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Levels - Follow your child's

development through homeschooling

Caring Intentions!

On this page, I’ve brought together learning levels across all learning areas, Technology, History/HASS, English, Arts, Maths, Science, and AI, organised into clear THEAMS AI Levels and aligned with the Australian Curriculum (ACARA).

Each level offers a thoughtful overview of what students typically understand and can do at that stage of their learning, alongside inspiring activities that can be used at home or within your learning environment, and gentle guidance on when it may be helpful to seek support from a teacher or learning professional. Just as physical growth unfolds in stages according to God’s design, academic learning develops along a continuum, shaped by time, experience, and individual calling, rather than a rigid checklist to be rushed or compared.

The learning continuum diagram shown here reflects a well-established educational principle often described as spiral learning, based on the work of Jerome Bruner. This model recognises that children revisit ideas and skills over time, each time building greater depth, understanding, and confidence. Learning is cumulative, interconnected, and shaped by experience and guidance, not comparison or pressure.

Diagram: Learning develops along a continuum: Educational model inspired by Jerome Bruner’s spiral curriculum.

A Gentle Balance: Awareness Without Alarm

Because learning develops gradually and across multiple dimensions, it is normal for children to progress more quickly in some areas while taking longer in others. The continuum reminds us that growth is not linear and that revisiting concepts is a sign of healthy learning, not delay.

Rather than asking whether a child is “ahead” or “behind,” this page encourages families to look for progress, quality of understanding, and engagement over time. The purpose of these levels is not to measure children against one another, but to support wise observation, encouragement, and timely support when it may be helpful.

In level 1 Technology, your child

  • Recognises common technologies at home/school and explains what they are for.

  • Follows simple steps to create or make something (plan → make → check).

  • Uses simple digital systems (device/app) for a purpose (create, play, communicate, learn).

  • Practices basic digital safety habits (ask permission, be kind, protect private info).

  • Talks about what worked and what they would change next time.

Inspiration for activities

  • “Build a Helper”: make a cardboard tool/toy that solves a small problem.

  • Photo scavenger hunt: take photos of “technologies that help us”.

  • Sequence game: make “how-to” picture cards (brush teeth, pack bag, make toast).

  • Simple coding unplugged: arrow cards to guide a toy through a maze.

  • Create a “tech rules poster” for your family (kindness + safety).

Seek help if your child in level 1 Technology

  • Avoids all hands-on making activities or becomes distressed by simple steps over time.

  • Can’t follow a short sequence even with visuals and modelling.

  • Shows ongoing unsafe digital behaviour despite consistent teaching and boundaries.

  • Has persistent fine-motor barriers that block participation (cutting, gripping, building).

  • Is not making progress across the term despite supports.

In level 1 HASS, your child

  • Describes significant people, places, and events in their own life and family story.

  • Uses simple time language: before/after, yesterday/tomorrow, then/now.

  • Talks about rules and fairness in familiar settings (home, play, group time).

  • Recognises that people have different roles in the community.

  • Shares observations about their local place (features, weather, what people do there).

Inspiration for activities

  • Family timeline wall: baby → now (photos + captions).

  • “My Place” map: draw your home, street, park, church, library.

  • Community helper day: interview a neighbour / shop worker / pastor.

  • “Then and now” object talk: toys, phones, photos, transport.

  • Kindness project: make cards for a local nursing home / neighbour.

Seek help if your child in level 1 HASS

  • Cannot talk about personal experiences or sequence a simple day (with support).

  • Has persistent difficulty understanding basic rules/turn-taking across settings.

  • Is highly distressed by routine changes and cannot settle with gentle strategies.

  • Shows significant communication barriers that limit participation.

  • Shows no growth in vocabulary about time/place/people across the level.

In level 1 English, your child

  • Listens to and retells familiar stories with beginning/middle/end.

  • Speaks in sentences, shares ideas, asks and answers questions.

  • Recognises letters/sounds (at an appropriate stage) and experiments with writing.

  • Creates short texts (spoken, drawn, early written) for a purpose (tell, explain, invite).

  • Starts to notice that texts have features (title, pictures, words, punctuation beginnings).

Inspiration for activities

  • Daily read-aloud + “3 questions” (who/what/where).

  • Story stones: pick 3 objects and tell a story.

  • Label your world: toy box, door, pantry, desk.

  • “Author chair”: child tells a story, adult scribes, child illustrates.

  • Sound hunt: find objects starting with one sound.

Seek help if your child in level 1 English

  • Rarely responds to stories, questions, or conversation over time.

  • Has persistent speech sound/communication barriers impacting participation.

  • Shows no interest in print/mark-making despite rich exposure and modelling.

  • Cannot follow simple oral instructions even with visuals/routine.

  • Becomes distressed by language tasks consistently (not occasional reluctance).

In level 1 Arts, your child

  • Explores making and responding through drawing, movement, music, drama, media play.

  • Uses imagination to represent ideas (role play, shapes, sounds, characters).

  • Talks about what they made and what they notice in others’ artworks.

  • Follows simple class/home “arts routines” (pack up, share, respect materials).

  • Experiments with elements (loud/soft, fast/slow, colour/line/shape).

Inspiration for activities

  • Sound safari: make a “loud/soft” sound collage with household items.

  • Mini drama: act out a Bible story / fable with props.

  • Movement patterns: copy and create simple movement sequences.

  • Nature art: leaf rubbings, stick sculptures, shell patterns.

  • Photo storytelling: take 5 photos that tell a story.

Seek help if your child in level 1 Arts

  • Avoids all sensory art experiences (paint, glue, sound, movement) persistently.

  • Cannot join group creative play without distress over time.

  • Has strong motor/sensory needs that block participation without adaptations.

  • Shows no willingness to try or engage even with choice and modelling.

  • Expresses ongoing anxiety around sharing/performing (beyond normal shyness).

