Search every subject world, from Preschool to Grade 12. The first five courses of every subject path are free.
131 courses
Mathematics · Preschool
Olly's laundry day and toy box teach the first big ideas of early mathematics: things can be the same, things can go together, and a group can be sorted by a rule. Children match pairs, sort pictures into two groups, say the rule, and find the one that does not belong, then sort real objects at home.
Mathematics · Preschool
With Olly's nest, garden and kitchen, children learn to see one, two and three at a glance, to say the matching number word, and to notice that two cats and two hats are both 'two'. They finish by making their own groups of one, two and three.
Mathematics · Preschool
Share the Picnic: Olly sets out one cup for each guest, and children learn to give one object to each person, to say one number for each thing they touch, and to tell a matched picnic from one where someone is missing out. A bedtime scene and a take-home table-setting job check that the idea works in new places.
Mathematics · Preschool
Who has more boats? Children compare groups of up to five by pairing things one to one and by counting each group, and learn the words more, fewer and the same. A final lesson shows that a longer line or bigger things do not mean more.
Mathematics · Preschool
Olly opens a shape box: circles, squares, triangles and rectangles. Children learn to name each shape whether it is big or small, turned or tilted, count its corners, and then go on a shape hunt to find circles and rectangles in clocks, coins, books and tents.
English · Preschool
Short listening games with Olly: children listen to a spoken clue and find the picture it describes, follow simple spoken directions in play, and practise taking turns in a conversation with a grown-up. Everything is spoken aloud; no reading is needed.
English · Preschool
Children grow their everyday vocabulary: they find familiar things by name, use describing words such as big, little, hot, cold and soft, and sort things into groups by what they are and what we use them for. A grown-up encourages the child to say the words aloud.
English · Preschool
Children learn to "read" pictures: they say who is in a picture, what is happening and where, put three picture-story events in order, and ask and answer who, what and where questions in a back-and-forth chat with a grown-up.
English · Preschool
Playful listening for the sounds inside words: children find words that rhyme, clap and count the parts (syllables) of words, and join two small words into one big word (sun + flower = sunflower). It is all done by listening and speaking; no letters are needed.
English · Preschool
Children explore how books work: the front cover and its title, turning pages from front to back, and the difference between pictures and words. They learn that the words tell the reader what to say, and they spot print and signs in the world around them.
Science · Preschool
Olly the owl shows children how to look closely: name colors and shapes, count small parts and look more than once. Children compare two things to find what is the same and what is different, then turn something they notice into an 'I wonder' question. A short walk with a grown-up puts the habit into the real world.
Science · Preschool
Children meet their five senses and the body part that goes with each one, then choose the sense that answers a question such as 'Is it soft?' or 'Is it loud?'. They learn that a magnifier makes small things look bigger and practise the safety rules that keep exploring safe: only taste food a grown-up gives you, and never look at the sun.
Science · Preschool
Children touch and describe everyday things with words like hard, soft, bendy and stiff, then sort a pile of objects using one question at a time. They compare which of two things is heavier by holding them, and discover that a big thing is not always the heavier one.
Science · Preschool
Children guess and test which things roll (round things and things with wheels) and which slide. They find out that a push makes a still thing move, that a bigger push sends it farther, and that a higher ramp sends a toy car farther, using a simple ramp at home and Olly's ramp simulation.
Science · Preschool
Children learn that plants need water, light and a place to grow, and compare a cared-for plant with one left dry. They put the steps of a bean plant's growth in order (seed, sprout, bigger plant) and start their own bean in a cup, watering it and looking at it each day with a grown-up.
Geography · Preschool
Children meet the first words of geography: near and far, and on, under and beside. Olly the owl explores a park and a bedroom, and children point, sort and move real toys with a grown-up to show where things are.
Geography · Preschool
A room is a small place with smaller places inside it. Children learn that a learning space has areas for different things (a book corner, an art table, a block area), find where things belong at tidy-up time, and use near and beside to say where an area is.
Geography · Preschool
A route is the way we go from one place to another. Children follow Olly's picture routes in order (first, next, last) and learn that landmarks, big things that stay in one place, help us find the way.
