabulary hard
Informative writing requires knowing 'genre', 'audience', 'purpose', and 'detail' as concepts
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Simple Stories with Beginning and Ending hard
Writing about real events builds on narrative writing skills
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary hard
Writing for different purposes requires the vocabulary of purpose, genre, recount, and instruction
- Simple Stories with Beginning and Ending hard
Organising paragraphs requires narrative writing ability
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary hard
Organising into paragraphs requires 'paragraph', 'heading', 'theme', and 'organisation' as named concepts
- Expressing Feelings with Words soft
Writing about real events draws on the ability to put feelings into words — the SEL skill of expressing emotions verbally before encoding them in written form
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Writing Process Vocabulary hard
Informative writing requires knowing 'genre', 'audience', 'purpose', and 'detail' as concepts
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Simple Stories with Beginning and Ending hard
Writing about real events builds on narrative writing skills
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary hard
Writing for different purposes requires the vocabulary of purpose, genre, recount, and instruction
- Simple Stories with Beginning and Ending soft
Experience with narrative writing supports planning narratives
- Rote counting to 100 soft
Sequencing events in narrative writing draws on the ordinal/sequential thinking developed through counting
- Writing Process Vocabulary hard
Writing simple narratives requires 'narrative', 'sequence', 'beginning', 'middle', 'ending' as shared vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Writing Process Vocabulary hard
Planning before writing requires 'plan', 'draft', 'compose', 'sequence', and 'key words' as working vocabulary
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Basic Informational Writing soft
Presenting scientific findings with conclusions mirrors the structure of an informative/explanatory text with supporting facts taught in English
- Writing Craft Vocabulary soft
Informative/explanatory writing requires 'form', 'structure', 'coherence', and 'evidence' vocabulary
- Writing to inform hard
Structured informative writing with facts/definitions builds on simple informative writing
- Writing Process Vocabulary hard
Informative writing requires knowing 'genre', 'audience', 'purpose', and 'detail' as concepts
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Writing Process Vocabulary hard
Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Classifying living things (age 9+) hard
Must record complex data before presenting findings with causal relationships and trust assessment
- Classifying living things hard
Must present data in basic formats before using complex graphs and scientific diagrams
- Pictograms and tally charts soft
Science data presentation (tables, bar charts) builds on maths pictogram/table skills
- Pictograms and tally charts (age 6+) hard
Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
- Sorting into categories hard
Constructing pictograms and tally charts requires classifying and counting objects first
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Sorting Data into Categories soft
Data representation formats (pictograms, tally charts) support organising data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Measurable Attributes of Objects soft
Systematic scientific measurement builds on understanding measurable attributes from maths
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Asking Questions soft
Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening
- Question Words hard
Generating effective questions requires knowledge of question words (who, what, where, when, why, how)
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Observation vs Interpretation soft
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Persisting When It's Hard soft
Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating
- Bar graphs soft
Complex science graphs (scatter, line) build on maths discrete/continuous data graphing
- Representing numbers with objects (age 8+) hard
Scaled bar charts are prerequisite to continuous data and time graphs
- Pictograms and tally charts hard
Constructing simple pictograms/tables is prerequisite to scaled versions
- Pictograms and tally charts (age 6+) hard
Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
- Sorting into categories hard
Constructing pictograms and tally charts requires classifying and counting objects first
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Sorting Data into Categories soft
Data representation formats (pictograms, tally charts) support organising data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary
- Sorting Data into Categories hard
Drawing picture/bar graphs extends organising and representing data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Distinguishing discrete from continuous data and choosing graphical methods requires these terms
- Understanding Why soft
Reporting causal relationships and a degree of trust in results requires the elaborative-interrogation habit of asking why things are true
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Learning from Mistakes soft
Evaluating the strength of evidence and refuting arguments draws on the universal error-analysis habit — asking why a claim might be wrong
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Inferring Characters' Feelings and Motives soft
Evaluating scientific evidence to support or refute arguments draws on the inference and evidence-reading skills developed in English comprehension
- Predicting what happens next soft
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
- Reading between the lines hard
Inferring characters' feelings/motives with evidence builds on identifying key details and making simple inferences
- Self-Correcting While Reading soft
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
- Monitoring Comprehension soft
Self-correcting while reading requires the awareness that decoding correctly is not the same as understanding
- Feeling of not understanding soft
Noticing the decoding/understanding gap is the English-specific form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading for Meaning hard
Noticing the gap between decoding and understanding requires first having the foundational idea that reading means making meaning
- Feeling of not understanding soft
Understanding that reading means making meaning is the English-domain grounding of the universal habit of noticing when you don't understand
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Feeling of not understanding soft
Checking that a text makes sense while reading and self-correcting is the reading-domain form of the universal comprehension-monitoring habit
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Reading with Expression and Accuracy soft
Reading comprehension monitoring builds on earlier fluency skills
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Story Sequence and Central Message soft
Drawing inferences about motivations is enriched by the prior ability to understand and discuss the sequence of events and connections between them — inference relies on understanding what happened and in what order
- Main Topic of Informational Texts soft
Understanding main topic and key details of informational texts supports discussing how items of information are related
- Reading with Expression and Accuracy soft
Expressive reading supports comprehension of sequence and meaning
- Blending Sounds to Read Words soft
Blending helps attempt unfamiliar words but sight words bypass phonics
- Domain Vocabulary Across Subject Areas soft
Drawing inferences from complex texts requires academic vocabulary for reasoning about evidence and argument
- Discussing and Questioning New Words hard
Academic and domain-specific vocabulary acquisition builds on the habit of discussing word meanings and linking new vocabulary to known words
- Defining Words soft
Defining academic words requires the ability to define words by category and attribute
- How Many in Total? soft
Sorting and categorising objects uses the same counting/cardinality skills from maths
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Correlation vs Causation soft
Evaluating the strength of scientific evidence requires recognising when apparent correlations might not be causal — a key dimension of evidence quality
- Describing Rules & Patterns soft
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
- Spotting Patterns hard
Generalising a rule requires first being able to spot the recurring pattern that the rule captures
- Connecting New & Old Ideas soft
Spotting patterns across domains is an extension of the habit of connecting new ideas to existing ones
- Thinking Before Starting hard
Making connections between new and old ideas requires the habit of activating prior knowledge first
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Could there be another explanation? hard
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?'
- Changing Your Mind with Evidence hard
Actively seeking alternative explanations requires first having the habit of not defending your original interpretation against the evidence
- Observation vs Interpretation hard
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
- Feeling of not understanding soft
Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Learning from Mistakes soft
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
- Checking Your Own Work soft
Investigating why something was wrong grows from the earlier habit of checking whether an answer seems right
- Trying a New Approach hard
Error analysis requires the habit of trying different approaches — you need to have tried something before you can analyse what went wrong
- Feeling of not understanding hard
Strategy switching is triggered by noticing the current approach isn't working — requires comprehension monitoring
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Planning a Task hard
Switching strategy requires first having made a plan — you can only switch away from something you chose deliberately
- Checking Your Own Work hard
Planning before a task grows from the habit of checking back after finishing — both are self-regulatory bookends
- Understanding Why soft
Asking 'is there another explanation?' is the scientific form of the universal elaborative-interrogation habit
- Teaching It Back hard
Asking 'why does this work?' requires first being able to explain what you know — interrogation builds on explanation
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
Unlocks2
- Changing Scientific KnowledgesoftAges 9—11
- Drawing conclusions from evidence (age 12+)softAges 12—13