Mathematics
Fractions, decimals, geometry and graphs that read real data.
COGNIPRAXIS ACADEMY · ZONE 2 OF 4
ExplorersCuriosity meets method.
Ages 9–11 · UK Years 5–7 · Greek grades 4–6
Children investigate, collaborate and begin to organise their thinking and learning more strategically, with greater responsibility, reflection and awareness of how they learn.
1 : 4Two educators for up to 8 children, in every lesson.
27capabilities with clear milestones for this age, from the Developmental Map.
6multi-week projects, from the question to the presentation.
EXPLORERS AT A GLANCE
The practical details, in six lines.
Session
1 × 90′ a week
Six stages in every lesson, with the Bridge before the close
Year
6 units × 5–6 weeks
September–June · joining at the start of each unit
Group
Up to 8 children
With two educators in every lesson
Language
Greek or English Track
The whole learning experience in the language you choose
Levels
Junior and Senior
We choose the level together, after we get to know each other
Fees
Announced when enrolment opens
Those who have registered interest hear first · 10 monthly instalments, September–June
WHAT CHANGES FROM SPARKS
From the rhythm of the activity to the rhythm of the project.
In Sparks many experiences are completed within the session. In Explorers a question can open today and close weeks later. Children begin to hold a longer-term goal, plan intermediate steps, return to their work and revise it as they learn.
KNOWLEDGE · WHAT THEY LEARN
Substantial knowledge, at the depth this age allows.
Three core subjects in every zone. Each unit opens with a question worth investigating and closes with a project or a presentation.
Language & Literature
Reading in depth, argument and writing with revision, in the language of the Track.
Science
Controlled experiments, variables, measurement and first scientific models.
Alongside them, within the units: History & Social Sciences · Computing & Robotics.
The year in Explorers.
6 units, two Developmental Profiles and three parent meetings.
SEPOCTNOVDECJANFEBMARAPRMAYJUN
1st Developmental Profile
2nd Developmental Profile
Getting to know you
01MATH
Report02SCI + LANG
Report03MATH + SCI
Report04LANG + HIST
Report05SCI + COMP
Report06LANG + MATH
ReportParent meeting
Parent meeting
Parent meeting
- SEPGetting to know you
- OCT–NOVUnit 01 · MATH+ Unit Report
- NOVParent meeting
- NOV–DECUnit 02 · SCI + LANG+ Unit Report
- JAN–FEBUnit 03 · MATH + SCI+ Unit Report
- FEB1st Developmental Profile
- FEBParent meeting
- FEB–MARUnit 04 · LANG + HIST+ Unit Report
- APR–MAYUnit 05 · SCI + COMP+ Unit Report
- MAYParent meeting
- MAY–JUNUnit 06 · LANG + MATH+ Unit Report
- JUN2nd Developmental Profile
Explorers: 6 units × 5–6 weeks · 90′ a week · Indicative schedule. the unit of the sample lesson
MATH Mathematics · LANG Language & Literature · SCI Science · alongside them: HIST History & Social Sciences · COMP Computing & Robotics
GROWTH · THE MILESTONES OF THIS ZONE
What the child will be able to do in Explorers.
The Developmental Map milestones for this zone, with the main route through which each capability is cultivated. Each milestone is one way for a capability to show, not the only one. “NEW” marks what appears for the first time in this zone.
- Working memoryKeeps two criteria in mind at the same time when judging a solution.Within the task
- Inhibitory controlPauses at the points where they have made a hasty mistake before, and checks before answering.Within the task
- Cognitive flexibilityWorks with two representations of the same problem and moves between them.Within the task
- PlanningPredicts where they will struggle before starting, and plans for it.Within the task
Interpersonal, emotional, ethical
- Emotional awareness and self-awarenessTells frustration apart from tiredness, and responds accordingly.Bridge
- Empathy and respect for diversityRepresents the view of someone who disagrees with them faithfully enough for that person to recognise it.Bridge
- Communication and collaborationTakes on someone else’s idea when it improves the result, and shows what it added.Way of working
- Ethical thinking, integrity and responsibilityTakes a position in a dilemma and explains a rule that would apply equally to everyone, not only to themselves.Bridge
Thinking and meaning-making
- Critical thinking, problem solving and decision-makingChanges position after hearing an argument they had not considered, and says exactly what changed their mind.Within the task
- Systems thinkingIdentifies what affects what, and what would change if one part were altered.Within the task
- Creativity, imagination and innovationCombines two ideas from different subjects into something that did not exist before.Within the task
- Curiosity, inquiry and reflectionRecognises what they do not know yet, and turns it into the next question.Within the task
Future-ready, citizenship, care
- Health literacy and well-beingConnects sleep and movement with how they feel and how they get on.Bridge
- Global citizenship and environmental awarenessConnects an everyday choice with one specific consequence for other people or the environment.Bridge
- Digital and AI literacyChecks whether information they found online holds up before using it.Within the task
- Computational thinkingBreaks a problem into smaller pieces they can solve separately.Within the task
- Financial literacySeparates what they want from what they need, and waits for something worth more.Within the task
- Initiative and entrepreneurial mindsetTakes on a part of the group’s work that nobody asked for, because they saw it was missing.Way of working
Core functions
- Sense of purposeNEWSets their own goal for the unit, and knows at the end how far they reached it.Way of working
- FlexibilityNEWRevises their goal when circumstances change, without abandoning it.Way of working
Psychological resources
- Overcoming adversityAfter an assessment result that disappointed them, comes back and works on the point they found difficult.Way of working
- Resilience in everyday difficultiesKeeps going with a project that took longer than they expected.Way of working
- Emotion regulationWhen angry with someone in the group, can keep working with them.Way of working
- Attention regulationRecognises what throws them off, and organises their work to avoid it.Way of working
- Generalised self-efficacyTakes on a task they are not sure they can manage.Way of working
- Optimistic explanatory styleDistinguishes “I didn’t manage it today” from “I never manage it”.Way of working
- Success mindsetAttributes a failure to what they did, not to who they are.Way of working
- Self-regulated learningTries two study strategies and judges which one worked for them.Way of working
- Self-DeterminationChooses the topic of their project, and defends the choice.Way of working
FOR PARENTS AND EDUCATORS · PDF
The full Developmental Map 6–16
All four zones, so you can see where each capability starts and where it leads.