Geography · Preschool
A model is a small copy of something big. Children sort real things from models, give each thing in a room one block to stand for it, and build a model of a familiar room with boxes and blocks, putting each piece near or beside the right things.
Geography · Preschool
Outside, the world is made of land and water. Children sort what belongs on land and in water, meet four outdoor places (park, beach, farm and forest) and what we find there, and practice simple ways to care for places outside.
History, Civics & Social Studies · Preschool
Children talk about who they are and what they like, notice that friends are alike in some ways and different in others, and find the groups they belong to, such as a family and a class. The course ends with simple ways to help a new friend feel welcome.
History, Civics & Social Studies · Preschool
Children meet several fictional families of different sizes and shapes and learn that every one of them is a family. They practice ways family members care for each other and share a special family way, such as a meal, a game or a bedtime story.
History, Civics & Social Studies · Preschool
Children practice three ways of getting along in a group: taking turns one at a time, sharing so that everyone gets the same, and helping with small jobs. Olly models each idea with a playground or snack scene before children try it.
History, Civics & Social Studies · Preschool
Children meet community helpers such as firefighters, doctors, mail carriers, farmers and teachers, match them to the tools they use and the places they work, and learn a simple safety plan: when you are lost or hurt, find a safe grown-up, and in an emergency a grown-up calls 911.
History, Civics & Social Studies · Preschool
Children use the words first, next and last to put a day in order, decide what happens before and after in everyday routines, and notice that people and plants change as time passes: a baby grows into a child, and a seed grows into a flower.
Computers & Digital Literacy · Preschool
Children find out what a device with a screen is, learn gentle and safe ways to use one (dry hands, sitting down, drinks kept away, soft taps), and practise using a device together with a grown-up while taking turns. Each lesson is a few minutes long and ends with something to do or talk about away from the screen.
Computers & Digital Literacy · Preschool
Children practise the three touch-screen moves they need most: one gentle tap followed by waiting, dragging with press-slide-lift, and listening to a direction before pointing and choosing. Pretend play away from the screen backs up each move.
Computers & Digital Literacy · Preschool
Children learn the three buttons that control a story video or audio story: play, pause and replay. They practise pausing to talk or take care of something, replaying a part they missed, and keeping sound at a just-right level by asking a grown-up to turn it down.
Computers & Digital Literacy · Preschool
Using Paint Pad, a pretend drawing app, children learn what three drawing tools do (crayon, paint bucket and stamp), make a picture where every tap adds something, fix a mistake with the undo button instead of throwing the picture away, and give their finished picture a name that tells what it shows.
Computers & Digital Literacy · Preschool
Children learn that pressing save keeps a creation so it can be found later, and that work closed without saving can be lost. They recognise saved work by its small picture and name in a gallery, find their own creation among others, and make a real art box to practise keeping and finding things.
World Languages · Preschool
A first, playful meeting with Modern Standard Arabic. Children hear Olly the owl say a few action words and body words, show they understand by doing, pointing and tapping, and answer simple questions with نَعَمْ (yes) or لَا (no). No reading or speaking test: listening comes first.
World Languages · Preschool
A first, playful taste of French through listening and moving. Children hear short French words from Olly the owl and answer with their bodies: they look, listen and keep quiet (Regarde ! Écoute ! Chut !), move (Lève-toi ! Assieds-toi ! Saute ! Tourne ! Marche ! Stop !) and use their hands, feet, arms and nose (Tape des mains ! Touche ton nez !). Everything is narrated and no reading is needed.
World Languages · Preschool
A first, playful taste of Spanish through listening. Children hear short Spanish words and instructions, look at pictures and answer with actions: looking and listening (¡Mira! ¡Escucha!), touching parts of the body (la nariz, las orejas, los pies) and moving (¡Salta! ¡Aplaude! ¡Siéntate!). Everything is narrated and no reading is needed.
World Languages · Preschool
Children learn the French they can use every day: bonjour, salut, au revoir, bonsoir and bonne nuit; s'il te plaît, merci and de rien; and the classroom routine Comment tu t'appelles ? — Je m'appelle…, with Lève le doigt ! and Bravo ! Short scenes with Olly and his friends in Lyon and Dakar model each moment, and grown-ups turn the words into daily routines.