In level 1 Maths, your child

  • Counts objects reliably (at an appropriate stage) and compares “more/less/same”.

  • Recognises and names basic shapes and describes features informally.

  • Sorts and patterns objects (colour, size, shape) and explains their rule.

  • Uses everyday measurement language (long/short, heavy/light, full/empty).

  • Talks about simple addition/subtraction stories in play (join/separate).

Inspiration for activities

  • Snack maths: count, halve, share equally, compare.

  • Shape hunt walk: photograph circles/rectangles/triangles in the real world.

  • Pattern bracelets: bead patterns (AB, AAB, ABC).

  • Build and measure: “How many blocks tall?” “How many steps long?”

  • Simple “shop”: coins pretend-play, choosing items, counting out loud.

Seek help if your child in level 1 Maths

  • Cannot count small sets with consistency over time (even with hands-on supports).

  • Struggles to compare quantities in everyday play with no growth.

  • Shows persistent anxiety/avoidance around number talk.

  • Has attention or working-memory barriers that significantly block engagement.

  • Is not progressing despite consistent short practice and games.

In level 1 Science, your child

  • Sorts living/non-living and talks about basic needs of plants/animals.

  • Describes observable properties of materials (hard/soft, rough/smooth, bendy).

  • Notices daily/seasonal changes (weather, day/night patterns).

  • Asks questions and makes simple predictions (“I think… because…”).

  • Participates in simple investigations: observe, try, describe what happened.

Inspiration for activities

  • Grow beans in a jar and draw changes weekly.

  • Material test: which items float? which items bend?

  • Weather chart: cloud/sun/rain + temperature feelings.

  • Shadow play: morning vs afternoon shadows.

  • “Sink or float” with a prediction chart.

Seek help if your child in level 1 Science

  • Shows no curiosity or engagement with observation activities over time.

  • Cannot describe what they see even with prompting and visuals.

  • Has persistent difficulty with cause/effect play.

  • Avoids all hands-on exploration due to sensory needs (requires planning support).

  • Is not developing basic vocabulary of living things/materials despite exposure.

In level 1 AI, your child

  • Understands that some tools “seem smart” because they follow rules and patterns.

  • Practices safe, kind, and honest use of digital tools (with adult guidance).

  • Learns the difference between real person help and computer/tool help.

  • Begins to ask good questions (what do I want to find out? what do I need?).

  • Uses simple reflection: “Did this help? Is it true? Should I check with an adult?”

Inspiration for activities

  • “Robot rules” game: give exact instructions to “robot parent”.

  • Sorting games: group objects by features (pattern recognition).

  • Picture prompts: “Is this real or pretend?” (media awareness)

  • Family AI rules poster: privacy, kindness, permission.

  • “Ask 2 sources”: book + trusted adult before believing a claim.

Seek help if your child in level 1 AI

  • Repeatedly uses devices unsafely or cannot follow safety boundaries over time.

  • Believes everything on a screen is true, with no improvement after teaching.

  • Cannot distinguish pretend vs real media consistently (developmentally persistent).

  • Experiences ongoing distress with devices/online content.

  • Needs an individual support plan for safe technology use.

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In level 2 Technology, your child

  • Describes purposes of familiar products/systems and who they are designed for.

  • Creates solutions using simple design steps and basic criteria.

  • Builds simple digital solutions (sequence steps; create a basic program/animation).

  • Uses digital tools to create and share (text/image/audio) with guidance.

  • Practices privacy, respectful communication, and safe device routines.

Inspiration for activities

  • Design a lunchbox organiser / homework station.

  • Create a simple ScratchJr story or maze.

  • Make a “how-to” video for a routine.

  • Build a bridge with craft materials and test it.

  • Household “problem hunt”: choose one problem, design a fix.

Seek help if your child in level 2 Technology

  • Persistent difficulty sequencing steps even with visuals.

  • No progress in fine-motor making tools despite adaptations.

  • Ongoing unsafe online behaviour or repeated boundary breaches.

  • High frustration that blocks participation long-term.

  • Avoids all technology/making tasks consistently.

In level 2 HASS, your child

  • Identifies the significance of people/places/events in the local community.

  • Explains simple changes over time (families, schools, local area).

  • Uses basic sources (photos/objects/stories) to answer questions.

  • Describes how people belong to groups and follow rules.

  • Communicates findings in simple formats (oral, drawing, short writing).

Inspiration for activities

  • Local history walk + photo journal.

  • “Then/now” interview with grandparents.

  • Make a class/family rule book and explain why rules matter.

  • Create a map with symbols and a legend.

  • Community service mini-project (help, thank, serve).

Seek help if your child in level 2 HASS

  • Cannot explain simple cause/effect in stories/history even with support.

  • Persistent difficulty with time language (before/after) with no growth.

  • Extreme distress with group rules/turn-taking over time.

  • Significant barriers to communicating ideas.

  • No progress despite regular short HASS discussions.

In level 2 English, your child

  • Reads and discusses familiar texts; retells and answers questions.

  • Writes short texts with a clear purpose (recount, description, simple story).

  • Uses basic punctuation and growing sentence control.

  • Expands vocabulary; begins to edit with support.

  • Presents ideas orally and listens/responds to others.

Inspiration for activities

  • Daily reading + “Somebody–Wanted–But–So–Then”.

  • Write letters (thank you, invitation, prayer request).

  • Create a mini-book per project.

  • Oral storytelling with story maps.

  • Family book club: one question each.

Seek help if your child in level 2 English

  • Persistent decoding/phonics difficulties despite consistent instruction.

  • Cannot retell or answer simple comprehension questions over time.

  • Writing avoidance with distress across weeks.

  • Speech/language concerns affecting learning.

  • No progress in foundational literacy skills across the level.

In level 2 Arts, your child

  • Uses basic elements (shape/line, beat/rhythm, role/space) intentionally.

