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Curriculum Plan

SCIENCE CURRICULUM PLAN 

     

Curriculum intent:  

To develop learners who have a thirst for knowledge and can see how science shapes and underpins their understanding of the challenges they may face during their lives.  

We have not deviated from the National Curriculum in the planning and delivery of Science at St Edmund’s Catholic School.  

 

By the end of Key Stage 2  

Pupils have studied:  

  • Plants: different types, their structure and roles of organs, how bulbs and seeds grow into plants, the requirements of plants for life and growth, water transport in plants and roles flowers play in a plant’s reproduction.  

  • Animals (including Humans): The 5 classes of animals- naming examples and recognising each class’s basic structures, key consumer types and knowledge of human body parts, linking to senses, need to reproduce – children growing into adults and growing into old age, survival needs of humans and importance of healthy lifestyle including the impact of diet, exercise, drugs and lifestyle on the way their bodies function, transportation methods of nutrients and water within animals, roles of skeletons and muscles, the simple functions of the basic parts of the digestive system in humans, the different types of teeth in humans and their simple functions,  the main parts of the human circulatory system, and the functions of the heart, blood vessels and blood and food chains.   

  • Everyday materials progressing onto states of matter and then properties and changes of materials: examples of everyday materials, physical properties of materials, uses and suitability for certain roles, solution forming properties of some materials, changing shape solids, states of matter, changes of state and associated temperatures, changes of state in the water cycle and how the rate of evaporation changes with temperature, methods of separation of mixtures, reasons for comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic, reversible changes and non-reversible changes: chemical changes resulting in the formation of new materials.  

  • Seasonal changes: the link to weather and changes in day length  

  • Living things and their habitats: classification of living things into groups and reasons for classification, use of classification keys to help group, identify and name a variety of living things in local and wider environment, changing environments and dangers this poses to living things, differences in the life cycles of a mammal, an amphibian, an insect and a bird and the life process of reproduction in some plants and animals.   

  • Rocks: different kinds of rock: characteristics and formation, fossil formation and soil formation.  

  • Light: the need for light, what is dark, how light travels linking to how we see objects, the reflection of light from surfaces, dangers of light from the sun and methods of protection, formation of shadows and patterns in the way that the size of shadows change but the shape of the shadow does not.  

  • Forces and magnets: how things move on different surfaces, contact and non-contact forces, attraction and repulsion of and by magnets, magnetic materials, the two poles of a magnet, predicting whether two magnets will attract or repel each other, force of gravity and its effects, the effects of air resistance, water resistance and friction, mechanisms: levers, pulleys and gears – all force magnifiers.  

  • Sound: what is a sound? How do we hear sounds?  Pitch and features of objects that produce sound, volume of a sound and the strength of the vibrations that produced it, how does distance affect sound?  

  • Electricity: appliances that run on electricity, construction of simple series electrical circuits, identifying and naming its basic parts, identification as to whether a lamp will light in a simple series circuit, the role of a switch, common conductors and insulators, what controls the brightness of a lamp or the volume of a buzzer? Reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches and use recognised symbols when representing a simple circuit in a diagram.  

  • Earth and Space: the movement of the Earth, and other planets, relative to the Sun in the solar system, the movement of the Moon relative to the Earth, recognise that the Sun, Earth and Moon are approximate spherical bodies, use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.  

  • Evolution and inheritance: evidence for evolution: fossils, production of varied offspring across individuals within a species (not identical to their parents), how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.  

  

They can:  

Use the following practical scientific methods, processes and skills:  

  • Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary  

  • Take measurements, use a range of scientific equipment, with increasing accuracy and precision, take repeat readings when appropriate  

  • Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs  

  • Use test results to make predictions to set up further comparative and fair tests   

  • Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations   

  • Identify scientific evidence that has been used to support or refute ideas or arguments.  

