The curriculum

Full Maths and English, Foundation to Year 10

4,000+ lessons across both subjects — every year level, every week of the school year, benchmarked against the world's most demanding syllabuses and aligned to yours. This page shows you what's inside: a complete lesson from each subject, the materials that come with them, and how one idea builds across eleven years.

Book a demo See a sample lesson
Two subjects, one design

Every strand, every year, one connected sequence

Both subjects run Foundation to Year 10 on the same design: explicit teaching, daily review, and knowledge that builds week on week.

Mathematics

2,000+ lessons
Number & place valueAdditive thinkingMultiplicative thinkingFractions & proportionAlgebraMeasurementGeometryStatistics & probability

Daily review and fluency practice in every lesson, worked examples before independent work, and concrete materials before symbols — from first counting to compound interest.

English

2,000+ lessons
Reading & fluencyKnowledge & comprehensionVocabulary & morphologyGrammar & sentence craftCompositionLiterature

Systematic phonics with fully decodable texts in the early years, rich knowledge topics to read and write about, and explicit, sentence-first writing — through to essay and literature study.

One idea, eleven years

How fractions build, Foundation to Year 10

Every strand is written as one continuous story. Here is the fractions line — each year begins exactly where the last one ended.

  1. F

    Fair sharing, and what “half” really means — equal parts, or it isn't a half.

  2. 1

    Halves and quarters as equal parts of wholes and collections.

  3. 2

    Eighths by folding, thirds as the first new cut — and the first number line.

  4. 3

    Fractions become numbers, with places on the number line within and beyond 1.

  5. 4

    Equivalence families, simplest form, and decimal notation.

  6. 5

    Adding and subtracting any fractions, multiplying by whole numbers — and percentages arrive.

  7. 6

    Complete fraction arithmetic, percentage of a quantity, and ratio.

  8. 7

    Fluent work with all positive rational numbers — choosing the best form for the job.

  9. 8

    Direct proportion, recurring decimals and financial percentages.

  10. 9

    Inverse proportion, scale and precision.

  11. 10

    Compound interest, depreciation and growth modelling.

Set against Singapore, England and US benchmarks — ahead of the local syllabus wherever the evidence supports it.

See a lesson

Two complete lessons, exactly as a teacher gets them

Not excerpts — the whole lesson. Retrieval at the door, explicit teaching with the misconception named, practice that fades support, an exit check with expected answers, and differentiation that keeps every student on the same rich task.

MathematicsYear 3Fractions45 minutes

Fractions are numbers: placing unit fractions on the number line

Learning intention: We are learning that fractions are numbers with their own places on the number line.

  • I can divide a number line from 0 to 1 into equal parts.
  • I can place 1/2, 1/4, 1/3 and 1/8 on a number line.
  • I can explain why 1/8 is smaller than 1/4, even though 8 is bigger than 4.

Daily review

6 min

Quick retrieval, whole class on whiteboards. Say the answer together after each item.

From yesterday: this strip is cut into 4 equal parts and 1 part is shaded. What fraction is shaded?

Expected: One quarter — 1/4.

From last week: I cut a sandwich into 3 parts, but one part is much bigger. Have I cut thirds?

Expected: No — thirds must be 3 equal parts.

From three weeks ago: 4 × 6? 4 × 8?

Expected: 24; 32.

From last term: what is the value of the 7 in 374?

Expected: 70 — seven tens.

Explicit teaching

12 min

Until today, fractions have been parts of things — strips, sandwiches, collections. Today we learn that a fraction is also a number, and every number has a place on the number line.

  • Draw a line from 0 to 1 on the board. Ask: are there any numbers hiding between 0 and 1? Establish that there are — and fractions are their names.
  • Worked example: place 1/4. Step 1 — the denominator says cut the space between 0 and 1 into 4 equal jumps. Step 2 — halve the line, then halve each half; check the 4 parts are equal. Step 3 — count one jump from 0. That point is the number 1/4.
  • Repeat for 1/8 on the same line, thinking aloud: 8 equal jumps means smaller jumps. 1/8 lands closer to 0 than 1/4.
  • Name the misconception directly: many people think 1/8 must be bigger than 1/4 because 8 is bigger than 4. The line shows the opposite — more equal parts means each part is smaller.

The denominator is 4. What does it tell us to do to the number line?

Expected: Cut the space from 0 to 1 into 4 equal jumps.

Will 1/3 sit closer to 0 than 1/2, or further away? How do you know?

Expected: Closer to 0 — cutting into 3 parts makes each part smaller than cutting into 2.

Guided practice

12 min

In pairs. Each pair folds a paper strip and uses it to mark a number line.

  • Fold strip 1 in half: mark 1/2 on your worksheet line.
  • Fold strip 2 in half, then half again: mark 1/4, then count on to mark 2/4 and 3/4. Notice 2/4 lands exactly on 1/2.
  • Fold strip 3 into eighths: mark 1/8. Check with your partner: is your 1/8 closer to 0 than your 1/4?

Two of your marks landed in the same place. Which ones, and why?

Expected: 1/2 and 2/4 — two quarter-jumps reach the same point as one half-jump.

Independent practice

10 min

Worksheet, on your own. The last two items revisit earlier work.

  • Place 1/2, 1/4 and 3/4 on a blank 0–1 line.
  • Place 1/3 on a second line, then circle the larger number: 1/3 or 1/4.
  • Mia ran 1/4 of the track. Ali ran 1/8 of the track. Who ran further? Show your thinking on a number line.
  • Review: 6 × 4, 8 × 4.
  • Review: draw hands on the clock to show quarter past 9.