  • Creates and shares artworks and responds to others’ work.

  • Tries different tools/techniques and explains choices simply.

  • Participates in rehearsing/refining with guidance.

  • Recognises that arts can tell stories and share viewpoints.

Inspiration for activities

  • Music pattern games (rhythm and repetition).

  • Puppet plays to retell history stories.

  • Visual diary for science observations.

  • Photograph textures/patterns for a media collage.

  • Dance/movement “life cycles” sequence.

Seek help if your child in level 2 Arts

  • Persistent refusal of all creative participation.

  • Motor/sensory needs blocking access without a plan.

  • Extreme performance anxiety that doesn’t ease with gentle exposure.

  • Ongoing difficulty following simple rehearsal routines.

  • No growth in expressive communication through arts.

In level 2 Maths, your child

  • Represents numbers to at least 1000; place value foundations.

  • Adds/subtracts with strategies; starts basic multiplication ideas.

  • Measures length/mass/capacity informally and with simple units.

  • Reads time and interprets simple data displays.

  • Recognises and describes common 2D/3D shapes.

Inspiration for activities

  • Budget a small party (counting, money, lists).

  • “Measurement Olympics” around the house.

  • Graph family favourites.

  • Shape construction challenge with straws.

  • Cooking maths: halves/quarters, timing, counting.

Seek help if your child in level 2 Maths

  • No progress in number sense after consistent hands-on practice.

  • Persistent anxiety/avoidance around basic tasks.

  • Cannot subitise small quantities (with support) over time.

  • Difficulty retaining place value concepts week to week.

  • Needs extension because work is consistently too easy.

In level 2 Science, your child

  • Identifies how living things meet needs and change.

  • Describes observable changes in materials (mixing, heating/cooling).

  • Notices patterns in the sky/season/weather.

  • Asks questions, predicts, records observations simply.

  • Explains results using “what happened” and “why I think”.

Inspiration for activities

  • Mini lab notebook with drawings + labels.

  • Weather station and weekly pattern talk.

  • Material change tests (melt/freeze, dissolve/not).

  • Habitat diorama.

  • Push/pull toy investigation.

Seek help if your child in level 2 Science

  • Ongoing difficulty describing observations in any format.

  • Limited curiosity/engagement across repeated units.

  • Persistent safety issues in practical tasks.

  • No growth in science vocabulary across the level.

  • Needs differentiation for advanced inquiry.

In level 2 AI, your child

  • Explains that digital tools follow instructions and patterns.

  • Practices checking information with an adult/trusted source.

  • Uses kid-safe tools to create (image, audio, simple animation) ethically.

  • Begins to notice bias/errors: “Sometimes computers get it wrong.”

  • Uses simple prompting: “I want…”, “Please show…”, “Try again with…”

Inspiration for activities

  • Prompt practice with a safe tool: “Make 3 ideas for…”

  • “Truth check” routine: 2 trusted sources.

  • Build a simple classifier game (sort photos by feature).

  • Create a “safe search” poster.

  • Role-play scenarios about kindness online.

Seek help if your child in level 2 AI

  • Repeated unsafe sharing or boundary breaches.

  • Strong difficulty distinguishing ads/fiction/real content.

  • Persistent distress after device use.

  • Cannot follow safe routines even with scaffolds.

  • Needs a personalised digital safety plan.

In level 3 Technology, your child

  • Designs solutions using clear steps and simple criteria

  • Uses digital tools to create, organise, and present ideas

  • Begins to apply computational thinking such as sequencing and pattern recognition

  • Tests ideas and makes improvements based on what works or doesn’t

  • Explains how technologies help meet everyday needs

Inspiration for activities

  • Design a solution to solve a small home or community problem

  • Create a simple animation, slideshow, or digital story

  • Build and test models using recycled or craft materials

  • Write and follow step-by-step instructions

  • Evaluate everyday technologies for usefulness

Seek help if your child in level 3 Technology

  • Planning and sequencing tasks cause ongoing frustration

  • Problem-solving is avoided or leads to emotional shutdown

  • Digital tools are used only passively, without creative engagement

  • Difficulty explaining how or why something works persists

  • Progress stalls despite varied teaching approaches

In level 3 HASS, your child

  • Explains connections between people, places, and events

  • Describes change over time in communities and environments

  • Uses simple sources to investigate questions

  • Identifies causes and effects of events or actions

  • Communicates ideas using maps, timelines, and short explanations

Inspiration for activities

  • Research a local place or historical event

  • Create a timeline showing changes over time

  • Compare life “then and now”

