Our Curriculum
At Success Academies we believe that things should be straightforward.
With that in mind, we have developed our curriculum to be easy to access for all.
Below you will find full details of our core provision and links to all relevant GCSE specifications.
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Our KS3 curriculum is delivered over 3 years, while our KS4 GCSE courses are all delivered over 2 years.
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KS3 is designed for students in years 7, 8 and 9 of the UK education system, while KS4 is for students in years 10 and 11.
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KS3 Curriculum
Maths
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Number
· understand and use place value for decimals, measures and integers of any size
· order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥
· use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property
· use the 4 operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative
· use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals
· recognise and use relationships between operations including inverse operations
· use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations
· interpret and compare numbers in standard form A x 10n 1≤A<10, where n is a positive or negative integer or 0
· work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and or 0.375 and )
· define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express 1 quantity as a percentage of another, compare 2 quantities using percentages, and work with percentages greater than 100%
· interpret fractions and percentages as operators
· use standard units of mass, length, time, money and other measures, including with decimal quantities
· round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]
· use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b
· use a calculator and other technologies to calculate results accurately and then interpret them appropriately
· appreciate the infinite nature of the sets of integers, real and rational numbers
Algebra
Pupils should be taught to:
· use and interpret algebraic notation, including:
· ab in place of a × b
· 3y in place of y + y + y and 3 × y
· a² in place of a × a, a³ in place of a × a × a; a²b in place of a × a × b
· in place of a ÷ b
· coefficients written as fractions rather than as decimals
· brackets
· substitute numerical values into formulae and expressions, including scientific formulae
· understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors
· simplify and manipulate algebraic expressions to maintain equivalence by:
· collecting like terms
· multiplying a single term over a bracket
· taking out common factors
· expanding products of 2 or more binomials
· understand and use standard mathematical formulae; rearrange formulae to change the subject
· model situations or procedures by translating them into algebraic expressions or formulae and by using graphs
· use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement)
· work with coordinates in all 4 quadrants
· recognise, sketch and produce graphs of linear and quadratic functions of 1 variable with appropriate scaling, using equations in x and y and the Cartesian plane
· interpret mathematical relationships both algebraically and graphically
· reduce a given linear equation in 2 variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically
· use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations
· find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs
· generate terms of a sequence from either a term-to-term or a position-to-term rule
· recognise arithmetic sequences and find the nth term
· recognise geometric sequences and appreciate other sequences that arise
Ratio, proportion and rates of change
· change freely between related standard units [for example time, length, area, volume/capacity, mass]
· use scale factors, scale diagrams and maps
· express 1 quantity as a fraction of another, where the fraction is less than 1 and greater than 1
· use ratio notation, including reduction to simplest form
· divide a given quantity into 2 parts in a given part:part or part:whole ratio; express the division of a quantity into 2 parts as a ratio
· understand that a multiplicative relationship between 2 quantities can be expressed as a ratio or a fraction
· relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions
· solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics
· solve problems involving direct and inverse proportion, including graphical and algebraic representations
· use compound units such as speed, unit pricing and density to solve problems
Geometry and measures
· derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders)
· calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes
· draw and measure line segments and angles in geometric figures, including interpreting scale drawings
· derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line
· describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric
· use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles
· derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies
· identify properties of, and describe the results of, translations, rotations and reflections applied to given figures
· identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids
· apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles
· understand and use the relationship between parallel lines and alternate and corresponding angles
· derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons
· apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs
· use Pythagoras’ Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles
· use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D
· interpret mathematical relationships both algebraically and geometrically
Probability
· record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale
· understand that the probabilities of all possible outcomes sum to 1
· enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams
· generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities
Statistics
· describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)
· construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data
· describe simple mathematical relationships between 2 variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs
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Science
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Cells and organisation
· cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
· the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
· the similarities and differences between plant and animal cells
· the role of diffusion in the movement of materials in and between cells
· the structural adaptations of some unicellular organisms
· the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms
The skeletal and muscular systems
· the structure and functions of the human skeleton, to include support, protection, movement and making blood cells
· biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles
· the function of muscles and examples of antagonistic muscles
Nutrition and digestion
· the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
· calculations of energy requirements in a healthy daily diet
· the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
· the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
· the importance of bacteria in the human digestive system
· plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots
Gas exchange systems
· the structure and functions of the gas exchange system in humans, including adaptations to function
· the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
· the impact of exercise, asthma and smoking on the human gas exchange system
· the role of leaf stomata in gas exchange in plants
Reproduction
· reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
· reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms
Health
· the effects of recreational drugs (including substance misuse) on behaviour, health and life processes
Photosynthesis
· the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
· the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
· the adaptations of leaves for photosynthesis
Cellular respiration
· aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
· a word summary for aerobic respiration
· the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
· the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism
Relationships in an ecosystem
· the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
· the importance of plant reproduction through insect pollination in human food security
· how organisms affect, and are affected by, their environment, including the accumulation of toxic materials
Inheritance, chromosomes, DNA and genes
· heredity as the process by which genetic information is transmitted from one generation to the next
· a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
· differences between species
· the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
· the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection
· changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
· the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material
The particulate nature of matter
· the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure
· changes of state in terms of the particle model
Atoms, elements and compounds
· a simple (Dalton) atomic model
· differences between atoms, elements and compounds