World Languages · Preschool
Children learn the friendly words people use every day across the Arabic-speaking world: hello and goodbye, good morning and good evening with their special replies, good night, and thank you / you're welcome. They listen, choose and sort, and practise the words for real with a grown-up.
World Languages · Preschool
Children learn the Spanish words they can use every day: hola and adiós, buenos días and buenas noches, por favor, gracias and de nada, and the classroom routine ¿Cómo te llamas? Me llamo… and Levanta la mano. Short picture scenes with Olly model each moment, and grown-ups turn the words into daily routines.
World Languages · Preschool
Children become 'dot detectives': they meet three Arabic letters that share one boat shape, ب، ت and ث, and tell them apart by their dots. They hear a key word for each letter (a duck, an apple, a fox), link first sounds to letters, and discover that Arabic starts on the right.
World Languages · Preschool
Children learn Spanish words for the people in a family, four colors and things they use every day. Olly shows a family photo, sorts fruit by color and packs a backpack, and children answer by listening and tapping pictures, then play color-hunt and fetch games with a grown-up.
World Languages · Preschool
Children learn French words for the people in a family, six colors and things they use every day. Théo shows his family photo, Olly finds colors in fruit and vegetables, and Olly packs his school bag. Children answer by listening and tapping pictures, then play color-hunt and fetch games with a grown-up.
World Languages · Preschool
Children learn Arabic words for the people in a family, five colours and everyday objects. They listen and tap, fill Olly's basket with the right pictures, and use the words at home in a colour hunt and a family-photo chat.
World Languages · Preschool
Children count from uno to diez in Spanish, answer ¿Cuántos hay? (How many are there?) by counting small groups, and learn two questions they can use every day: ¿Qué es? (What is it?) and ¿Dónde está…? (Where is…?). Olly counts toys, finds lost things and plays guessing games with the grown-up.
World Languages · Preschool
Children count from un to dix in French, answer Il y a combien de… ? (How many … are there?) by counting small groups, and learn two questions for every day: Qu'est-ce que c'est ? (What is it?) and Où est… ? (Where is…?). Olly counts strawberries and stars, shares apples one each, and plays a hide-and-find game with his friend Fatou.
World Languages · Preschool
Children talk about what they like (Me gusta la pizza. No me gusta la sopa.), what they do every day (como, bebo, juego, leo, pinto, duermo) and what things are like (grande, pequeño, frío, caliente). Olly has lunch, plays and explores big and small animals, and children answer by listening, sorting and acting.
World Languages · Preschool
Children understand short sentences about themselves: what they like (J'aime les fraises. Je n'aime pas la soupe.), what they do every day (je mange, je bois, je joue, je dors, je lis, je dessine) and what things are like (grand, petit, chaud, froid), plus two feelings (content or contente, and triste). Olly has his afternoon snack, le goûter, plays, and visits big and small animals; children answer by listening, sorting and choosing replies.
World Languages · Preschool
Children count from one to five in Arabic (and hear six to ten), meet the Arabic digit shapes ١ ٢ ٣ ٤ ٥ used in many Arabic-speaking countries, and learn to answer three useful questions: كَمْ؟ (how many?), مَا هٰذَا؟ (what is this?) and أَيْنَ؟ (where?).
Coding · Preschool
With Olly, children notice that doing something makes something happen: water a seed and it grows, push a ball and it rolls, tap an arrow and Bolt the robot moves. They practise predicting what will happen next and play a 'Robot, robot!' game with a grown-up.
Coding · Preschool
Children learn the words first, next and last, put picture steps of familiar routines in order (plants, butterflies, hand washing) and discover with Olly that some steps only work in the right order. Sequencing is the first big idea of programming.
Coding · Preschool
Children follow two-step instructions with Olly, then give Bolt the garden robot two arrow instructions to reach its charging pad. They discover that the order of two instructions can matter when a hedge is in the way.
Coding · Preschool
Children read picture steps from left to right, one at a time: a fruit-bowl recipe, a clap-and-stomp picture code and arrow pictures for Bolt the robot. They follow each sequence exactly and copy arrow pictures into blocks.