  • Map features of your local community

  • Discuss how people care for places and resources

Seek help if your child in level 3 HASS

  • Concepts of time and place remain confusing over time

  • Difficulty interpreting maps or timelines persists

  • Cause-and-effect reasoning is unclear

  • Written or visual explanations lack meaning

  • Engagement in inquiry-based learning declines

In level 3 English, your child

  • Reads a range of texts and demonstrates understanding

  • Retells and discusses texts using key ideas

  • Writes structured texts with a clear beginning, middle, and end

  • Uses paragraphs and expanding vocabulary

  • Presents ideas orally with growing confidence

Inspiration for activities

  • Shared reading and discussion using open-ended questions

  • Writing stories, reports, or letters

  • Keeping a reading or writing journal

  • Oral storytelling or short presentations

  • Creative writing connected to projects

Seek help if your child in level 3 English

  • Reading comprehension remains limited

  • Writing tasks cause avoidance or anxiety

  • Vocabulary growth is minimal

  • Oral language difficulties affect participation

  • Literacy progress is inconsistent across the year

In level 3 Arts, your child

  • Uses elements of art, music, drama, or movement intentionally

  • Develops ideas through creative exploration

  • Explains choices made in artworks or performances

  • Responds to the work of others with thought and respect

  • Refines work with guidance and feedback

Inspiration for activities

  • Create artworks with a specific purpose or message

  • Perform short dramas, dances, or music pieces

  • Keep a visual or creative journal

  • Explore different materials, styles, or techniques

  • Reflect on and discuss artworks together

Seek help if your child in level 3 Arts

  • Creative tasks are consistently avoided

  • Confidence in expression does not grow

  • Sensory or motor needs limit participation

  • Frustration appears during creative processes

  • Engagement drops despite supportive environments

In level 3 Maths, your child

  • Uses place value confidently

  • Applies multiplication and division strategies

  • Understands basic fractions and measurement

  • Collects and interprets simple data

  • Solves multi-step problems with guidance

Inspiration for activities

  • Cooking and measuring activities

  • Budgeting small projects

  • Playing maths strategy games

  • Collecting and graphing data

  • Design challenges involving shapes and measurement

Seek help if your child in level 3 Maths

  • Number sense remains fragile

  • Concepts are quickly forgotten

  • Maths anxiety increases

  • Problem-solving confidence declines

  • Progress varies significantly across topics

In level 3 Science, your child

  • Asks questions and makes predictions

  • Plans and conducts simple investigations

  • Records observations clearly

  • Describes patterns and relationships

  • Explains results using evidence

Inspiration for activities

  • Design simple experiments

  • Observe changes in plants or materials

  • Keep a science journal

  • Build models to explain ideas

  • Explore cause-and-effect through hands-on tasks

Seek help if your child in level 3 Science

  • Inquiry tasks cause confusion or disengagement

  • Scientific language is not developing

  • Observations lack detail or meaning

  • Misconceptions persist over time

  • Curiosity and confidence in science decline

In level 3 AI, your child

  • Recognises patterns and rules in systems

  • Understands that digital tools can make errors

  • Begins evaluating information for reliability

  • Uses digital tools ethically with guidance

  • Understands the difference between human judgement and machine output

Inspiration for activities

  • Sorting and classification challenges

  • Logic games and rule-based puzzles

  • “Is this true?” media discussions

  • Guided prompting activities

  • Comparing human decisions with digital suggestions

Seek help if your child in level 3 AI

  • Difficulty distinguishing fact from fiction persists

  • Over-reliance on digital tools develops

  • Ethical use of technology needs reinforcement

  • Digital habits affect wellbeing

  • Critical thinking skills are not progressing

In level 4 Technology, your child

  • Designs solutions for real needs using clear criteria and constraints

  • Applies design thinking to plan, test, and refine ideas

  • Uses digital tools to create products (presentations, simple programs, models)

  • Explains how technologies impact people and environments

  • Reflects on feedback to improve outcomes

Inspiration for activities

  • Design a solution to improve a school, home, or community problem

  • Create a simple coded game or interactive presentation

  • Build and test prototypes using recycled or digital materials

  • Evaluate everyday technologies for usefulness and sustainability

Seek help if your child in level 4 Technology

  • Planning and organising tasks is consistently overwhelming

  • Problem-solving stalls even with support

  • Digital tools are avoided or used without purpose

  • Frustration prevents learning progress

In level 4 HASS, your child

  • Explains causes and effects of events and decisions

  • Understands perspectives and experiences of different groups

  • Uses sources to investigate questions and support conclusions

  • Communicates ideas using timelines, maps, and written explanations

  • Demonstrates growing civic and social awareness

Inspiration for activities

  • Investigate a historical event from multiple viewpoints

  • Create timelines showing change over time

  • Explore local or global environmental issues

  • Participate in mock decision-making or community projects

Seek help if your child in level 4 HASS

  • Abstract ideas about cause and effect remain unclear

  • Difficulty interpreting maps, sources, or timelines persists

  • Written explanations lack clarity despite support

  • Engagement drops significantly in inquiry tasks

In level 4 English, your child

  • Reads a range of texts with understanding and insight

  • Identifies themes, language features, and author intent

  • Writes structured texts for different purposes and audiences

  • Uses paragraphs, vocabulary, and editing strategies effectively

  • Participates confidently in discussions and presentations

Inspiration for activities

  • Book clubs with discussion prompts

  • Writing persuasive letters or information texts

  • Oral presentations or debates

  • Creative writing connected to projects

Seek help if your child in level 4 English

  • Reading comprehension is inconsistent

  • Writing tasks cause anxiety or avoidance

  • Oral language difficulties affect learning

  • Literacy gaps widen rather than narrow

Arts

In level 4 Arts, your child

  • Develops ideas with intent using art elements

  • Refines creative work for an audience

  • Explains choices made in artworks or performances

  • Responds thoughtfully to the work of others

  • Builds confidence through rehearsal and reflection

Inspiration for activities

  • Create artworks addressing real themes or issues

  • Produce short performances or media pieces

  • Keep a creative journal

  • Reflect on and discuss artworks

Seek help if your child in level 4 Arts

  • Creative tasks are consistently avoided

  • Performance anxiety limits participation

  • Motor or sensory needs impact engagement

  • Confidence in expression does not grow

In level 4 Maths, your child

  • Applies fractions, decimals, and percentages

  • Solves multi-step problems using reasoning

  • Interprets and represents data

  • Uses measurement accurately in real contexts

  • Explains thinking using mathematical language

Inspiration for activities

  • Budgeting and financial planning projects

  • Cooking and scaling recipes

  • Design challenges involving measurement and geometry

  • Data investigations based on real questions

Seek help if your child in level 4 Maths

  • Concepts are memorised but not understood

  • Maths anxiety increases

  • Knowledge is not retained over time

  • Problem-solving confidence declines

Science

In level 4 Science, your child

  • Designs and conducts fair investigations

  • Collects and analyses data

  • Explains patterns, systems, and changes

  • Uses scientific language appropriately

  • Applies knowledge to real-world contexts

Inspiration for activities

  • STEM challenges

  • Environmental investigations

  • Scientific modelling

  • Keeping detailed science journals

Seek help if your child in level 4 Science

  • Inquiry skills plateau

  • Misconceptions persist

  • Data interpretation is challenging

  • Engagement in investigations decreases

In level 4 AI, your child

  • Understands that some tools “seem smart” because they follow rules and patterns.

