## British International Lower Secondary Curriculum

## What is this

- British International Lower Secondary Curriculum.
- Aimed at learners aged from 11 years to 14 years.
- This is typically the start of a high school education.
- Provides a broad, and balanced curriculum.
- Builds upon the foundation laid in the Primary Curriculum.
- Similarly constructed in STAGES, correlating to learner age.
- Up to 10 subjects, including Mathematics, English and Science.
- Solid base for further learning at International GCSE, AS and A Levels.

## British International Lower Secondary Curriculum

Stage 7 to Stage 9

- STAGE 7
- STAGE 8
- STAGE 9

- Lower Secondary Stage 7
- English
- Mathematics
- General Science
- Natural World Studies
- Socio Economic World Studies
- Artistic Expression
- The World of Tomorrow

British International Lower Secondary Curriculum - Stage 7.

Select any of the subjects listed to view the full syllabus.

**LOWER SECONDARY STAGE 7 ENGLISHREADING SYLLABUS**

**(I) Develop broad reading skills**

• Give an informed personal response to a text and provide some textual reference in support

• Understand how readers make choices about the texts they like reading, e.g. by author or genre

**(II) Demonstrate understanding of explicit meaning in texts**

• Extract the main points and relevant information from a text or IT source, using a range of strategies such as skimming and scanning

• Select, collate and summarise ideas from texts, using notes where relevant

**(III) Demonstrate understanding of implicit meaning in texts**

• Use inference and deduction to recognise implicit meanings

**(IV) Explain, comment on and analyse the way writers use stylistic and other features of language and structure in texts**

• Comment on a writer’s use of language, demonstrating an understanding of the implications of their use of vocabulary

• Identify and describe the effect of writers’ and poets’ use of literary, rhetorical and grammatical features, including imagery and figurative language

• Show awareness of poets’ use of language and its intended impact on the reader

• Use the terms ‘image’, ‘simile’, ‘metaphor’, ‘onomatopoeia’, ‘setting’ and ‘genre’ in discussion about texts

• Comment on the use of formal and informal language and discuss the writer’s motivation for making the choice

• Show awareness of the reasons for using long and short sentences

• Comment on how the choice of sentences and variety of sentence openings control pace and meaning

• Explore the variety and range of ways in which the content of texts can be organised, structured and combined

**(V) Recognise conventions and evaluate viewpoint, purpose, themes and ideas in texts**

• Identify and understand the main ideas, viewpoints, themes and purposes in a text. Support comments by quotation from more than one location in the text

• Demonstrate understanding of features of narrative and non-narrative texts by explaining and developing these features in their own discussion and writing

• Understand the different ways texts can reflect the social, cultural and historical contexts in which they were written

• Explore the range of different ways writers use layout, form and presentation in a variety of texts

**WRITING SYLLABUS****(I) Develop broad writing skills**

• Practise note-taking using different styles for different purposes

• Use a dictionary and thesaurus effectively to further develop vocabulary**(II) Select and develop content and use register and language appropriate to genre, purpose and audience**

• Use a range of planning formats or methods to develop different ways of generating, organising and shaping ideas

• Create an effect by using some of the key linguistic and literary techniques used by writers

• Begin to develop character and voice in fiction writing

• Use features and conventions of a wide variety of text types in order to write to inform, explain, describe, argue, persuade and comment

• Understand and use degrees of formality in a range of texts according to context, purpose and audience

• Write to express a personal viewpoint

• Learn a range of vocabulary appropriate to their needs, and use words precisely in speech and writing to clarify and extend meaning and to interest their audience

• Clarify and extend meaning and create specific effects by using a range of features, e.g. precise and imaginative use of vocabulary

• Understand the conventions of standard English and how to use them consistently in writing**(III) Structure and organise ideas coherently using sections or paragraphs**

• Shape the overall organisation, sequence and presentation of a text to convey ideas clearly and effectively

• Mirror the purpose of the writing by appropriate use of paragraphs and selection of linking words and phrases**(IV) Use a range of sentence structures and punctuation accurately to convey meaning and create particular effects**

• Provide clarity and emphasis in writing, using a variety of sentence lengths, structures and subjects

• Provide appropriate detail and clarify relationships between setting, characters, themes, plot, etc. by using a range of features, e.g. varying sentence length and structure

• Use a range of increasingly complex sentence structures to communicate meaning and to give fluency to their writing

• Build up detail and convey shades of meaning through sentence structure, e.g. controlling order of clauses, expanding verb phrases

• Use correct grammar, including articles, word order and tense in a range of genres and text types

• Clarify relationships between ideas with an accurate and increased use of connectives

• Use a wide range of punctuation to make meaning clear, including generally accurate use of commas in complex sentences and dialogue**(V) Use accurate spelling**

• Spell correctly most commonly used words with regular patterns

• Increase knowledge of word families, roots, derivations, morphology and regular spelling patterns

**SPEAKING AND LISTENING**

• Speak for a variety of purposes, such as to explain, describe, narrate, explore, analyse, imagine, discuss, argue and persuade

• Shape talk for clarity and effect and to engage a listener

• Use a range of vocabulary appropriate to context, and use language to clarify meaning and to interest and convince an audience

• Practise speaking fluently and clearly at an appropriate pace and volume

• Develop the ability to listen courteously to others and be sensitive to turn-taking

• Make significant contributions to group discussions, engaging with complex material, making perceptive responses and showing awareness of a speaker’s aims

• Work effectively in solo, paired and group assignments, including role-play

• Show insight into texts and issues through choice of speech, gesture and movement, within role-play

• Explain features of own and others’ language, showing sensitivity to the impact of varying language for different purposes and situations

** **

**LOWER SECONDARY STAGE 7 MATHEMATICSNUMBER**

**(I) Integers, powers and roots**

• Recognise negative numbers as positions on a number line, and order, add and subtract positive and negative integers in context

• Recognise multiples, factors, common factors, primes (all less than 100), making use of simple tests of divisibility; find the lowest common multiple in simple cases; use the ‘sieve’ for generating primes developed by Eratosthenes

• Recognise squares of whole numbers to at least 20 × 20 and the corresponding square roots; use the notation 7² and √49

**(II) Place value, ordering and rounding**

• Interpret decimal notation and place value; multiply and divide whole numbers and decimals by 10, 100 or 1000

• Order decimals including measurements, changing these to the same units

• Round whole numbers to the nearest 10, 100 or 1000 and decimals, including measurements, to the nearest whole number or one decimal place

**(III) Fractions, decimals, percentages, ratio and proportion**

• Recognise the equivalence of simple fractions, decimals and percentages

• Simplify fractions by cancelling common factors and identify equivalent fractions; change an improper fraction to a mixed number, and vice versa; convert terminating decimals to fractions, e.g. 0.23 = 23/100

• Compare two fractions by using diagrams, or by using a calculator to convert the fractions to decimals, e.g. 3/5 and 13/20

• Add and subtract two simple fractions, e.g. 1/8 + 9/8, 11/12 - 5/6 ; find fractions of quantities (whole number answers); multiply a fraction by an integer