· chemical symbols and formulae for elements and compounds
· conservation of mass changes of state and chemical reactions
Pure and impure substances
· the concept of a pure substance
· mixtures, including dissolving
· diffusion in terms of the particle model
· simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
· the identification of pure substances
Chemical reactions
· chemical reactions as the rearrangement of atoms
· representing chemical reactions using formulae and using equations
· combustion, thermal decomposition, oxidation and displacement reactions
· defining acids and alkalis in terms of neutralisation reactions
· the pH scale for measuring acidity/alkalinity; and indicators
· reactions of acids with metals to produce a salt plus hydrogen
· reactions of acids with alkalis to produce a salt plus water
· what catalysts do
Energetics
· energy changes on changes of state (qualitative)
· exothermic and endothermic chemical reactions (qualitative)
The periodic table
· the varying physical and chemical properties of different elements
· the principles underpinning the Mendeleev periodic table
· the periodic table: periods and groups; metals and non-metals
· how patterns in reactions can be predicted with reference to the periodic table
· the properties of metals and non-metals
· the chemical properties of metal and non-metal oxides with respect to acidity
Materials
· the order of metals and carbon in the reactivity series
· the use of carbon in obtaining metals from metal oxides
· properties of ceramics, polymers and composites (qualitative)
Earth and atmosphere
· the composition of the Earth
· the structure of the Earth
· the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
· Earth as a source of limited resources and the efficacy of recycling
· the composition of the atmosphere
· the production of carbon dioxide by human activity and the impact on climate
Calculation of fuel uses and costs in the domestic context
· comparing energy values of different foods (from labels) (kJ)
· comparing power ratings of appliances in watts (W, kW)
· comparing amounts of energy transferred (J, kJ, kW hour)
· domestic fuel bills, fuel use and costs
· fuels and energy resources
Energy changes and transfers
· simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged
· heating and thermal equilibrium: temperature difference between 2 objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators
· other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels
Changes in systems
· energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change
· comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions
· using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes
Describing motion
· speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)
· the representation of a journey on a distance-time graph
· relative motion: trains and cars passing one another
Forces
· forces as pushes or pulls, arising from the interaction between 2 objects
· using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces
· moment as the turning effect of a force
· forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
· forces measured in newtons, measurements of stretch or compression as force is changed
· force-extension linear relation; Hooke’s Law as a special case
· work done and energy changes on deformation
· non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity
Pressure in fluids
· atmospheric pressure, decreases with increase of height as weight of air above decreases with height
· pressure in liquids, increasing with depth; upthrust effects, floating and sinking
· pressure measured by ratio of force over area – acting normal to any surface
Balanced forces
· opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface
Forces and motion
· forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)
· change depending on direction of force and its size
Observed waves
· waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition
Sound waves
· frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound
· sound needs a medium to travel, the speed of sound in air, in water, in solids
· sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal
· the auditory range of humans and animals
Energy and waves
· pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone
Light waves
· the similarities and differences between light waves and waves in matter
· light waves travelling through a vacuum; speed of light
· the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface
· use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye
· light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras
· colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection
Current electricity
· electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge
· potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current
· differences in resistance between conducting and insulating components (quantitative)
Static electricity
· separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects
· the idea of electric field, forces acting across the space between objects not in contact
Magnetism
· magnetic poles, attraction and repulsion
· magnetic fields by plotting with compass, representation by field lines
· Earth’s magnetism, compass and navigation
· the magnetic effect of a current, electromagnets, DC motors (principles only)
Physical changes
· conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving
· similarities and differences, including density differences, between solids, liquids and gases
· Brownian motion in gases
· diffusion in liquids and gases driven by differences in concentration
· the difference between chemical and physical changes
Particle model
· the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition
· atoms and molecules as particles
Energy in matter
· changes with temperature in motion and spacing of particles
· internal energy stored in materials
Space physics
· gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and sun (qualitative only)
· our sun as a star, other stars in our galaxy, other galaxies
· the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres
· the light year as a unit of astronomical distance
English
Reading
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· develop an appreciation and love of reading, and read increasingly challenging material independently through:
· reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama; Shakespeare (2 plays) and seminal world literature
· choosing and reading books independently for challenge, interest and enjoyment
· rereading books encountered earlier to increase familiarity with them and provide a basis for making comparisons
· understand increasingly challenging texts through:
· learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
· making inferences and referring to evidence in the text
· knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
· checking their understanding to make sure that what they have read makes sense
· read critically through:
· knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
· recognising a range of poetic conventions and understanding how these have been used
· studying setting, plot, and characterisation, and the effects of these
· understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
· making critical comparisons across texts
· studying a range of authors, including at least 2 authors in depth each year
Writing
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· write accurately, fluently, effectively and at length for pleasure and information through:
· writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
· summarising and organising material, and supporting ideas and arguments with any necessary factual detail
· applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
· drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
· plan, draft, edit and proofread through:
· considering how their writing reflects the audiences and purposes for which it was intended
· amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
· paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of study for English
Grammar and vocabulary
Pupils should be taught to:
· consolidate and build on their knowledge of grammar and vocabulary through:
· extending and applying the grammatical knowledge set out in English appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts
· studying the effectiveness and impact of the grammatical features of the texts they read
· drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
· knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
· using Standard English confidently in their own writing and speech
· discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology*
*Teachers should refer to the glossary that accompanies the programmes of study for English for their own information on the range of terms used within the programmes of study as a whole.
Spoken English
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· speak confidently and effectively, including through:
· using Standard English confidently in a range of formal and informal contexts, including classroom discussion
· giving short speeches and presentations, expressing their own ideas and keeping to the point
· participating in formal debates and structured discussions, summarising and/or building on what has been said
· improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact
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KS4 Curriculum
Routes through both KS3 and KS4 coming very soon!!