  • Practices safe, kind, and honest use of digital tools (with adult guidance).

  • Learns the difference between real person help and computer/tool help.

  • Begins to ask good questions (what do I want to find out? what do I need?).

  • Uses simple reflection: “Did this help? Is it true? Should I check with an adult?”

Inspiration for activities

  • “Robot rules” game: give exact instructions to “robot parent”.

  • Sorting games: group objects by features (pattern recognition).

  • Picture prompts: “Is this real or pretend?” (media awareness)

  • Family AI rules poster: privacy, kindness, permission.

  • “Ask 2 sources”: book + trusted adult before believing a claim.

Seek help if your child in level 4 AI

  • Repeatedly uses devices unsafely or cannot follow safety boundaries over time.

  • Believes everything on a screen is true, with no improvement after teaching.

  • Cannot distinguish pretend vs real media consistently (developmentally persistent).

  • Experiences ongoing distress with devices/online content.

  • Needs an individual support plan for safe technology use.

In level 5 Technology, your child

  • Recognises common technologies at home/school and explains what they are for.

  • Follows simple steps to create or make something (plan → make → check).

  • Uses simple digital systems (device/app) for a purpose (create, play, communicate, learn).

  • Practices basic digital safety habits (ask permission, be kind, protect private info).

  • Talks about what worked and what they would change next time.

Inspiration for activities

  • “Build a Helper”: make a cardboard tool/toy that solves a small problem.

  • Photo scavenger hunt: take photos of “technologies that help us”.

  • Sequence game: make “how-to” picture cards (brush teeth, pack bag, make toast).

  • Simple coding unplugged: arrow cards to guide a toy through a maze.

  • Create a “tech rules poster” for your family (kindness + safety).

Seek help if your child in level 5 Technology

  • Avoids all hands-on making activities or becomes distressed by simple steps over time.

  • Can’t follow a short sequence even with visuals and modelling.

  • Shows ongoing unsafe digital behaviour despite consistent teaching and boundaries.

  • Has persistent fine-motor barriers that block participation (cutting, gripping, building).

  • Is not making progress across the term despite supports.

HASS

In level 5 HASS, your child

  • Describes significant people, places, and events in their own life and family story.

  • Uses simple time language: before/after, yesterday/tomorrow, then/now.

  • Talks about rules and fairness in familiar settings (home, play, group time).

  • Recognises that people have different roles in the community.

  • Shares observations about their local place (features, weather, what people do there).

Inspiration for activities

  • Family timeline wall: baby → now (photos + captions).

  • “My Place” map: draw your home, street, park, church, library.

  • Community helper day: interview a neighbour / shop worker / pastor.

  • “Then and now” object talk: toys, phones, photos, transport.

  • Kindness project: make cards for a local nursing home / neighbour.

Seek help if your child in level 5 HASS

  • Cannot talk about personal experiences or sequence a simple day (with support).

  • Has persistent difficulty understanding basic rules/turn-taking across settings.

  • Is highly distressed by routine changes and cannot settle with gentle strategies.

  • Shows significant communication barriers that limit participation.

  • Shows no growth in vocabulary about time/place/people across the level.

In level 5 English, your child

  • Listens to and retells familiar stories with beginning/middle/end.

  • Speaks in sentences, shares ideas, asks and answers questions.

  • Recognises letters/sounds (at an appropriate stage) and experiments with writing.

  • Creates short texts (spoken, drawn, early written) for a purpose (tell, explain, invite).

  • Starts to notice that texts have features (title, pictures, words, punctuation beginnings).

Inspiration for activities

  • Daily read-aloud + “3 questions” (who/what/where).

  • Story stones: pick 3 objects and tell a story.

  • Label your world: toy box, door, pantry, desk.

  • “Author chair”: child tells a story, adult scribes, child illustrates.

  • Sound hunt: find objects starting with one sound.

Seek help if your child in level 5 English

  • Rarely responds to stories, questions, or conversation over time.

  • Has persistent speech sound/communication barriers impacting participation.

  • Shows no interest in print/mark-making despite rich exposure and modelling.

  • Cannot follow simple oral instructions even with visuals/routine.

  • Becomes distressed by language tasks consistently (not occasional reluctance).

In level 5 Arts, your child

  • Explores making and responding through drawing, movement, music, drama, media play.

  • Uses imagination to represent ideas (role play, shapes, sounds, characters).

  • Talks about what they made and what they notice in others’ artworks.

  • Follows simple class/home “arts routines” (pack up, share, respect materials).

  • Experiments with elements (loud/soft, fast/slow, colour/line/shape).

Inspiration for activities

  • Sound safari: make a “loud/soft” sound collage with household items.

  • Mini drama: act out a Bible story / fable with props.

  • Movement patterns: copy and create simple movement sequences.

  • Nature art: leaf rubbings, stick sculptures, shell patterns.

  • Photo storytelling: take 5 photos that tell a story.

Seek help if your child in level 5 Arts

  • Avoids all sensory art experiences (paint, glue, sound, movement) persistently.

  • Cannot join group creative play without distress over time.

  • Has strong motor/sensory needs that block participation without adaptations.

  • Shows no willingness to try or engage even with choice and modelling.

  • Expresses ongoing anxiety around sharing/performing (beyond normal shyness).

In level 5 Maths, your child

  • Counts objects reliably (at an appropriate stage) and compares “more/less/same”.

  • Recognises and names basic shapes and describes features informally.

  • Sorts and patterns objects (colour, size, shape) and explains their rule.

  • Uses everyday measurement language (long/short, heavy/light, full/empty).