• Understand percentage as the number of parts in every 100; use fractions and percentages to describe parts of shapes, quantities and measures

• Calculate simple percentages of quantities (whole number answers) and express a smaller quantity as a fraction or percentage of a larger one

• Use percentages to represent and compare different quantities

• Use ratio notation, simplify ratios and divide a quantity into two parts in a given ratio

• Recognise the relationship between ratio and proportion

• Use direct proportion in context; solve simple problems involving ratio and direct proportion

**(IV) Calculation**

*(i) Mental strategies*

• Consolidate the rapid recall of number facts, including positive integer complements to 100, multiplication facts to 10 × 10 and associated division facts

• Use known facts and place value to multiply and divide two-digit numbers by a single-digit number, e.g. 45 × 6, 96 ÷ 6

• Know and apply tests of divisibility by 2, 3, 5, 6, 8, 9, 10 and 100

• Use known facts and place value to multiply simple decimals by one-digit numbers, e.g. 0.8 × 6

• Calculate simple fractions and percentages of quantities, e.g. one quarter of 64, 20% of 50 kg

• Use the laws of arithmetic and inverse operations to simplify calculations with whole numbers and decimals

• Use the order of operations, including brackets, to work out simple calculations

*(ii) Addition and subtraction*

• Add and subtract integers and decimals, including numbers with different numbers of decimal places

*(iii) Multiplication and division*

• Multiply and divide decimals with one and/or two places by single-digit numbers, e.g. 13.7 × 8, 4.35 ÷ 5

• Know that in any division where the dividend is not a multiple of the divisor there will be a remainder, e.g. 157 ÷ 25 = 6 remainder 7. The remainder can be expressed as a fraction of the divisor, e.g. 157 ÷ 25 = 6 7/25

• Know when to round up or down after division when the context requires a whole-number answer

**ALGEBRA****(I) Expressions, equations and formulae**

• Use letters to represent unknown numbers or variables; know the meanings of the words term, expression and equation

• Know that algebraic operations follow the same order as arithmetic operations

• Construct simple algebraic expressions by using letters to represent numbers

• Simplify linear expressions, e.g. collect like terms; multiply a constant over a bracket

• Derive and use simple formulae, e.g. to change hours to minutes

• Substitute positive integers into simple linear expressions/formulae

• Construct and solve simple linear equations with integer coefficients (unknown on one side only), e.g. 2x = 8, 3x + 5 = 14, 9 – 2x = 7**(II) Sequences, functions and graphs**

• Generate terms of an integer sequence and find a term given its position in the sequence; find simple term-to-term rules

• Generate sequences from spatial patterns and describe the general term in simple cases

• Represent simple functions using words, symbols and mappings

• Generate coordinate pairs that satisfy a linear equation, where y is given explicitly in terms of x; plot the corresponding graphs; recognise straight-line graphs parallel to the x- or y-axis

**GEOMETRY****(I) Shapes and geometric reasoning**

• Identify, describe, visualise and draw 2D shapes in different orientations

• Use the notation and labelling conventions for points, lines, angles and shapes

• Name and identify side, angle and symmetry properties of special quadrilaterals and triangles, and regular polygons with 5, 6 and 8 sides

• Estimate the size of acute, obtuse and reflex angles to the nearest 10°

• Start to recognise the angular connections between parallel lines, perpendicular lines and transversals

• Calculate the sum of angles at a point, on a straight line and in a triangle, and prove that vertically opposite angles are equal; derive and use the property that the angle sum of a quadrilateral is 360°

• Solve simple geometrical problems by using side and angle properties to identify equal lengths or calculate unknown angles, and explain reasoning

• Recognise and describe common solids and some of their properties, e.g. the number of faces, edges and vertices

• Recognise line and rotation symmetry in 2D shapes and patterns; draw lines of symmetry and complete patterns with two lines of symmetry; identify the order of rotation symmetry

• Use a ruler, set square and protractor to:

– measure and draw straight lines to the nearest millimetre

– measure and draw acute, obtuse and reflex angles to the nearest degree

– draw parallel and perpendicular lines

– construct a triangle given two sides and the included angle (SAS) or two angles and the included side (ASA)

– construct squares and rectangles

– construct regular polygons, given a side and the internal angle**(II) Position and movement**

• Read and plot coordinates of points determined by geometric information in all four quadrants

• Transform 2D points and shapes by:

– reflection in a given line

– rotation about a given point

– translation

Know that shapes remain congruent after these transformations

**MEASURE****(I) Length, mass and capacity**

• Choose suitable units of measurement to estimate, measure, calculate and solve problems in everyday contexts

• Know abbreviations for and relationships between metric units; convert between:

– kilometres (km), metres (m), centimetres (cm), millimetres (mm)

– tonnes (t), kilograms (kg) and grams (g)

– litres (l) and millilitres (ml)

• Read the scales on a range of analogue and digital measuring instruments**(II) Time and rates of change**

• Draw and interpret graphs in real life contexts involving more than one stage, e.g. travel graphs

• Know the relationships between units of time; understand and use the 12-hour and 24-hour clock systems; interpret timetables; calculate time intervals**(III) Area, perimeter and volume**

• Know the abbreviations for and relationships between square metres (m2), square centimetres (cm2), square millimetres (mm2)

• Derive and use formulae for the area and perimeter of a rectangle; calculate the perimeter and area of compound shapes made from rectangles

• Derive and use the formula for the volume of a cuboid; calculate volumes of cuboids

• Calculate the surface area of cubes and cuboids from their nets

**HANDLING DATA****(I) Planning and collecting data**

• Decide which data would be relevant to an enquiry and collect and organise the data

• Design and use a data collection sheet or questionnaire for a simple survey

• Construct and use frequency tables to gather discrete data, grouped where appropriate in equal class intervals**(II) Processing and presenting data**

• Find the mode (or modal class for grouped data), median and range

• Calculate the mean, including from a simple frequency table

• Draw and interpret:

– bar-line graphs and bar charts

– frequency diagrams for grouped discrete data

– simple pie charts

– pictograms**(III) Interpreting and discussing results**

• Draw conclusions based on the shape of graphs and simple statistics

• Compare two simple distributions using the range and the mode, median or mean**(IV) Probability**

• Use the language of probability to describe and interpret results involving likelihood and chance

• Understand and use the probability scale from 0 to 1

• Find probabilities based on equally likely outcomes in simple contexts

• Identify all the possible mutually exclusive outcomes of a single event

• Use experimental data to estimate probabilities

• Compare experimental and theoretical probabilities in simple contexts

**PROBLEM SOLVING****(I) Using techniques and skills in solving mathematical problems**

• Use the laws of arithmetic and inverse operations to simplify calculations with whole numbers and decimals

• Manipulate numbers, algebraic expressions and equations, and apply routine algorithms

• Understand everyday systems of measurement and use them to estimate, measure and calculate

• Recognise and use spatial relationships in two and three dimensions

• Draw accurate mathematical diagrams, graphs and constructions

• Check results of calculations by using inverse operations

• Estimate, approximate and check their working

• Solve word problems involving whole numbers, percentages, decimals, money or measures: choose operations and mental or written methods appropriate to the numbers and context, including problems with more than one step**(II) Using understanding and strategies in solving problems**