Coding · Preschool
Children spot picture plans with a gap, choose the missing step by looking at the picture before and after, and fix Bolt the robot's programs by adding the missing arrow. This is their first taste of debugging: finding and fixing a problem.
Mathematics · Pre-K
Olly's dot cards help children see groups of up to five without counting one by one: dice-like patterns, fingers and scattered groups. Children learn to see small groups inside bigger ones (four is two and two) and to match each group to its numeral from 1 to 5.
Mathematics · Pre-K
Children count up to ten things in lines, circles and scattered groups without losing track, count out exactly the number Olly asks for from a bigger pile, and connect the numerals 1 to 10 to groups and to their order on a number path.
Mathematics · Pre-K
An empty nest has zero eggs. Children learn that zero means none, compare groups up to ten by pairing and by counting, and find one more and one fewer by moving along a number path from 0 to 10.
Mathematics · Pre-K
Bunnies hop together and birds fly away. Children act out and solve put-together and take-away stories with totals up to ten, and learn that every story has a first, a then and a now, ending with more or fewer than it started. No plus or minus signs yet: just objects, pictures and words.
Mathematics · Pre-K
Olly builds with shape tiles. Children describe triangles, squares, rectangles, circles and hexagons by their sides and corners, put shapes together to make new shapes (two triangles make a square), and compare shapes by size, sides and corners. A first look at solid shapes sorts the ones that roll from the ones that stack.
English · Pre-K
Children learn "big" words for everyday ideas (enormous, tiny, soaked, exhausted, delicious), use group words such as fruit, vehicles and tools and explain why something belongs, and practise keeping a conversation going by adding an idea or asking a question on the same topic.
English · Pre-K
Listening games that make the parts of language visible: children count the words in a short spoken sentence, blend and split syllables (ta-ble makes table), and both hear and make rhymes, including spotting the word that does not rhyme.
English · Pre-K
Children tune in to the very first sound of spoken words: they hear that moon starts with /m/, match and sort pictures that begin with the same sound, and blend a first sound with the rest of a word (/s/ ... un makes sun). Everything is spoken; letters come in the next course.
English · Pre-K
Children meet six starter letters, m, s, t, a, p and n, in capital and small form, learn the sound each one makes, and find the letter for the first sound of a picture word (sun starts with s). These six letters begin the PlayOwl sound–spelling sequence that Kindergarten continues.
English · Pre-K
Children learn who makes a book (the author writes the words, the illustrator draws the pictures), that we read words from left to right and from the top line down, and that words are groups of letters with spaces between them, so we can count the words in a line and point to each one as we read.
Science · Pre-K
Children discover that some questions can be answered by trying something (Will the apple float?) while others are answered by asking someone (What is your friend's name?). They make a prediction, test which things sink or float, and tell honestly what happened, even when the result surprises them.
Science · Pre-K
Children watch things change over time: ice melts into water, a puddle dries up, a seed sprouts. They put before-and-after pictures in order, run an ice-melt race between a sunny spot and a shady spot, and learn to record what they see with drawings and marks so they can count and remember it later.
Science · Pre-K
Children name what everyday things are made of (wood, metal, cloth, paper, plastic, glass) and run two simple tests: a drip test to see which materials soak up water and which keep it out, and a look-through test to see which materials are see-through. They use what they found to pick a material for a raincoat and a window.
Science · Pre-K
Children sort everyday actions into pushes (away from you) and pulls (toward you). With a ramp simulation and a real ramp, they find that a higher ramp sends a toy car farther, then run their first fair test: same ramp, same car, only the floor changes, and the bumpy carpet stops the car sooner than smooth wood.
Science · Pre-K
Children learn that living things grow and change, while things like rocks and balls do not. They match young animals to grown-ups, put the steps of a chick's and a frog's life in order, and measure a growing plant with blocks to see that it gets taller over days.
Geography · Pre-K
Children grow their position words beyond near, on and under: above and below, in front of and behind, between, inside and outside. They spot positions in pictures, sort things that belong inside or outside a home, and act the words out with their own bodies in an 'Olly says' movement game.
Geography · Pre-K
Routes get longer and come with turns. Children follow and retell four-stop routes in order, count the landmarks they pass, and learn what makes directions clear: name a landmark that stays put and say what to do there.