  • Talks about simple addition/subtraction stories in play (join/separate).

Inspiration for activities

  • Snack maths: count, halve, share equally, compare.

  • Shape hunt walk: photograph circles/rectangles/triangles in the real world.

  • Pattern bracelets: bead patterns (AB, AAB, ABC).

  • Build and measure: “How many blocks tall?” “How many steps long?”

  • Simple “shop”: coins pretend-play, choosing items, counting out loud.

Seek help if your child in level 5 Maths

  • Cannot count small sets with consistency over time (even with hands-on supports).

  • Struggles to compare quantities in everyday play with no growth.

  • Shows persistent anxiety/avoidance around number talk.

  • Has attention or working-memory barriers that significantly block engagement.

  • Is not progressing despite consistent short practice and games.

In level 5 Science, your child

  • Sorts living/non-living and talks about basic needs of plants/animals.

  • Describes observable properties of materials (hard/soft, rough/smooth, bendy).

  • Notices daily/seasonal changes (weather, day/night patterns).

  • Asks questions and makes simple predictions (“I think… because…”).

  • Participates in simple investigations: observe, try, describe what happened.

Inspiration for activities

  • Grow beans in a jar and draw changes weekly.

  • Material test: which items float? which items bend?

  • Weather chart: cloud/sun/rain + temperature feelings.

  • Shadow play: morning vs afternoon shadows.

  • “Sink or float” with a prediction chart.

Seek help if your child in level 5 Science

  • Shows no curiosity or engagement with observation activities over time.

  • Cannot describe what they see even with prompting and visuals.

  • Has persistent difficulty with cause/effect play.

  • Avoids all hands-on exploration due to sensory needs (requires planning support).

  • Is not developing basic vocabulary of living things/materials despite exposure.

In level 5 AI, your child

  • Understands that some tools “seem smart” because they follow rules and patterns.

  • Practices safe, kind, and honest use of digital tools (with adult guidance).

  • Learns the difference between real person help and computer/tool help.

  • Begins to ask good questions (what do I want to find out? what do I need?).

  • Uses simple reflection: “Did this help? Is it true? Should I check with an adult?”

Inspiration for activities

  • “Robot rules” game: give exact instructions to “robot parent”.

  • Sorting games: group objects by features (pattern recognition).

  • Picture prompts: “Is this real or pretend?” (media awareness)

  • Family AI rules poster: privacy, kindness, permission.

  • “Ask 2 sources”: book + trusted adult before believing a claim.

Seek help if your child in level 5 AI

  • Repeatedly uses devices unsafely or cannot follow safety boundaries over time.

  • Believes everything on a screen is true, with no improvement after teaching.

  • Cannot distinguish pretend vs real media consistently (developmentally persistent).

  • Experiences ongoing distress with devices/online content.

  • Needs an individual support plan for safe technology use.

In level 6 Technology, your child

  • Recognises common technologies at home/school and explains what they are for.

  • Follows simple steps to create or make something (plan → make → check).

  • Uses simple digital systems (device/app) for a purpose (create, play, communicate, learn).

  • Practices basic digital safety habits (ask permission, be kind, protect private info).

  • Talks about what worked and what they would change next time.

Inspiration for activities

  • “Build a Helper”: make a cardboard tool/toy that solves a small problem.

  • Photo scavenger hunt: take photos of “technologies that help us”.

  • Sequence game: make “how-to” picture cards (brush teeth, pack bag, make toast).

  • Simple coding unplugged: arrow cards to guide a toy through a maze.

  • Create a “tech rules poster” for your family (kindness + safety).

Seek help if your child in level 6 Technology

  • Avoids all hands-on making activities or becomes distressed by simple steps over time.

  • Can’t follow a short sequence even with visuals and modelling.

  • Shows ongoing unsafe digital behaviour despite consistent teaching and boundaries.

  • Has persistent fine-motor barriers that block participation (cutting, gripping, building).

  • Is not making progress across the term despite supports.

In level 6 HASS, your child

  • Describes significant people, places, and events in their own life and family story.

  • Uses simple time language: before/after, yesterday/tomorrow, then/now.

  • Talks about rules and fairness in familiar settings (home, play, group time).

  • Recognises that people have different roles in the community.

  • Shares observations about their local place (features, weather, what people do there).

Inspiration for activities

  • Family timeline wall: baby → now (photos + captions).

  • “My Place” map: draw your home, street, park, church, library.

  • Community helper day: interview a neighbour / shop worker / pastor.

  • “Then and now” object talk: toys, phones, photos, transport.

  • Kindness project: make cards for a local nursing home / neighbour.

Seek help if your child in level 6 HASS

  • Cannot talk about personal experiences or sequence a simple day (with support).

  • Has persistent difficulty understanding basic rules/turn-taking across settings.

  • Is highly distressed by routine changes and cannot settle with gentle strategies.

  • Shows significant communication barriers that limit participation.

  • Shows no growth in vocabulary about time/place/people across the level.

In level 6 English, your child

  • Listens to and retells familiar stories with beginning/middle/end.

  • Speaks in sentences, shares ideas, asks and answers questions.

  • Recognises letters/sounds (at an appropriate stage) and experiments with writing.

  • Creates short texts (spoken, drawn, early written) for a purpose (tell, explain, invite).

  • Starts to notice that texts have features (title, pictures, words, punctuation beginnings).

Inspiration for activities

  • Daily read-aloud + “3 questions” (who/what/where).

  • Story stones: pick 3 objects and tell a story.

  • Label your world: toy box, door, pantry, desk.

  • “Author chair”: child tells a story, adult scribes, child illustrates.

  • Sound hunt: find objects starting with one sound.

Seek help if your child in level 6 English

  • Rarely responds to stories, questions, or conversation over time.

  • Has persistent speech sound/communication barriers impacting participation.

  • Shows no interest in print/mark-making despite rich exposure and modelling.