• Identify and represent information or unknown numbers in problems, making correct use of numbers, symbols, words, diagrams, tables and graphs

• Recognise mathematical properties, patterns and relationships, generalising in simple cases

• Work logically and draw simple conclusions

• Relate results or findings to the original context and check that they are reasonable

• Record and explain methods, results and conclusions

• Discuss and communicate findings effectively, orally and in writing

** **

**LOWER SECONDARY STAGE 7 SCIENCESCIENTIFIC ENQUIRY**

**(I) Ideas and evidence**

• Be able to talk about the importance of questions, evidence and explanations

• Make predictions and review them against evidence

**(II) Plan investigative work**

• Suggest ideas that may be tested

• Outline plans to carry out investigations, considering the variables to control, change or observe

• Make predictions referring to previous scientific knowledge and understanding

• Identify appropriate evidence to collect and suitable methods of collection

• Choose appropriate apparatus and use it correctly

**(III) Obtain and present evidence**

• Make careful observations including measurements

• Present results in the form of tables, bar charts and line graphs

• Use information from secondary sources

**(IV) Consider evidence and approach**

• Make conclusions from collected data, including those presented in a graph, chart or spreadsheet

• Recognise results and observations that do not fit into a pattern, including those presented in a graph, chart or spreadsheet

• Consider explanations for predictions using scientific knowledge and understanding and communicate these

• Present conclusions using different methods

**BIOLOGY****(I) Plants**

• Recognise the positions, and know the functions of the major organs of flowering plants, e.g. root, stem, leaf**(II) Humans as organisms**

• Explore the role of the skeleton and joints and the principle of antagonistic muscles

• Recognise the positions and know the functions of the major organ systems of the human body. Secondary sources can be used

• Research the work of scientists studying the human body **(III) Cells and organisms**

• Identify the seven characteristics of living things and relate these to a wide range of organisms in the local and wider environment

• Know about the role of micro-organisms in the breakdown of organic matter, food production and disease, including the work of Louis Pasteur

• Identify the structures present in plant and animal cells as seen with a simple light microscope and/or a computer microscope

• Compare the structure of plant and animal cells

• Relate the structure of some common cells to their functions. Secondary sources can be used

• Understand that cells can be grouped together to form tissues, organs and organisms**(IV) Living things in their environment**

• Describe how organisms are adapted to their habitat, drawing on locally occurring examples. Secondary sources can be used

• Draw and model simple food chains

• Discuss positive and negative influence of humans on the environment, e.g. the effect on food chains, pollution and ozone depletion

• Discuss a range of energy sources and distinguish between renewable and non-renewable resources. Secondary sources can be used**(V) Variation and classification**

• Understand what is meant by a species

• Investigate variation within a species. Secondary sources can be used

• Classify animals and plants into major groups, using some locally occurring examples

**CHEMISTRY****(I) States of matter**

• Show in outline how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state**(II) Material properties**

• Distinguish between metals and non-metals

• Describe everyday materials and their physical properties**(III) Material changes**

• Use a pH scale.

• Understand neutralisation and some of its applications

• Use indicators to distinguish acid and alkaline solutions**(IV) The Earth**

• Observe and classify different types of rocks and soils

• Research simple models of the internal structure of the Earth

• Examine fossils and research the fossil record

• Discuss the fossil record as a guide to estimating the age of the Earth

• Learn about most recent estimates of the age of the Earth

**PHYSICS****(I) Forces and motion**

• Describe the effects of forces on motion, including friction and air resistance

• Describe the effect of gravity on objects. Secondary sources can be used**(II) Energy**

• Understand that energy cannot be created or destroyed and that energy is always conserved

• Recognise different energy types and energy transfers**(III) The Earth and beyond**

• Describe how the movement of the Earth causes the apparent daily and annual movement of the sun and the stars

• Describe the relative position and movement of the planets and the sun in the solar system

• Discuss the impact of the ideas and discoveries of Copernicus, Galileo and more recent scientists

• Understand that the sun and other stars are sources of light and that planets and other bodies are seen by reflected light

** **

**LOWER SECONDARY STAGE 7 NATURAL WORLD STUDIES**

**LOWER SECONDARY STAGE 7 SOCIO ECONOMIC WORLD STUDIES**

**LOWER SECONDARY STAGE 7 ARTISTIC EXPRESSION**options include

**Art and Design**

**Rhythmic Moves**

**Music**

** **

**Preparing for THE WORLD OF TOMORROW (all stages)**

This is an interdisciplinary learning area where we encourage a love for learning , as well as a personal development journey toward enabling young people to engage socially in a variety of community initiatives , guidance in being responsible citizens and learning vital tools to living healthy, productive and joyous lives.

Curriculum Topics:

• personal, social and emotional growth and development (age appropriate)

• knowledge and understanding of the world and our responsible part in it

• environmental awareness

• physical and creative tools to understand in dealing with stress and pressures

• How to conduct oneself well and in a healthy manner within society

• Suicide awareness

• The importance of taking healthy responsibilities

• Learning to control one’s thoughts and actions in a positive and uplifting manner

We at Avicci Academy are concerned with the health and wellbeing of our students, parents and teachers from a physical, emotional and mental perspective.

We realise and value the importance of giving of ourselves, our families and our environment in a healthy way, and we wish to share these views to create a better future for all.

- Lower Secondary Stage 8
- English
- Mathematics
- General Science
- Natural World Studies
- Socio Economic World Studies
- Artistic Expression
- The World of Tomorrow

British International Lower Secondary Curriculum - Stage 8.

Select any of the subjects listed to view the full syllabus.

**LOWER SECONDARY STAGE 8 ENGLISHREADING SYLLABUS**

**(I) Develop broad reading skills**

• Broaden experience of reading a wide range of texts and express preferences and opinions

• Explore how different audiences choose and respond to texts

• Make relevant notes when researching different sources, comparing and contrasting information

**(II) Demonstrate understanding of explicit meaning in texts**

• Identify relevant points, synthesising and summarising ideas from different parts of a text

• Use a range of reading strategies to find relevant information and main points in texts, distinguishing between fact and opinion where appropriate

**(III) Demonstrate understanding of implicit meaning in texts**

• Comment on implied meaning, e.g. writer’s viewpoint, relationships between characters, ironic effect

**(IV) Explain, comment on and analyse the way writers use stylistic and other features of language and structure in texts**

• Comment on how a writer’s use of language contributes to the overall effect on the reader, using appropriate terminology

• Explore the range, variety and overall effect of literary, rhetorical and grammatical features used by poets and writers of literary and non-literary texts, considering informal or formal style as well as the choice of words to create character

• Compare poems from different cultures and times, commenting on poets’ use of language and imagery to develop similar themes and elicit responses from the reader

• Explain, using accurate terminology, how language is used to create effect, e.g. personification, figurative language, imagery, patterns and structure in the use of language, use of dialect or informal language