Geography · Pre-K
Maps use symbols: small pictures or shapes that stand for real things. Children match symbols to the things they stand for, meet their first map key (a list that tells what each symbol means), and use the key to find and count places on a picture map of a campground and a park.
Geography · Pre-K
Land and water come in different shapes. Children learn the names of three land shapes (mountain, hill, island) and three kinds of water (river, lake, ocean), sort them, and then build them in a sand tray model: a tall pile for a mountain, a long wet path for a river, a mound with water all around for an island.
Geography · Pre-K
Weather changes what we wear and do, and some places are usually hot while others are usually cold. Children name kinds of weather, pick clothes for sunny, rainy and snowy days, and sort things that belong in a hot, dry desert or an icy cold place.
History, Civics & Social Studies · Pre-K
Children describe themselves, notice that classmates are alike and different in many ways, and then step out into the community: the library, the park, the store and other shared places. They finish by finding places on a simple picture map of Olly's neighborhood.
History, Civics & Social Studies · Pre-K
Children sort needs (things we must have to live and be safe) from wants (things that are nice to have), discover that we cannot have everything so we choose, and see how people use and save money to get what they need. A pretend store brings it all together at home.
History, Civics & Social Studies · Pre-K
Children learn that rules keep us safe and help everyone be treated fairly, match rules to the places where they are used (classroom, street, playground, library), and practise what to do after a rule is broken: say sorry, help fix it and try again.
History, Civics & Social Studies · Pre-K
Children look at jobs in three places: classroom jobs that keep a room running, community workers who make things or help people, and big jobs that go faster when the work is shared. They sort workers who make things from workers who help people, an early step toward goods and services.
History, Civics & Social Studies · Pre-K
Children use the words past (long ago) and present (today), compare how people lit their homes, wrote, talked and traveled long ago with how we do it now, and discover two ways to learn about the past: asking older people and looking closely at old objects and photos.
Computers & Digital Literacy · Pre-K
Children meet three input tools (a finger on a touch screen, a mouse and a keyboard), learn to point and click with a mouse that slides on the table, and use a pretend keyboard to copy short words and make a gap with the space bar. A paper keyboard lets them practise away from the screen.
Computers & Digital Literacy · Pre-K
Children learn that icons are small pictures that stand for an app or a job, match common icons to what they do, and move around a pretend tablet with the home, back and close buttons. They finish by finding the right button in an app they have never seen, and by knowing which buttons are for grown-ups.
Computers & Digital Literacy · Pre-K
In Shape Studio, a pretend app, children build pictures from circles, squares, rectangles and triangles. They learn to select a shape and then change its colour, size or place by dragging, and they plan a picture by choosing its shapes first. Cutting real paper shapes connects the screen to hands-on making.
Computers & Digital Literacy · Pre-K
Children save their work and check the 'Saved' message to make sure it worked, reopen saved work from the gallery to keep going, and learn helpful words for asking a grown-up for help: what I was doing, and what happened. Practice is with pretend apps and talk, not real accounts.
Computers & Digital Literacy · Pre-K
Children sort information into private (home address, phone number, passwords, photos of themselves) and fine to share (favourite colour or animal), practise stopping to ask a trusted grown-up before typing or saying private information on a device, and learn that a password is a secret key shared only with the family grown-ups who look after them. No real personal information is ever asked for.
Coding · Pre-K
Children learn that every sequence has a goal. They match everyday sequences to their goals, build longer arrow sequences that take Bolt the robot to its charging pad, and check sequences step by step to see whether they really reach the goal.
Coding · Pre-K
Children notice actions that happen again and again, count how many times they repeat, and say it the short way: repeat 3 times: hop. Then they use Bolt's repeat block to move the robot many squares with just a few blocks.
Coding · Pre-K
Children find two different routes to the same goal, count the steps on each to find the shorter one, and choose a route that goes around a problem such as a puddle or a hedge. Bolt the robot tests every choice.
Coding · Pre-K
Children hunt for the one wrong step, or bug, in everyday plans and in Bolt the robot's programs. They follow programs step by step to see where things first go wrong, then change just the wrong instruction to fix it.