  • Cannot follow simple oral instructions even with visuals/routine.

  • Becomes distressed by language tasks consistently (not occasional reluctance).

In level 6 Arts, your child

  • Explores making and responding through drawing, movement, music, drama, media play.

  • Uses imagination to represent ideas (role play, shapes, sounds, characters).

  • Talks about what they made and what they notice in others’ artworks.

  • Follows simple class/home “arts routines” (pack up, share, respect materials).

  • Experiments with elements (loud/soft, fast/slow, colour/line/shape).

Inspiration for activities

  • Sound safari: make a “loud/soft” sound collage with household items.

  • Mini drama: act out a Bible story / fable with props.

  • Movement patterns: copy and create simple movement sequences.

  • Nature art: leaf rubbings, stick sculptures, shell patterns.

  • Photo storytelling: take 5 photos that tell a story.

Seek help if your child in level 6 Arts

  • Avoids all sensory art experiences (paint, glue, sound, movement) persistently.

  • Cannot join group creative play without distress over time.

  • Has strong motor/sensory needs that block participation without adaptations.

  • Shows no willingness to try or engage even with choice and modelling.

  • Expresses ongoing anxiety around sharing/performing (beyond normal shyness).

In level 6 Maths, your child

  • Counts objects reliably (at an appropriate stage) and compares “more/less/same”.

  • Recognises and names basic shapes and describes features informally.

  • Sorts and patterns objects (colour, size, shape) and explains their rule.

  • Uses everyday measurement language (long/short, heavy/light, full/empty).

  • Talks about simple addition/subtraction stories in play (join/separate).

Inspiration for activities

  • Snack maths: count, halve, share equally, compare.

  • Shape hunt walk: photograph circles/rectangles/triangles in the real world.

  • Pattern bracelets: bead patterns (AB, AAB, ABC).

  • Build and measure: “How many blocks tall?” “How many steps long?”

  • Simple “shop”: coins pretend-play, choosing items, counting out loud.

Seek help if your child in level 6 Maths

  • Cannot count small sets with consistency over time (even with hands-on supports).

  • Struggles to compare quantities in everyday play with no growth.

  • Shows persistent anxiety/avoidance around number talk.

  • Has attention or working-memory barriers that significantly block engagement.

  • Is not progressing despite consistent short practice and games.

In level 6 Science, your child

  • Sorts living/non-living and talks about basic needs of plants/animals.

  • Describes observable properties of materials (hard/soft, rough/smooth, bendy).

  • Notices daily/seasonal changes (weather, day/night patterns).

  • Asks questions and makes simple predictions (“I think… because…”).

  • Participates in simple investigations: observe, try, describe what happened.

Inspiration for activities

  • Grow beans in a jar and draw changes weekly.

  • Material test: which items float? which items bend?

  • Weather chart: cloud/sun/rain + temperature feelings.

  • Shadow play: morning vs afternoon shadows.

  • “Sink or float” with a prediction chart.

Seek help if your child in level 6 Science

  • Shows no curiosity or engagement with observation activities over time.

  • Cannot describe what they see even with prompting and visuals.

  • Has persistent difficulty with cause/effect play.

  • Avoids all hands-on exploration due to sensory needs (requires planning support).

  • Is not developing basic vocabulary of living things/materials despite exposure.

AI

In level 6 AI, your child

  • Understands that some tools “seem smart” because they follow rules and patterns.

  • Practices safe, kind, and honest use of digital tools (with adult guidance).

  • Learns the difference between real person help and computer/tool help.

  • Begins to ask good questions (what do I want to find out? what do I need?).

  • Uses simple reflection: “Did this help? Is it true? Should I check with an adult?”

Inspiration for activities

  • “Robot rules” game: give exact instructions to “robot parent”.

  • Sorting games: group objects by features (pattern recognition).

  • Picture prompts: “Is this real or pretend?” (media awareness)

  • Family AI rules poster: privacy, kindness, permission.

  • “Ask 2 sources”: book + trusted adult before believing a claim.

Seek help if your child in level 6 AI

  • Repeatedly uses devices unsafely or cannot follow safety boundaries over time.

  • Believes everything on a screen is true, with no improvement after teaching.

  • Cannot distinguish pretend vs real media consistently (developmentally persistent).

  • Experiences ongoing distress with devices/online content.

  • Needs an individual support plan for safe technology use.

In level 7 Technology, your child

  • Recognises common technologies at home/school and explains what they are for.

  • Follows simple steps to create or make something (plan → make → check).

  • Uses simple digital systems (device/app) for a purpose (create, play, communicate, learn).

  • Practices basic digital safety habits (ask permission, be kind, protect private info).

  • Talks about what worked and what they would change next time.

Inspiration for activities

  • “Build a Helper”: make a cardboard tool/toy that solves a small problem.

  • Photo scavenger hunt: take photos of “technologies that help us”.

  • Sequence game: make “how-to” picture cards (brush teeth, pack bag, make toast).

  • Simple coding unplugged: arrow cards to guide a toy through a maze.

  • Create a “tech rules poster” for your family (kindness + safety).

Seek help if your child in level 7 Technology

  • Avoids all hands-on making activities or becomes distressed by simple steps over time.

  • Can’t follow a short sequence even with visuals and modelling.

  • Shows ongoing unsafe digital behaviour despite consistent teaching and boundaries.

  • Has persistent fine-motor barriers that block participation (cutting, gripping, building).

  • Is not making progress across the term despite supports.

In level 7 HASS, your child

  • Describes significant people, places, and events in their own life and family story.

  • Uses simple time language: before/after, yesterday/tomorrow, then/now.

  • Talks about rules and fairness in familiar settings (home, play, group time).

  • Recognises that people have different roles in the community.

  • Shares observations about their local place (features, weather, what people do there).

Inspiration for activities

  • Family timeline wall: baby → now (photos + captions).