• Comment on the use of a wide range of punctuation to convey shades of meaning

**(V) Recognise conventions and evaluate viewpoint, purpose, themes and ideas in texts**

• Trace the development of a writer’s or a poet’s ideas, viewpoint and themes through a text and relate these to other texts read

• Demonstrate understanding of the main features of text structure of each genre and text type studied

• Explore why certain texts are important within a culture and show awareness that the context in which a text is written and read affects its meaning

• Demonstrate understanding of the effects created by features of diaries, magazines and newspaper reports

• Explain how specific choices and combinations of form, layout and presentation create particular effects

**WRITING SYLLABUS****(I) Develop broad writing skills**

• Apply editing and proofreading skills to a range of different texts and contexts

• Extend vocabulary by noting down powerful words in books read**(II) Select and develop content and use register and language appropriate to genre, purpose and audience**

• Identify the most appropriate approach to planning their writing in order to explore, connect and shape ideas

• Develop ideas to suit a specific audience, purpose and task

• Develop a consistent viewpoint in non-fiction writing by selecting from techniques and devices used by known writers, and drawing on a range of evidence, opinions, information and purposes

• Write in a range of forms for a variety of purposes, including:

– autobiography (to entertain, inform, review or comment)

– diary entries (to inform, explain, review, comment or explore)

– leaflets or newspaper reports (to inform)

– letters (to persuade, entertain, narrate or comment)

– magazine articles (to describe, review or comment)

– reports (to review, inform, advise or argue)

– reviews (to inform, entertain or advise)

– summaries

• Draw on knowledge of how and why writers use varying degrees of formality and informality to make appropriate choices of style and register in their own writing

• Create and control effects by drawing independently on the range and variety of their own vocabulary

• Understand the significance and importance of conventional standard English and the ways in which writers use non-standard forms in specific contexts for particular effects**(III) Structure and organise ideas coherently using sections or paragraphs**

• Experiment with different ways of structuring and presenting texts, appropriate for different audiences and purposes

• Use a range of cohesive devices with audience and purpose in mind**(IV) Use a range of sentence structures and punctuation accurately to convey meaning and create particular effects**

• Draw on their knowledge of a variety of sentence lengths and a wide variety of sentence structures, including complex sentences, and apply it to their own writing to make their ideas and intentions clear and create a range of effects

• Demonstrate controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect

• Confidently use a range of sentence features to clarify or emphasise meaning, e.g. complex nouns or prepositional phrases

• Use accurate punctuation including commas, parenthetical commas, colons, semi-colons, dashes and brackets**(V) Use accurate spelling**

• Spell most words correctly, including some complex polysyllabic words and unfamiliar words

• Learn the spelling of difficult and commonly misspelt words and develop strategies for correcting spelling

**SPEAKING AND LISTENING**

• Give short presentations and answer questions, maintaining effective organisation of talk

• Adapt speech, non-verbal gesture and movement to meet an increasing range of demands

• Explore complex ideas and feelings, both succinctly and at length

• Take part in a simple debate following formal rules (proposer, seconder, etc.)

• Engage with more demanding material through perceptive responses to other students’ talk, showing awareness of the speaker’s aims and extended meanings

• Conduct a discussion, drawing together ideas and promoting effective sharing of ideas

• Work in groups to formulate ideas and plans of action

• Develop skills in solo, paired and group assignments, including role-play and drama

• Help to plan and participate in a brief dramatic scene, demonstrating empathy and understanding of a range of characters through flexible choice of speech, gesture and movement

• Discuss the features of media productions such as news broadcasts, interviews and discussions, analysing meaning and impact of variations in spoken language

** **

**LOWER SECONDARY STAGE 8 MATHEMATICSNUMBER**

**(I) Integers, powers and roots**

• Add, subtract, multiply and divide integers

• Identify and use multiples, factors, common factors, highest common factors, lowest common multiples and primes; write a number in terms of its prime factors, e.g. 500 = 2² × 5³

• Calculate squares, positive and negative square roots, cubes and cube roots; use the notation √49 and ³√64 and index notation for positive integer powers

**(II) Place value, ordering and rounding**

• Read and write positive integer powers of 10; multiply and divide integers and decimals by 0.1, 0.01

• Order decimals, including measurements, making use of the =, ≠, > and < signs

• Round whole numbers to a positive integer power of 10, e.g. 10, 100, 1000 or decimals to the nearest whole number or one or two decimal places

**(III) Fractions, decimals, percentages, ratio and proportion**

• Find equivalent fractions, decimals and percentages by converting between them

• Convert a fraction to a decimal using division; know that a recurring decimal is a fraction

• Order fractions by writing with common denominators or dividing and converting to decimals

• Add and subtract fractions and mixed numbers; calculate fractions of quantities (fraction answers); multiply and divide an integer by a fraction

• Calculate and solve problems involving percentages of quantities and percentage increases or decreases; express one given number as a fraction or percentage of another

• Use equivalent fractions, decimals and percentages to compare different quantities

• Simplify ratios, including those expressed in different units; divide a quantity into more than two parts in a given ratio

• Use the unitary method to solve simple problems involving ratio and direct proportion

**(IV) Calculation**

*(i) Mental strategies*

• Use known facts to derive new facts, e.g. given 20 × 38 = 760, work out 21 × 38

• Recall squares to 20 × 20, cubes to 5 × 5 × 5, and corresponding roots

• Recall simple equivalent fractions, decimals and percentages

• Use known facts and place value to multiply and divide simple fractions

• Use known facts and place value to multiply and divide simple decimals, e.g. 0.07 × 9, 2.4 ÷ 3

• Use known facts and place value to calculate simple fractions and percentages of quantities

• Recall relationships between units of measurement

• Solve simple word problems including direct proportion problems

• Use the laws of arithmetic and inverse operations to simplify calculations with integers and fractions

• Use the order of operations, including brackets, with more complex calculations

*(ii) Addition and subtraction*

• Consolidate adding and subtracting integers and decimals, including numbers with differing numbers of decimal places

*(iii) Multiplication and division*

• Divide integers and decimals by a single-digit number, continuing the division to a specified number of decimal places, e.g. 68 ÷ 7

• Multiply and divide integers and decimals by decimals such as 0.6 or 0.06, understanding where to place the decimal point by considering equivalent calculations, e.g. 4.37 × 0.3 = (4.37 × 3) ÷ 10, 92.4 ÷ 0.06 = (92.4 × 100) ÷ 6

**ALGEBRA****(I) Expressions, equations and formulae**

• Know that letters play different roles in equations, formulae and functions; know the meanings of formula and function

• Know that algebraic operations, including brackets, follow the same order as arithmetic operations; use index notation for small positive integer powers

• Construct linear expressions

• Simplify or transform linear expressions with integer coefficients; collect like terms; multiply a single term over a bracket

• Derive and use simple formulae, e.g. to convert degrees Celsius (°C) to degrees Fahrenheit (°F)

• Substitute positive and negative integers into formulae, linear expressions and expressions involving small powers, e.g. 3x² + 4 or 2x³, including examples that lead to an equation to solve

• Construct and solve linear equations with integer coefficients (unknown on either or both sides, without or with brackets)**(II) Sequences, functions and graphs**