Coding · Pre-K
Children learn Olly's planning routine (look, trace and say the plan, build, run and check). They predict where Bolt the robot will stop before running, plan routes that collect a gem, and compare what happened with their plan.
Mathematics · Kindergarten
Kindergartners make counting exact: one number for each object, the last number tells how many, and moving the objects does not change the count. Ten strips show that each next number is one more, and zero shows a count of none. Children show and read numbers from 0 to 10.
Mathematics · Kindergarten
Children count to 100 by ones and by tens using a hundred chart, count forward from any number instead of starting at 1, and count groups of up to 20 objects and build the matching numeral, including the tricky teen numbers. Handwriting practice happens on paper with a grown-up watching.
Mathematics · Kindergarten
Is 7 greater than 5? Children compare groups of up to ten by pairing and counting, using the words greater than, less than and equal to, then compare written numbers on a number path and put three numbers in order from least to greatest.
Mathematics · Kindergarten
Putting groups together becomes addition. Children show joining stories with objects, fingers and drawings, learn the plus and equal signs, solve add-to and put-together story problems within 10, and become quick and confident with sums within 5.
Mathematics · Kindergarten
When some go away, we subtract. Children show take-away stories with objects, drawings and equations using the minus sign, solve take-away problems within 10 by counting back on a number path, decide whether a story needs adding or subtracting, and grow confident with subtraction within 5.
English · Kindergarten
Kindergartners sharpen the listening and speaking skills that every later reading course depends on: answering who, what, where and why questions about a story read aloud, following two- and three-step directions, and describing things clearly with describing words, opposites and category words.
English · Kindergarten
Kindergartners learn all 26 letters in capital and small form (including the tricky look-alikes b, d, p and q), put letters in alphabet order, and learn how print is built: letters make words, spaces separate words, and sentences start with a capital letter and end with an end mark. They also practise following print left to right and word by word.
English · Kindergarten
An all-listening course in the smallest sounds of speech (phonemes). Children blend sounds into words (/m/ /a/ /p/ makes map), break words into sounds and count them, find the first, middle and last sound, and swap one sound to make a new word. These oral skills prepare children to read and spell with letters in the next courses.
English · Kindergarten
Children learn the first 13 letter–sound pairs of the PlayOwl sound–spelling sequence, in three small steps: m, s, a, t; then p, n, i, f; then o, d, c, g, h. They hear each sound, tap letter tiles, and choose the letter that spells a sound at the start, middle or end of a spoken word, getting ready to blend and read words in the next course.
English · Kindergarten
Children use the 13 letter–sound pairs they already know (m, s, a, t, p, n, i, f, o, d, c, g, h) to blend sounds into words with letter tiles, read words that differ by just one letter, learn five heart words (the, a, I, is, to) and read a short decodable story. The checks are built so that pictures and first-letter guessing never give the answer away.
Science · Kindergarten
Kindergarten scientists choose the right tool for a job (magnifier, cubes, balance), measure and compare lengths with cubes laid end to end, compare weights with a balance, and learn to back up what they say with evidence: 'I know because I saw, measured or felt it.'
Science · Kindergarten
Children find out that pushes and pulls can start something moving, stop it or change its direction, including when a ball bumps into a wall. They compare strong and gentle pushes, read a simple bar chart from a ramp investigation, and use test results to decide which design really turns a marble into a cup or slows a toy car down.
Science · Kindergarten
Children describe materials by their properties (strong, bendy, waterproof, soft, see-through) and explain why things are made of the materials they are: windows of glass, boots of rubber, pillows of soft cloth. Then they test paper, foil and cardboard as a bridge for toy animals, count how many blocks each holds, and choose the best material using the data.
Science · Kindergarten
Children run a plant investigation in a simulation, changing the hours of light and whether the plant gets water, and read the results to find that plants need both light and water to grow well. They sort animals by whether they eat plants, other animals or both, and find the big pattern: all living things need water, plants use light to make their own food, and animals must eat.
Science · Kindergarten
Squirrels dig holes to hide acorns, beavers dam streams, tree roots crack sidewalks and people build roads. Children find out how living things change the places they live to meet their needs, use a picture model to match living things to places that meet their needs, and choose everyday actions that reduce the harm people do to land, water, air and other living things.