THE BRIDGE IN EXPLORERS
From the day’s knowledge to a human question.
Real situations, data and the neighbourhood. Children connect a choice with a consequence and write down one action.
10–14 minutes before reflection. In the Bridge we assess how the child thinks, never what they believe.
- “The heart that beats fast”Circulatory system, measuring pulse · SCI + MATHEmotional awareness and self-awareness
- “Letters from America”Letter and narrative · LANG + HISTEmpathy and respect for diversity
- “The measurement that was ‘corrected’”Fair test and data · SCI + MATHEthical thinking, integrity and responsibility
- “The graph in the advert”Graphs and scales · MATHCritical thinking, problem solving and decision-making
- “The plastic that came back”Ecosystems, food chains · SCISystems thinking
- “The sailors’ stars”The sky and navigation · SCICuriosity, inquiry and reflection
A LESSON IN EXPLORERS
One session in Explorers, from the inside.
A sample lesson from this zone: the learning objectives, the growth targets with their routes, the Bridge and the flow. The full lesson plan opens alongside.
UNIT 03 · LESSON 3 OF 5 · MATHEMATICS + SCIENCE
“Can we trust a graph?”
Today: How fast does a hot drink cool down? · 90′
KNOWLEDGE · LEARNING OBJECTIVES
- O1Explains that insulation slows the transfer of heat and does not “make heat”.
- O2Designs a controlled experiment with one independent variable: the insulating material.
- O3Draws a line graph with a suitable scale and compares cooling rates from the slope.
GROWTH · OBSERVATION TARGETS
- PlanningWithin the task
- Critical thinking and decision-makingWithin the task
- Global citizenshipBridge
Executive functions Holistic competencies Mental toughness
BRIDGE · FUEL POVERTY · CARING FOR THOSE AROUND US
“A winter without heating”
A house cools down just like our cup. What does that mean for people who cannot heat it?
5′Welcome
10′Warm-up
28′Academic core
24′Application & creation
14′Bridge
9′Reflection
Explorers · 9–11
“How fast does a hot drink cool down?” · 90′ · 4 pages
Bridge: “A winter without heating”
See the samples for the other zones on the Academy page →
THE LEARNING EXPERIENCE
How they learn in Explorers.
Inquiry & multi-week projects
Children plan, carry out, revise and complete a project that develops over time.
Explicit learning strategies
They try different ways of studying, organising and recalling, and begin to judge which ones help them.
Collaboration with more responsibility
They take on roles, use feedback and explain their choices to the group.
Presentation & reflection
Every unit closes with a presentation, questions and a discussion about the process.
As much support as they need. As much autonomy as they can take.
The emphasis in this zone. Support adapts to the child and the task, not just their age.
- Targeted Supportmodelling · guidance · scaffolding
- Active Participationeffort · exploration · feedback
- Gradual Responsibilityorganisation · choices · reflection
- Growing Autonomyself-regulation · initiative · persistence
- Independent Application & Transferat school · in new contexts · in life
MORE SUPPORTMORE AUTONOMY
PROGRESS IN EXPLORERS
The child begins to observe themselves.
- SPARKSThe educators observe
- EXPLORERSThe child compares
- PATHFINDERSReads their own path
- DESIGNERSHelps decide what is tracked
In Explorers self-observation becomes more systematic. Children compare their own picture with the educators’ observations and discuss where they agree, where they differ and what the next step is.
This comparison supports metacognition and self-regulation: children learn to read their own learning more accurately.
AFTER EVERY LESSON
Lesson Report
6 TIMES A YEAR
Unit Report
TWICE A YEAR
Developmental Profile
THREE TIMES A YEAR
Parent meeting
Measurable progress on every objective. No comparison with other children.See sample reports on the Academy page →
THE STARTING POINT
First, we get to know the family. Then, the right start.
Meeting the parents
We talk about your expectations, our approach and how the Academy and the family work together.
A Developmental Introduction with the child
We get to know the child and where they are starting from. It is not a test; there is no pass or fail.
A shared decision on the start
Together we agree the zone, the level (Junior or Senior) and the support the child needs.
Junior and Senior. Every zone has two levels, Junior and Senior: the same architecture, a different degree of challenge and autonomy. We choose the level together, after we get to know each other.