• 8As1 Generate terms of a linear sequence using term-to-term and position-to-term rules; find term-to-term and position-to-term rules of sequences, including spatial patterns

• 8As2 Use a linear expression to describe the nth term of a simple arithmetic sequence, justifying its form by referring to the activity or practical context from which it was generated

• 8As3 Express simple functions algebraically and represent them in mappings

• 8As4 Construct tables of values and use all four quadrants to plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form *y = mx + c* correspond to straight-line graphs

**GEOMETRY****(I) Shapes and geometric reasoning**

• Know that if two 2D shapes are congruent, corresponding sides and angles are equal

• Classify quadrilaterals according to their properties, including diagonal properties

• Know that the longest side of a right-angled triangle is called the hypotenuse

• Identify alternate angles and corresponding angles

• Understand a proof that:

– the angle sum of a triangle is 180° and that of a quadrilateral is 360°

– the exterior angle of a triangle is equal to the sum of the two interior opposite angles

• Solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and special quadrilaterals, explaining reasoning with diagrams and text

• Draw simple nets of solids, e.g. cuboid, regular tetrahedron, square-based pyramid, triangular prism

• Identify all the symmetries of 2D shapes

• Use a straight edge and compasses to construct:

– the midpoint and perpendicular bisector of a line segment

– the bisector of an angle

• Use a ruler and compasses to construct:

– circles and arcs

– a triangle, given three sides (SSS)

– a triangle, given a right angle, hypotenuse and one side (RHS)**(II) Position and movement**

• Find the midpoint of the line segment AB, given the coordinates of points A and B

• Transform 2D shapes by rotation, reflection and translation, and simple combinations of these transformations

• Understand and use the language and notation associated with enlargement; enlarge 2D shapes, given a centre of enlargement and a positive integer scale factor

• Interpret and make simple scale drawings

**MEASURE****(I) Length, mass and capacity**

• Choose suitable units of measurement to estimate, measure, calculate and solve problems in a range of contexts, including units of mass, length, area, volume or capacity

• Know that distances in the USA, the UK and some other countries are measured in miles, and that one kilometre is about 5/8 of a mile**(II) Time and rates of change**

• Draw and interpret graphs in real life contexts involving more than one component, e.g. travel graphs with more than one person**(III) Area, perimeter and volume**

• Know the definition of a circle and the names of its parts; know and use formulae for the circumference and area of a circle

• Derive and use formulae for the area of a triangle, parallelogram and trapezium; calculate areas of compound 2D shapes, and lengths, surface areas and volumes of cuboids

• Use simple nets of solids to work out their surface areas**HANDLING DATA****(I) Planning and collecting data**

• Identify and collect data to answer a question; select the method of collection, sample size and degree of accuracy needed for measurements

• Know the difference between discrete and continuous data

• Construct and use:

– frequency tables with given equal class intervals to gather continuous data

– two-way tables to record discrete data**(II) Processing and presenting data**

• Calculate statistics for sets of discrete and continuous data; recognise when to use the range, mean, median and mode and, for grouped data, the modal class

• Draw, and interpret:

– frequency diagrams for discrete and continuous data

– pie charts

– simple line graphs for time series

– stem-and-leaf diagrams**(III) Interpreting and discussing results**

• Interpret tables, graphs and diagrams for discrete and continuous data, and draw conclusions, relating statistics and findings to the original question

• Compare two distributions, using the range and one or more of the mode, median and mean

• Compare proportions in two pie charts that represent different totals**(IV) Probability**

• Know that if the probability of an event occurring is p, then the probability of it not occurring is 1 – p

• Find probabilities based on equally likely outcomes in practical contexts

• Find and list systematically all possible mutually exclusive outcomes for single events and for two successive events

• Compare estimated experimental probabilities with theoretical probabilities, recognising that:

– when experiments are repeated different outcomes may result

– increasing the number of times an experiment is repeated generally leads to better estimates of probability

**PROBLEM SOLVING**

**(I) Using techniques and skills in solving mathematical problems**

• Calculate accurately, choosing operations and mental or written methods appropriate to the numbers and context

• Use the order of operations, including brackets, with more complex calculations

• Manipulate numbers, algebraic expressions and equations, and apply routine algorithms

• Understand everyday measurement systems, using them to estimate, measure and calculate

• Recognise and use spatial relationships in two and three dimensions

• Draw accurate mathematical diagrams, graphs and constructions

• Estimate, approximate and check working

• Solve word problems involving calculations with whole numbers, fractions, percentages, decimals, money or measures, including multi-step problems

**(II) Using understanding and strategies in solving problems**

• Identify the mathematical features of a context or problem; try out and compare mathematical representations using accurate notation

• Conjecture and generalise, identifying exceptional cases or counter-examples

• Use logical argument to interpret the mathematics in a context or to establish the truth of a statement

• Give accurate solutions appropriate to the context or problem

• Record and compare reasoning, solutions and conclusions

• Refine approaches and findings on the basis of discussions with others

**LOWER SECONDARY STAGE 8 SCIENCESCIENTIFIC ENQUIRY**

**(I) Ideas and evidence**

• Discuss the importance of developing empirical questions which can be investigated, collecting evidence, developing explanations and using creative thinking

• Test predictions with reference to evidence gained

**(II) Plan investigative work**

• Select ideas and turn them into a form that can be tested

• Plan investigations to test ideas

• Identify important variables; choose which variables to change, control and measure

• Make predictions using scientific knowledge and understanding

**(III) Obtain and present evidence**

• Take appropriately accurate measurements

• Use a range of equipment correctly

• Discuss and control risks to themselves and others

• Present results as appropriate in tables and graphs

**(IV) Consider evidence and approach**

• Make simple calculations

• Identify trends and patterns in results (correlations)

• Compare results with predictions

• Identify anomalous results and suggest improvements to investigations

• Interpret data from secondary sources

• Discuss explanations for results using scientific knowledge and understanding. Communicate these clearly to others

• Present conclusions to others in appropriate ways

**BIOLOGY****(I) Plants**

• Explore how plants need carbon dioxide, water and light for photosynthesis in order to make biomass and oxygen

• Describe the absorption and transport of water and mineral salts in flowering plants **(II) Humans as organisms**

• Identify the constituents of a balanced diet and the functions of various nutrients. Secondary sources can be used

• Understand the effects of nutritional deficiencies

• Recognise the organs of the alimentary canal and know their functions. Secondary sources can be used

• Understand the function of enzymes as biological catalysts in breaking down food to simple chemicals

• Recognise and model the basic components of the circulatory system and know their functions

• Understand the relationship between diet and fitness

• Discuss how conception, growth, development, behaviour and health can be affected by diet, drugs and disease

• Recognise the basic components of the respiratory system and know their functions

• Define and describe aerobic respiration, and use the word equation

• Explain gaseous exchange

• Describe the effects of smoking. Secondary sources can be used

• Discuss the physical and emotional changes that take place during adolescence

• Describe the human reproductive system, including the menstrual cycle, fertilisation and foetal development

