Algebra is not the destination. It is what you need in order to be allowed into the interesting room.
Physics is where a student finds out that the algebra was for something. Done well, it also runs the other way: a child who has understood one physical argument properly will go back to their mathematics and hold it differently, because they have seen it earn its keep.
The examinations matter and they are prepared for seriously. But the work underneath is physical intuition, which is the ability to look at an equation and say what it means before saying what it equals.
One question, answered three times. This is not a syllabus. It is what the same idea looks like at three different ages, and it is the clearest way to show how your child would be taught rather than tell you.
The child says which will land first and commits to it, because being wrong out loud is the part that does the teaching. Then we drop two objects of very different weight and watch.
They land together, and the child now owns a question they did not have thirty seconds earlier. That question is the point of the class. We do not answer it yet.
Gravity does pull harder on a heavier object. The child is right about that. What they have not yet separated is that a heavier object is also harder to get moving.
Put the first into the second and watch what happens to the mass.
The mass cancels. Not approximately, exactly. The pull doubles and the reluctance doubles, so the acceleration does not move at all. A student who has watched cancel here rarely forgets what cancelling means again.
Air resistance is the reason a feather is the exception, and that is the next question, not a footnote.
Now the interesting part. The in measures how strongly gravity grips the object. The in measures how much it resists being pushed. These are different physical ideas and there is no obvious reason they should be the same quantity.
Experimentally they are, to extraordinary precision. The MICROSCOPE satellite mission constrained any difference to below roughly one part in .
Einstein took that coincidence seriously and refused to treat it as an accident, and general relativity is what came out of it. A sixteen year old cannot derive that. But they can be shown exactly where the floor of the subject opens up, and told honestly that the answer is on the other side of it.
There is no fixed syllabus on this page because there is no fixed syllabus in the practice. Two students in the same grade, in the same week, are usually working on different things. The plan is written after I have watched your child work, it is shared with you before the first class, and it is revised every term.
School work at any level from Grade K to 12 is covered whether or not an examination is involved.
Ninety minutes: forty five with your child, working real problems, and thirty with you. Within forty eight hours you receive a written assessment of your child’s reasoning: what they understand, what they only appear to understand, and what I would do about it. Yours to keep, whatever you decide.