Exit check

5 min

Three questions on a slip, collected as students leave.

Mark 1/3 on this number line.

Expected: One jump of three equal jumps from 0.

Circle the larger number: 1/5 or 1/3.

Expected: 1/3.

Sam says 1/8 is bigger than 1/4 because 8 is bigger than 4. Explain why Sam is wrong.

Expected: Eight equal parts are smaller than four equal parts, so 1/8 sits closer to 0 than 1/4.

Enabling — same task, more support

Same task on pre-folded strips and pre-marked lines showing the fold points — students place halves and quarters only, then explain the 1/8 versus 1/4 comparison using the strips.

Extending — same task, further depth

Same lines, further questions: place 5/4 on a line that runs past 1, and explain where 1/100 would sit and why it will never reach 0.

Materials
  • Per pair: 3 paper strips (30 cm)
  • Per student: number line worksheet, ruler
  • Teacher: board number line, 0 to 2
New vocabulary
denominator —
The bottom number of a fraction. It tells us how many equal parts the whole is cut into.
unit fraction —
A fraction with 1 on top — one of the equal parts, like 1/4.
Download this lesson as PDF
EnglishYear 2Writing · knowledge unit: Life cycles45 minutes

Expanding sentences with because, but and so

Learning intention: We are learning to expand sentences with because, but and so, to show how ideas connect.

  • I can say what because, but and so each do to a sentence.
  • I can finish the same sentence three different ways using because, but and so.
  • I can write expanded sentences about the butterfly life cycle.

Daily review

7 min

Quick retrieval before new learning. Choral, then individual whiteboards.

Read these words from our sound work: light, dream, coach.

Expected: Check igh, ea and oa are read accurately; re-read as a group if not.

From this week's topic: what does a caterpillar do inside the chrysalis?

Expected: It changes into a butterfly.

From last week: fix this sentence on your whiteboard — the butterfly drys its wings

Expected: The butterfly dries its wings. Capital letter, dries, full stop.

From last term: which word needs a capital letter — monday, morning or mud?

Expected: Monday — days of the week take a capital.

Explicit teaching

12 min

Three small words let one sentence carry a whole extra idea. Each one does a different job.

  • because gives a reason — it answers why.
  • but signals a change of direction — something we might not expect.
  • so tells what happens next — a result.
  • Worked example on the board, one stem, three ways: 'A caterpillar eats leaves all day...' — because it needs energy to grow. — but it stops eating when it forms a chrysalis. — so it grows quickly.
  • Think aloud as you write each one: say the stem, say the joining word, ask its question (why? what's unexpected? what happens next?), then finish the idea.

Which joining word would I use to give the reason a butterfly rests on flowers?

Expected: because.

Listen: 'Butterflies have wings, but...' — will the next part be expected or unexpected?

Expected: Unexpected — but warns us the idea is about to turn.

Oral rehearsal

6 min

Say it before you write it. In pairs, finish each stem aloud all three ways.

  • Stem 1: 'The chrysalis stays very still...'
  • Stem 2: 'Butterflies cannot fly when they are cold...'
  • Partners listen and check: did the ending answer the joining word's question?

Share one but ending you heard that surprised you.

Expected: Accept any ending that genuinely turns the idea — e.g. 'but inside, everything is changing.'

Guided writing

8 min

Together on the board, then students copy the class sentence they like best.

  • Build 'Butterflies cannot fly when they are cold, so...' as a class. Take three endings, test each aloud, choose one.
  • Check as you write: capital letter, comma before the joining word where we need it, full stop.

Independent writing

8 min

On your own: two stems from today's topic, each finished three ways.

  • Stem 1: 'The caterpillar made a chrysalis...' (because / but / so)
  • Stem 2: 'The new butterfly waited on the branch...' (because / but / so)

Exit check

4 min

One stem on a slip. Choose one joining word and finish the sentence.

'Butterflies drink from flowers...' — finish it with because, but or so.

Expected: Any ending that matches the word's job — e.g. 'because they cannot chew food.'

Enabling — same task, more support

Same stems, with a word bank in the order the words were taught — energy, grow, chrysalis, wings, cold — and the joining word's question printed beside each blank (why? what's unexpected? what happens next?).

Extending — same task, further depth

Same task, then write your own stem about the life cycle and expand it all three ways — and mark the one you think tells the reader the most.

Materials
  • Per student: sentence-expansion sheet, pencil
  • Teacher: butterfly life-cycle diagram from Tuesday's lesson
New vocabulary
chrysalis —
The hard case a caterpillar makes around itself while it changes into a butterfly.
conjunction —
A joining word that connects two ideas in a sentence.
Download this lesson as PDF
With every lesson

The materials come with it

Worksheets at print size, vocabulary with child-facing definitions, decodable texts matched to the sounds taught so far, and exit tickets ready to hand out.

2. Mark 1/2, 1/4 and 3/4 on the line.

Worksheet

Print-ready, at real size — from the Year 3 fractions lesson.

chrysalis

The hard case a caterpillar makes around itself while it changes into a butterfly.

Year 2 · Life cycles

Vocabulary card

Child-facing definitions, introduced in a planned sequence.

Sam sat.
Tip it in, Sam!
Pat sips it.

s · a · t · p · i · n

Decodable text

Foundation, Term 1 — uses only the six sounds taught so far.

Exit check · Year 3 fractions

2. Circle the larger number:

1/51/3
Exit ticket

Three questions, expected answers in the teacher's copy.

Want to see your year level?

We'll walk you through any term, any strand, any week.

Book a demo