**CHEMISTRY****(I) States of matter**

• Show how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state, gas pressure and diffusion**(II) Material properties**

• Describe and explain the differences between metals and non-metals

• Give chemical symbols for the first twenty elements of the Periodic Table

• Understand that elements are made of atoms

• Explain the idea of compounds

• Name some common compounds including oxides, hydroxides, chlorides, sulfates and carbonates

• Distinguish between elements, compounds and mixtures**(III) Material changes**

• Use a word equation to describe a common reaction. Secondary sources can be used

• Describe chemical reactions which are not useful, e.g. rusting

**PHYSICS****(I) Forces and motion**

• Calculate average speeds, including through the use of timing gates

• Interpret simple distance/time graphs**(II) Sound**

• Explain the properties of sound in terms of movement of air particles

• Recognise the link between loudness and amplitude, pitch and frequency, using an oscilloscope**(III) Light**

• Use light travelling in a straight line to explain the formation of shadows and other phenomena

• Describe how non-luminous objects are seen

• Describe reflection at a plane surface and use the law of reflection

• Investigate refraction at the boundary between air and glass or air and water

• Explain the dispersion of white light

• Explain colour addition and subtraction, and the absorption and reflection of coloured light**(IV) Magnetism**

• Describe the properties of magnets

• Recognise and reproduce the magnetic field pattern of a bar magnet

• Construct and use an electromagnet

** **

**LOWER SECONDARY STAGE 8 NATURAL WORLD STUDIES**

**LOWER SECONDARY STAGE 8 SOCIO ECONOMIC WORLD STUDIES**

**LOWER SECONDARY STAGE 8 ARTISTIC EXPRESSION**options include

Art and Design

Rhythmic Moves

Music

Art and Design

Rhythmic Moves

Music

**Preparing for THE WORLD OF TOMORROW (all stages)**

This is an interdisciplinary learning area where we encourage a love for learning , as well as a personal development journey toward enabling young people to engage socially in a variety of community initiatives , guidance in being responsible citizens and learning vital tools to living healthy, productive and joyous lives.

Curriculum Topics:

• personal, social and emotional growth and development (age appropriate)

• knowledge and understanding of the world and our responsible part in it

• environmental awareness

• physical and creative tools to understand in dealing with stress and pressures

• How to conduct oneself well and in a healthy manner within society

• Suicide awareness

• The importance of taking healthy responsibilities

• Learning to control one’s thoughts and actions in a positive and uplifting manner

We at Avicci Academy are concerned with the health and wellbeing of our students, parents and teachers from a physical, emotional and mental perspective.

We realise and value the importance of giving of ourselves, our families and our environment in a healthy way, and we wish to share these views to create a better future for all.

- Lower Secondary Stage 9
- English
- Mathematics
- General Science
- Natural World Studies
- Socio Economic World Studies
- Artistic Expression
- The World of Tomorrow

British International Lower Secondary Curriculum - Stage 9.

Select any of the subjects listed to view the full syllabus.

**LOWER SECONDARY STAGE 9 ENGLISHREADING SYLLABUS**

**(I) Develop broad reading skills**

• Discuss their own and others’ reading, take account of others’ views of what they have read, express informed opinions and make recommendations

• Make notes using a range of different note-making formats and approaches (including mind-mapping and tabulating) when researching a variety of media

• Analyse how texts are shaped by audiences’ preferences and opinions

**(II) Demonstrate understanding of explicit meaning in texts**

• Select from a range of strategies and use the most appropriate ways to locate, retrieve and compare information and ideas from a variety of texts

**(III) Demonstrate understanding of implicit meaning in texts**

• Develop interpretations of texts, supporting points with detailed textual evidence

• Use a repertoire of reading strategies to analyse and explore different layers of meaning within texts, including bias

**(IV) Explain, comment on and analyse the way writers use stylistic and other features of language and structure in texts**

• Show some appreciation of how a writer’s language choices contribute to the overall effect on the reader, e.g. demonstrating the effectiveness of imagery in contrasting texts or arguing that the use of highly emotive language in an advertisement is/is not counterproductive in its effect on an audience

• Analyse in depth and detail a writer’s use of literary, rhetorical and grammatical features and their effects on different readers

• Develop precise, perceptive analysis of how language is used, e.g. explaining how euphemisms conceal bias in a political statement or showing how language use reflects a character’s changing emotional state

• Understand how words are used for different purposes, e.g. to create a tense atmosphere from the beginning, to persuade the reader

• Recognise ways in which writers use different registers and other methods to communicate with their audience

• Analyse the structures of different poetical forms

• Demonstrate understanding of the impact of vocabulary on meaning through the selection of appropriate quotations

• Understand the differences between formal and informal style

• Analyse how meaning, including attitude, can be conveyed in different ways according to structural and organisational choices

**(V) Recognise conventions and evaluate viewpoint, purpose, themes and ideas in texts**

• Analyse and respond to the range of ideas and differing viewpoints, purposes and themes in a variety of related texts

• Develop an understanding of how ideas, experiences and values are portrayed in texts from different cultures and traditions

• Demonstrate understanding of the features of a wider range of non-fiction and media texts, e.g. travel writing, advertisement material

• Analyse how meaning is conveyed differently according to the form, layout and presentation selected by the writer for specific purposes

**WRITING SYLLABUS****(I) Develop broad writing skills**

• Use the editing, proofreading and reviewing process, and revise as necessary, to evaluate the effectiveness and likely impact on the reader**(II) Select and develop content and use register and language appropriate to genre, purpose and audience**

• Link a selection of ideas and planning choices explicitly to a clear sense of task, purpose and audience

• Shape and affect the reader’s response through conscious choices and in planned ways by selecting from a wide and varied vocabulary for a range of tasks, purposes and readers

• Add detail, tension and climax to their narratives by shaping the reader’s response through conscious choices from a wide and ambitious vocabulary

• Establish and sustain character, point of view and voice

• Establish and sustain a clear and logical viewpoint through the analysis and selection of convincing evidence, opinions and appropriate information

• Write to analyse, review and comment

• Write persuasively, e.g. in letters or in the script of a commercial

• Write arguments with a sense of linked progression

• Understand ways to deploy a range of formal and informal styles to enhance and emphasise meaning and create a wide range of effects

• Develop a range of registers and a personal voice

• Extend range of language and use it appropriately**(III) Structure and organise ideas coherently using sections or paragraphs**

• Select the most appropriate text format, layout and presentation to create impact and engage the reader

• Shape and craft language within paragraphs, and structure ideas between them, to achieve particular effects with purpose and audience in mind**(IV) Use a range of sentence structures and punctuation accurately to convey meaning and create particular effects**

• Demonstrate control of a wide variety of sentence types used for intended purpose and desired effect

• Use a range of features to shape and craft sentences that have individual merit and contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; use of antithesis, repetition or balance in sentence structure

• Understand ways in which writers modify and adapt phrase and sentence structures and conventions to create effects, and how to make such adaptations when appropriate

• Deploy a range of punctuation and grammatical choices to enhance and emphasise meaning, aid cohesion and create a wide range of effects**(V) Use accurate spelling**