Geography · Kindergarten
Children learn the words geographers use to tell where things are (above, below, beside, between, in front of, behind), sort out left and right on their own bodies and for a friend who faces them, and then tell a route in order with a start, landmarks, turns and a finish. A garden robot shows that turning left or right depends on the way you face.
Geography · Kindergarten
Children discover that a model is a small copy of something real, learn to see things from straight above like a bird (a cup's top is a circle, a table top is a rectangle), and then follow a real room as it becomes a block model and finally a flat map. They finish by sorting what a map can show from what it cannot.
Geography · Kindergarten
Children learn that a map symbol is a small picture or mark that stands for a real thing, use a map key to find out what each symbol means (even when the symbol is a star or a flag), and then read picture maps: counting one kind of symbol and telling what is beside what.
Geography · Kindergarten
Children spin a globe to discover that most of the Earth is covered by water, then learn the shapes of the land (mountain, hill, island, volcano, desert) and the shapes of water (ocean, lake, river, waterfall). They find land and oceans on a real world map and build landforms in a tray at home.
Geography · Kindergarten
Children name kinds of weather and their symbols (sunny, cloudy, rainy, snowy, windy, stormy) and learn to go indoors when they hear thunder. They put the four seasons in order and find out that some places are warm all year while others are cold almost all year. Finally they choose clothes for hot and cold places and read a simple weather chart.
History, Civics & Social Studies · Kindergarten
Kindergartners build an 'identity puzzle' of the many parts that make them who they are, discover that each person belongs to several groups at once, and practise noticing how classmates are alike and different with respect and curiosity.
History, Civics & Social Studies · Kindergarten
Kindergartners test rules for fairness (does the rule treat everyone the same way and help the group?), learn that a responsibility is a job others count on you to do, and help a class make and change a rule by sharing ideas and voting.
History, Civics & Social Studies · Kindergarten
Kindergartners connect community helpers to the services they give everyone (fire safety, health care, mail, libraries, trash pickup), learn who the people in authority are at school and in the community and how they keep us safe, and find service buildings on a picture map using position words.
History, Civics & Social Studies · Kindergarten
Kindergartners decide why needs come before wants when money or time is limited, discover the natural resources that everyday things come from (trees, animals, water, soil), and learn that because resources are limited, people make choices and take care not to waste them.
History, Civics & Social Studies · Kindergarten
Kindergartners put events in order with first, next, last and yesterday, today, tomorrow, learn the seven days of the week on a calendar, and compare going to school long ago in a one-room schoolhouse with going to school today, noticing what changed and what stayed the same.
Computers & Digital Literacy · Kindergarten
Children learn that hardware is the parts of a device you can touch, recognise the screen, keyboard, mouse or trackpad, speaker, microphone, camera and charger, and say what each part does. They then find the same jobs done by different-looking parts on a desktop computer, a laptop and a tablet.
Computers & Digital Literacy · Every grade
A hands-on start for anyone new to computers, tablets or PlayOwl. Children really point, click, tap, drag, scroll, zoom and type, open and close tabs and windows, search on a pretend web, and take a tour of PlayOwl, all inside safe practice screens. It works with a mouse, a touch screen or a keyboard.
Computers & Digital Literacy · Kindergarten
Children build a toolkit of input moves: mouse point, click, double-click and drag; touch tap, press-and-hold, swipe, spread and pinch; and the keyboard's letter keys, space bar, backspace and enter. They finish by choosing the best input tool for different jobs.
Computers & Digital Literacy · Kindergarten
In Sticker Town, a pretend app, children learn to open the menu (three lines) to find places that are not on the screen, find tools in a toolbar by their icons and names, and scroll to find things below or above what they can see. They use home, back and close to get around without getting lost.
Computers & Digital Literacy · Kindergarten
Children make a sticker picture in Sticker Town and add a typed caption that tells about it, save it with a name that says what it is, and then reopen it, change it and save again so the change is kept. They learn why names like 'aaaa' make work hard to find.
Computers & Digital Literacy · Kindergarten
Children learn what a digital message is and that a sent message cannot be taken back, message only people their grown-ups say are OK, keep private information out of messages, and tell a trusted adult when a message asks for private things or feels unkind or uncomfortable. They practise writing kind messages and the 'face to face' test before sending.