  • “My Place” map: draw your home, street, park, church, library.

  • Community helper day: interview a neighbour / shop worker / pastor.

  • “Then and now” object talk: toys, phones, photos, transport.

  • Kindness project: make cards for a local nursing home / neighbour.

Seek help if your child in level 7 HASS

  • Cannot talk about personal experiences or sequence a simple day (with support).

  • Has persistent difficulty understanding basic rules/turn-taking across settings.

  • Is highly distressed by routine changes and cannot settle with gentle strategies.

  • Shows significant communication barriers that limit participation.

  • Shows no growth in vocabulary about time/place/people across the level.

In level 7 English, your child

  • Listens to and retells familiar stories with beginning/middle/end.

  • Speaks in sentences, shares ideas, asks and answers questions.

  • Recognises letters/sounds (at an appropriate stage) and experiments with writing.

  • Creates short texts (spoken, drawn, early written) for a purpose (tell, explain, invite).

  • Starts to notice that texts have features (title, pictures, words, punctuation beginnings).

Inspiration for activities

  • Daily read-aloud + “3 questions” (who/what/where).

  • Story stones: pick 3 objects and tell a story.

  • Label your world: toy box, door, pantry, desk.

  • “Author chair”: child tells a story, adult scribes, child illustrates.

  • Sound hunt: find objects starting with one sound.

Seek help if your child in level 7 English

  • Rarely responds to stories, questions, or conversation over time.

  • Has persistent speech sound/communication barriers impacting participation.

  • Shows no interest in print/mark-making despite rich exposure and modelling.

  • Cannot follow simple oral instructions even with visuals/routine.

  • Becomes distressed by language tasks consistently (not occasional reluctance).

In level 7 Arts, your child

  • Explores making and responding through drawing, movement, music, drama, media play.

  • Uses imagination to represent ideas (role play, shapes, sounds, characters).

  • Talks about what they made and what they notice in others’ artworks.

  • Follows simple class/home “arts routines” (pack up, share, respect materials).

  • Experiments with elements (loud/soft, fast/slow, colour/line/shape).

Inspiration for activities

  • Sound safari: make a “loud/soft” sound collage with household items.

  • Mini drama: act out a Bible story / fable with props.

  • Movement patterns: copy and create simple movement sequences.

  • Nature art: leaf rubbings, stick sculptures, shell patterns.

  • Photo storytelling: take 5 photos that tell a story.

Seek help if your child in level 7 Arts

  • Avoids all sensory art experiences (paint, glue, sound, movement) persistently.

  • Cannot join group creative play without distress over time.

  • Has strong motor/sensory needs that block participation without adaptations.

  • Shows no willingness to try or engage even with choice and modelling.

  • Expresses ongoing anxiety around sharing/performing (beyond normal shyness).

In level 7 Maths, your child

  • Counts objects reliably (at an appropriate stage) and compares “more/less/same”.

  • Recognises and names basic shapes and describes features informally.

  • Sorts and patterns objects (colour, size, shape) and explains their rule.

  • Uses everyday measurement language (long/short, heavy/light, full/empty).

  • Talks about simple addition/subtraction stories in play (join/separate).

Inspiration for activities

  • Snack maths: count, halve, share equally, compare.

  • Shape hunt walk: photograph circles/rectangles/triangles in the real world.

  • Pattern bracelets: bead patterns (AB, AAB, ABC).

  • Build and measure: “How many blocks tall?” “How many steps long?”

  • Simple “shop”: coins pretend-play, choosing items, counting out loud.

Seek help if your child in level 7 Maths

  • Cannot count small sets with consistency over time (even with hands-on supports).

  • Struggles to compare quantities in everyday play with no growth.

  • Shows persistent anxiety/avoidance around number talk.

  • Has attention or working-memory barriers that significantly block engagement.

  • Is not progressing despite consistent short practice and games.

In level 7 Science, your child

  • Sorts living/non-living and talks about basic needs of plants/animals.

  • Describes observable properties of materials (hard/soft, rough/smooth, bendy).

  • Notices daily/seasonal changes (weather, day/night patterns).

  • Asks questions and makes simple predictions (“I think… because…”).

  • Participates in simple investigations: observe, try, describe what happened.

Inspiration for activities

  • Grow beans in a jar and draw changes weekly.

  • Material test: which items float? which items bend?

  • Weather chart: cloud/sun/rain + temperature feelings.

  • Shadow play: morning vs afternoon shadows.

  • “Sink or float” with a prediction chart.

Seek help if your child in level 7 Science

  • Shows no curiosity or engagement with observation activities over time.

  • Cannot describe what they see even with prompting and visuals.

  • Has persistent difficulty with cause/effect play.

  • Avoids all hands-on exploration due to sensory needs (requires planning support).

  • Is not developing basic vocabulary of living things/materials despite exposure.

In level 7 AI, your child

  • Understands that some tools “seem smart” because they follow rules and patterns.

  • Practices safe, kind, and honest use of digital tools (with adult guidance).

  • Learns the difference between real person help and computer/tool help.

  • Begins to ask good questions (what do I want to find out? what do I need?).

  • Uses simple reflection: “Did this help? Is it true? Should I check with an adult?”

Inspiration for activities

  • “Robot rules” game: give exact instructions to “robot parent”.

  • Sorting games: group objects by features (pattern recognition).

  • Picture prompts: “Is this real or pretend?” (media awareness)

  • Family AI rules poster: privacy, kindness, permission.

  • “Ask 2 sources”: book + trusted adult before believing a claim.

Seek help if your child in level 7 AI

  • Repeatedly uses devices unsafely or cannot follow safety boundaries over time.

  • Believes everything on a screen is true, with no improvement after teaching.

  • Cannot distinguish pretend vs real media consistently (developmentally persistent).

  • Experiences ongoing distress with devices/online content.

  • Needs an individual support plan for safe technology use.

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