• Spell correctly throughout a substantial text, including ambitious or complex polysyllabic words

• Continue to be aware of spelling errors and correct them

**SPEAKING AND LISTENING**

• Use speaking and listening as a method of preparing for written assignments, exploring a wide range of subject matter with precision and effect

• Make increasingly significant contributions both as a solo speaker and as a member of a group

• Demonstrate increased personal confidence by managing and manipulating content of spoken presentation and listening

• Question and respond to others, shaping the direction and content of their talk with well-judged contributions

• Work in groups for a variety of purposes, such as taking decisions, planning and organisation

• Explore complex ideas and issues in drama, establishing roles and applying dramatic approaches with confidence

• Evaluate meaning and impact of a range of features in own and others’ discourse, including broadcast media

** **

**LOWER SECONDARY STAGE 9 MATHEMATICSNUMBER**

**(I) Integers, powers and roots**

• Add, subtract, multiply and divide directed numbers

• Estimate square roots and cube roots

• Use positive, negative and zero indices and the index laws for multiplication and division of positive integer powers

**(II) Place value, ordering and rounding**

• Recognise the equivalence of 0.1, 1/10 and 10-¹; multiply and divide whole numbers and decimals by 10 to the power of any positive or negative integer

• Round numbers to a given number of decimal places or significant figures; use to give solutions to problems with an appropriate degree of accuracy

• Use the order of operations, including brackets and powers

**(III) Fractions, decimals, percentages, ratio and proportion**

• Consolidate writing a fraction in its simplest form by cancelling common factors

• Add, subtract, multiply and divide fractions, interpreting division as a multiplicative inverse, and cancelling common factors before multiplying or dividing

• Solve problems involving percentage changes, choosing the correct numbers to take as 100% or as a whole, including simple problems involving personal or household finance, e.g. simple interest, discount, profit, loss and tax

• Recognise when fractions or percentages are needed to compare different quantities

• Compare two ratios; interpret and use ratio in a range of contexts

• Recognise when two quantities are directly proportional; solve problems involving proportionality, e.g. converting between different currencies

**(IV) Calculation**

*(i) Mental strategies*

• Extend mental methods of calculation, working with decimals, fractions, percentages and factors, using jottings where appropriate

• Solve word problems mentally

• Consolidate use of the rules of arithmetic and inverse operations to simplify calculations

*(ii) Multiplication and division*

• Multiply by decimals, understanding where to position the decimal point by considering equivalent calculations; divide by decimals by transforming to division by an integer

• Recognise the effects of multiplying and dividing by numbers between 0 and 1

**ALGEBRA****(I) Expressions, equations and formulae**

• Know the origins of the word algebra and its links to the work of the Arab mathematician Al’Khwarizmi

• Use index notation for positive integer powers; apply the index laws for multiplication and division to simple algebraic expressions

• Construct algebraic expressions

• Simplify or transform algebraic expressions by taking out single-term common factors

• Add and subtract simple algebraic fractions

• Derive formulae and, in simple cases, change the subject; use formulae from mathematics and other subjects

• Substitute positive and negative numbers into expressions and formulae

• Construct and solve linear equations with integer coefficients (with and without brackets, negative signs anywhere in the equation, positive or negative solution); solve a number problem by constructing and solving a linear equation

• Solve a simple pair of simultaneous linear equations by eliminating one variable

• Expand the product of two linear expressions of the form x ± n and simplify the corresponding quadratic expression

• Understand and use inequality signs (<, >, ⩽, ⩾); construct and solve linear inequalities in one variable; represent the solution set on a number line**(II) Sequences, functions and graphs**

• Generate terms of a sequence using term-to-term and position-to-term rules

• Derive an expression to describe the nth term of an arithmetic sequence

• Find the inverse of a linear function

• Construct tables of values and plot the graphs of linear functions, where y is given implicitly in terms of x, rearranging the equation into the form y = mx + c; know the significance of m and find the gradient of a straight line graph

• Find the approximate solutions of a simple pair of simultaneous linear equations by finding the point of intersection of their graphs

• Use systematic trial and improvement methods to find approximate solutions of equations such as x² + 2x = 20 (1, 2 and 7)

• Construct functions arising from real-life problems; draw and interpret their graphs

• Use algebraic methods to solve problems involving direct proportion, relating solutions to graphs of the equations

**GEOMETRY****(I) Shapes and geometric reasoning**

• Calculate the interior or exterior angle of any regular polygon; prove and use the formula for the sum of the interior angles of any polygon; prove that the sum of the exterior angles of any polygon is 360°

• Solve problems using properties of angles, of parallel and intersecting lines, and of triangles, other polygons and circles, justifying inferences and explaining reasoning with diagrams and text

• Draw 3D shapes on isometric paper

• Analyse 3D shapes through plans and elevations

• Identify reflection symmetry in 3D shapes

• Use a straight edge and compasses to:

– construct the perpendicular from a point to a line and the perpendicular from a point on a line

– inscribe squares, equilateral triangles, and regular hexagons and octagons by constructing equal divisions of a circle

• Know and use Pythagoras’ theorem to solve two-dimensional problems involving right-angled triangles**(II) Position and movement**

• Tessellate triangles and quadrilaterals and relate to angle sums and half-turn rotations; know which regular polygons tessellate, and explain why others will not

• Use the coordinate grid to solve problems involving translations, rotations, reflections and enlargements

• Transform 2D shapes by combinations of rotations, reflections and translations; describe the transformation that maps an object onto its image

• Enlarge 2D shapes, given a centre and positive integer scale factor; identify the scale factor of an enlargement as the ratio of the lengths of any two corresponding line segments

• Recognise that translations, rotations and reflections preserve length and angle, and map objects on to congruent images, and that enlargements preserve angle but not length

• Know what is needed to give a precise description of a reflection, rotation, translation or enlargement

• Use bearings (angles measured clockwise from the north) to solve problems involving distance and direction

• Make and use scale drawings and interpret maps

• Find by reasoning the locus of a point that moves at a given distance from a fixed point, or at a given distance from a fixed straight line

**MEASURE****(I) Length, mass and capacity**

• Solve problems involving measurements in a variety of contexts**(II) Time and rates of change**

• Solve problems involving average speed

• Use compound measures to make comparisons in real-life contexts, e.g. travel graphs and value for money**(III) Area, perimeter and volume**

• Convert between metric units of area, e.g. mm² and cm², cm² and m² and volume, e.g. mm³ and cm³, cm³ and m³; know and use the relationship 1 cm³ = 1 ml

• Know that land area is measured in hectares (ha), and that 1 hectare = 10 000 m²; convert between hectares and square metres

• Solve problems involving the circumference and area of circles, including by using the π key of a calculator

• Calculate lengths, surface areas and volumes in right-angled prisms and cylinders

**HANDLING DATA****(I) Planning and collecting data**

• Suggest a question to explore using statistical methods; identify the sets of data needed, how to collect them, sample sizes and degree of accuracy

• Identify primary or secondary sources of suitable data

• Design, trial and refine data collection sheets

• Collect and tabulate discrete and continuous data, choosing suitable equal class intervals where appropriate**(II) Processing and presenting data**