Coding · Kindergarten
Kindergartners learn to break a big job into small, numbered steps and to use first, next, then and last. They plan Bolt the robot's routes before building them, including routes that must collect gems before the charging pad counts.
Coding · Kindergarten
Kindergartners discover that the routines they follow every day (washing hands, tidying up, getting dressed) are algorithms. They decide which steps must stay in order and which can swap, and compare two algorithms for the same job to choose the clearer, complete, shorter one.
Coding · Kindergarten
Kindergartners learn the four arrow blocks, read short block programs by moving a finger one square per block, and build their own programs that steer Bolt the robot around hedges and over gems to the charging pad.
Coding · Kindergarten
Kindergartners find the part of a sequence that repeats, including groups such as clap-stomp or up-right, write it the short way (repeat 3 times: up, right), and use Bolt's repeat block to climb staircases and cross long gardens with only a few blocks.
Coding · Kindergarten
Kindergartners learn three kinds of bugs (missing, extra and wrong steps), find the first block that sends Bolt the wrong way by stepping through a program, and fix bugs and test again until the program works.
Mathematics · Grade 1
First graders extend counting past 100 to 120 from any starting number, read and write numerals such as 104 and 117 correctly, count large collections by making tens, and compare numbers with the symbols >, < and =.
Mathematics · Grade 1
Ten ones bundled together make a ten. Learners build and write two-digit numbers as tens and ones, compare two-digit numbers by looking at the tens first, and find 10 more and 10 less than a number without counting, using base-ten blocks and the hundred chart.
Mathematics · Grade 1
Learners solve joining and putting-together stories within 20, including stories where the missing number is the part that was added. They add by counting on from the greater number, and use turn-around facts and smart grouping (make a ten first) to add two or three numbers.
Mathematics · Grade 1
Subtraction is more than taking away. Learners solve take-from stories, take-apart stories where one part is missing, and compare stories that ask how many more or fewer, all within 20. They learn to solve subtraction by thinking of a missing addend and choosing between counting back and counting up.
Mathematics · Grade 1
Learners build reliable strategies for facts within 20: making a ten to add (8 + 6 = 8 + 2 + 4), going back through ten to subtract (13 − 4 = 13 − 3 − 1), using doubles and near doubles, and using fact families so every addition fact also gives two subtraction facts. Facts within 10 are practised for accuracy, never against a clock.
English · Grade 1
Grade 1 begins by sharpening the sound skills behind reading and spelling: telling short and long vowel sounds apart, blending and segmenting spoken words of up to five sounds (including words that start or end with two consonants), and finding sounds in any position. A quick review of Kindergarten's Steps 1–5 makes sure every child can spell and read CVC words before new spellings begin.
English · Grade 1
Step 6 of the PlayOwl sequence: children learn the "floss" pattern (ff, ll, ss and zz after a short vowel, as in puff, bell, kiss, buzz), ck after a short vowel (duck, sock), and the -s ending that can sound like /s/ or /z/ (cats, dogs). They read a decodable story, Fuzz and the Big Mess, with ten new heart words.
English · Grade 1
Steps 7 and 8 of the PlayOwl sequence: digraphs, where two letters make one new sound (sh, ch, th, wh, ng and nk), and consonant blends, where two or three consonants sit side by side and each keeps its own sound (st, fl, tr, -nd, -mp). Children read and spell these words and read a decodable story, Chip and the Ship.
English · Grade 1
Steps 9 and 10 of the PlayOwl sequence teach long vowels: the silent final e (cap becomes cape, kit becomes kite), single vowels that say their names at the end of short words (he, go, hi) and y as long i (my, fly), and the first vowel teams ee, ea, ai, ay and oa. Children read and spell long-vowel words and read the decodable story Jade and the Kite.
English · Grade 1
Step 11 of the PlayOwl sequence: children read and spell words with the endings -s, -es, -ed and -ing (wishes, jumped, landed, helping), learn what those endings tell us about number and time, and read two-syllable words by splitting them between consonants (rab-bit, nap-kin) and compound words (sun + set). They read the decodable story The Picnic.
