ESSSP · Elite Science & Social Studies Program
Science and social studies give children something worth discussing—and a reason to use precise English.
Teaching illustration · Astronomy
Read an explanation, identify the role of Earth’s atmosphere, and connect that evidence with the telescope’s position. Practise explaining a cause with “because”, then compare observations made from the ground and from orbit.
The discussion connects subject knowledge, reading comprehension and precise expression.
ESSSP · UNITS 1–16
ESSSP connects Science and Social Studies with informational reading, academic vocabulary and discussion in English. Across 16 units and 144 teaching sessions, students explore concepts, follow relationships and use evidence to explain their thinking. Eight Science and eight Social Studies units alternate. ESSSP is a flagship course alongside Reading and Writing.
Each unit has six text titles taught over nine sessions. A Passage takes one session; a Book marked A/B takes two. The number of text titles is different from the number of teaching sessions.
Connect goods and services with supply, demand, consumer choices, marketing and real cases.
Explore forces through sports equipment, Newton’s laws, motion, energy and applications in sport.
Read about Tenochtitlan, its ruler, daily life, technology and religion, then investigate the empire’s decline.
Connect predators and prey with Arctic habitats, adaptations, extinction and environmental change.
Trace trade routes and travellers’ accounts to understand exchanges of goods, ideas, art and disease.
Move from the Sun and planets to Earth, gravity, orbits and space exploration.
Examine resistance, escape networks, abolitionist allies and historical legal cases with respect for the people involved.
Build from cells and microbes to the human microbiome, helpful and harmful effects, applications and contagion.
Explain how access to water and transport supports urban growth; Use archaeological evidence without treating every interpretation as certain; Compare how cities distribute the benefits and costs of infrastructure.
U 1: scarce resources and needs; U 3: Tenochtitlan as an urban system; U 5: trade and cultural exchange.
Use multiple evidence types to explain plate motion; Connect plate boundaries with patterns in earthquakes and volcanoes; Distinguish a hazard, exposure and vulnerability when comparing communities.
U 2: forces and motion; U 6: Earth as a system; U 9: how settlement choices affect communities.
Compare the reach, speed and constraints of communication systems; Explain developments in printing across more than one region; Assess how medium, purpose and evidence influence a message.
U 5: movement of ideas along trade routes; U 7: communication and social movements; U 2: forces and technology.
Connect observable properties with a simple particle model; Distinguish physical and chemical change using evidence; Compare material choices using function, testing and life-cycle information.
U 2: energy and motion; U 8: visible effects of microscopic systems; U 9: infrastructure and material choices.
Trace a product through a value chain; Explain how a disruption can affect more than one stage; Compare efficiency, resilience and wider costs using explicit criteria.
U 1: supply, demand and goods; U 5: trade routes; U 12: material properties and product life cycles.
Trace energy transfers and distinguish energy sources from storage; Use evidence to explain the enhanced greenhouse effect; Evaluate an energy mix using demand, reliability, emissions and resource constraints.
U 2: energy in motion; U 4: environmental change; U 6: the Sun and Earth; U 13: resource supply and resilience.
Distinguish rules, rights, responsibilities and procedures; Analyze who was included or excluded in historical rights documents; Use evidence and alternative viewpoints to justify a community decision.
U 7: slavery, exclusion and rights; U 9: access to city services; U 11: information and viewpoint; U 13: distribution of benefits and costs.
Connect cells, DNA, genes and inherited variation using a simple model; Explain how genes and environments interact without genetic determinism; Distinguish a demonstrated biotechnology result from an unsupported promise.
U 4: adaptation; U 8: cells and microbes; U 12: models and material changes; U 15: evidence and responsible decisions.
Time to know your child and build on earlier learning.
A consistent rhythm for preparation, lessons and practice.
In 1:2 lessons, children learn and discuss ideas together.
Your child’s next step
Tell us about your child’s reading, writing and interests.
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