• Calculate statistics and select those most appropriate to the problem

• Select, draw, and interpret diagrams and graphs, including:

– frequency diagrams for discrete and continuous data

– line graphs for time series

– scatter graphs to develop understanding of correlation

– back to back stem-and-leaf diagrams**(III) Interpreting and discussing results**

• Interpret tables, graphs and diagrams and make inferences to support or cast doubt on initial conjectures; have a basic understanding of correlation

• Compare two or more distributions; make inferences, using the shape of the distributions and appropriate statistics

• Relate results and conclusions to the original question**(IV) Probability**

• Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving probability problems

• Find and record all outcomes for two successive events in a sample space diagram

• Understand relative frequency as an estimate of probability and use this to compare outcomes of experiments in a range of contexts

**PROBLEM SOLVING****(I) Using techniques and skills in solving mathematical problems**

• Calculate accurately, choosing operations and mental or written methods appropriate to the numbers and context

• Manipulate numbers, algebraic expressions and equations, and apply routine algorithms

• Understand everyday systems of measurement and use them to estimate, measure and calculate

• Recognise and use spatial relationships in two dimensions and three dimensions

• Draw accurate mathematical diagrams, graphs and constructions

• Decide how to check results, by:

– using rounding to estimate numbers to one significant figure and calculating mentally then comparing with the estimate

– considering whether an answer is reasonable in the context of the problem

– using inverse operations

• Estimate, approximate and check their working. Solve a range of word problems involving single or multi-step calculations**(II) Using understanding and strategies in solving problems**

• Identify, organise, represent and interpret information accurately in written, tabular, graphical and diagrammatic forms

• Explore the effect of varying values in order to generalise

• Find a counter-example to show that a conjecture is not true

• Present concise, reasoned arguments to justify solutions or generalisations using symbols, diagrams or graphs and related explanations

• Recognise the impact of constraints or assumptions

• Recognise connections with similar situations and outcomes

• Consider and evaluate the efficiency of alternative strategies and approaches and refine solutions in the light of these

** **

**LOWER SECONDARY STAGE 9 SCIENCESCIENTIFIC ENQUIRY**

**(I) Ideas and evidence**

• Discuss and explain the importance of questions, evidence and explanations, using historical and contemporary examples

• Test explanations by using them to make predictions and then evaluate these against evidence

• Discuss the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative thought

**(II) Plan investigative work**

• Select ideas and produce plans for testing based on previous knowledge, understanding and research

• Suggest and use preliminary work to decide how to carry out an investigation

• Decide whether to use evidence from first hand experience or secondary sources

• Decide which measurements and observations are necessary and what equipment to use

• Decide which apparatus to use and assess any hazards in the laboratory, field or workplace

• Use appropriate sampling techniques where required

**(III) Obtain and present evidence**

• Make sufficient observations and measurements to reduce error and make results more reliable

• Use a range of materials and equipment and control risks

• Make observations and measurements

• Choose the best way to present results

**(IV) Consider evidence and approach**

• Describe patterns (correlations) seen in results

• Interpret results using scientific knowledge and understanding

• Look critically at sources of secondary data

• Draw conclusions

• Evaluate the methods used and refine for further investigations

• Compare results and methods used by others

• Present conclusions and evaluation of working methods in different ways

• Explain results using scientific knowledge and understanding. Communicate this clearly to others

**BIOLOGY****(I) Plants**

• Define and describe photosynthesis, and use the word equation

• Understand the importance of water and mineral salts to plant growth

• Understand sexual reproduction in flowering plants, including pollination, fertilisation, seed formation and dispersal**(II) Living things in their environment**

• Explain the ways in which living things are adapted to their habitats. Secondary sources can be used

• Research the work of scientists studying the natural world Secondary sources can be used

• Explain and model food chains, food webs and energy flow

• Explain the role of decomposers

• Describe factors affecting the size of populations

• Describe and investigate some effects of human influences on the environment**(III) Variation and classification**

• Use and construct keys to identify plants and animals

• Understand that organisms inherit characteristics from their parents through genetic material that is carried in cell nuclei

• Describe how selective breeding can lead to new varieties

• Discuss the work of Darwin in developing the scientific theory of natural selection

**CHEMISTRY****(I) Material properties**

• Describe the structure of an atom and learn about the methods and discoveries of Rutherford

• Compare the structures of the first twenty elements of the Periodic Table

• Describe trends in groups and periods

• Talk about the contribution of scientists. Secondary sources can be used**(II) Material changes**

• Explore and explain the idea of endothermic processes, e.g. melting of ice, and exothermic reactions, e.g. burning, oxidation

• Describe the reactivity of metals with oxygen, water and dilute acids

• Explore and understand the reactivity series

• Give examples of displacement reactions

• Explain how to prepare some common salts by the reactions of metals and metal carbonates and be able to write word equations for these reactions

• Give an explanation of the effects of concentration, particle size, temperature and catalysts on the rate of a reaction

**PHYSICS****(I) Forces and motion**

• Explain that pressure is caused by the action of a force on an area

• Determine densities of solids, liquids and gases

• Explain pressures in gases and liquids (qualitative only)

• Know that forces can cause objects to turn on a pivot and understand the principle of moments**(II) Electricity**

• Describe electrostatics and the concept of charge, including digital sensors

• Interpret and draw simple parallel circuits

• Model and explain how common types of components, including cells (batteries), affect current

• Explain how current divides in parallel circuits

• Measure current using ammeters and voltage using voltmeters, including digital meters**(III) Energy**

• Use knowledge of energy sources including fossil fuels and renewable energy resources to consider the world’s energy needs, including research from secondary sources

• Identify and explain the thermal (heat) energy transfer processes of conduction, convection and radiation

• Explain cooling by evaporation

** **

**LOWER SECONDARY STAGE 9 NATURAL WORLD STUDIES**

**LOWER SECONDARY STAGE 9 SOCIO ECONOMIC WORLD STUDIES**

**LOWER SECONDARY STAGE 9 ARTISTIC EXPRESSION**options include

Art and Design

Rhythmic Moves

Music

Art and Design

Rhythmic Moves

Music

**Preparing for THE WORLD OF TOMORROW (all stages)**

This is an interdisciplinary learning area where we encourage a love for learning , as well as a personal development journey toward enabling young people to engage socially in a variety of community initiatives , guidance in being responsible citizens and learning vital tools to living healthy, productive and joyous lives.

Curriculum Topics:

• personal, social and emotional growth and development (age appropriate)

• knowledge and understanding of the world and our responsible part in it

• environmental awareness

• physical and creative tools to understand in dealing with stress and pressures

• How to conduct oneself well and in a healthy manner within society

• Suicide awareness

• The importance of taking healthy responsibilities

• Learning to control one’s thoughts and actions in a positive and uplifting manner

We at Avicci Academy are concerned with the health and wellbeing of our students, parents and teachers from a physical, emotional and mental perspective.

We realise and value the importance of giving of ourselves, our families and our environment in a healthy way, and we wish to share these views to create a better future for all.