 

 

SUBJECT KEY CONCEPTS / COMPOSITES 

 

 

Key Stage 3 

(From AQA Specification and NC 2015) 

 

Matter – Part 1: Particle Model and Separating Mixtures, Organisms – Part 1: Movement and Cells, Forces – Part 1: Speed and Gravity, Energy – Part 1: Energy Costs and Energy Transfer, The Earth – Part 1: Earth Structure and the Universe, Reactions – Part1: Metals and Non-Metals, Acids and Alkalis, Genes – Part 1:Variation and Human Reproduction, Electromagnets – Part 1: Voltage and Resistance, Current, Waves – Part 1: Sound and Light,  Ecosystems – Part 1: Interdependence and Plant Reproduction, Matter – Part 2: Periodic Table and Elements, Organisms – Part 2: Breathing and Digestion,  Forces – Part 2: Contact Forces and Pressure, Energy – Part 2: Work and Heating and Cooling, The Earth – Part 2: Climate and Earth Resources,  Reactions – Part 2: Chemical Energy and Types of Reaction, Genes – Part 2: Evolution and Inheritance, Electromagnets – Part 2: Electromagnets and Magnetism, Waves – Part 2: Wave Effects and Wave Properties,  Ecosystems – Part 2: Respiration and Photosynthesis  

Biology - Cell Biology, Introduction to Organisation, Chemistry – Atoms, Bonding, Physics – Energy and Energy resources 

The principal focus of Science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas by building on the knowledge and skills required in the subject disciplines of Biology, Chemistry and Physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations. 

Pupils should understand that Science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.  

 

Key Stage 4 

(from AQA Trilogy and Triple specifications and   

NC 2015) 

Biology: Organisation, Infection and Response, Bioenergetics, Homeostasis and Response, Inheritance, Variation and Evolution, Ecology. (Key Ideas will be delivered throughout Biology topics on every occasion where appropriate.)  

Chemistry:  Quantitative Chemistry, Chemical Changes, Energy Changes, Rate and Extent of Chemical Change, Organic Chemistry, Chemical Analysis, Chemistry of the Atmosphere, Using Resources (Key Ideas will be delivered throughout Chemistry units on every occasion where appropriate.)  

Physics: Energy, Electricity, Particle Model of Matter, Atomic Structure, Forces, Waves, Magnetism and Electromagnetism, Space Physics (Key Ideas will be delivered throughout Physics units on every occasion where appropriate.)  

Teaching Science in key stage 4 continues building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of Biology, Chemistry and Physics. 

For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society. 

Science is changing our lives and is vital to the world’s future prosperity, and all students will be taught essential aspects of the knowledge, methods, processes and uses of science. They will be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. 

 

CURRICULUM PLAN: KEY STAGE 3 

 

Year 7 

Year 8 

Year 9 

Knowledge 

Pupils will know: 

  • Lab Induction 

  • Acids and alkalis 

  • Forces 

  • Waves 

  • Cells 

  • Particles 

  • Electricity 

  • Movement 

  • Separating techniques 

  • Reproduction 

  • Energy 

  • Ecology 

  • Variation 

  • The universe 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

We have chosen to teach this knowledge because… 

Practical skills are introduced to enable students to start to link scientific ideas through investigation. 

Topics will build on ideas and concepts developed at key stage 2 and enable students to extend these scientific ideas and start to apply them to the world around us.  

Pupils will know: 

  • Respiration and breathing 

  • Forces 

  • Elements 

  • The periodic table 

  • Work done 

  • Digestion 

  • Inheritance 

  • Evolution 

  • Reactions 

  • Pressure  

  • Photosynthesis  

  • Earth’s resources 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

We have chosen to teach this knowledge because… 

Topics will build on ideas and concepts developed in year 7 and enable students to have the capacity to understand and make links with ideas that will be developed at GCSE level 

Pupils will know: 

  • The structure of the atom 

  • Development and structure of the periodic table 

  • Chemical principles of the three states of matter 

  • Structure of materials to include details in regard to bonding 

  • Metals’ reactivity and uses 

  • Energy types, changes and use 

  • Energy demands including specific heat capacity 

  • Electricity – key terms and calculation and safe use within the home 

  • The structure of the cell and its organelles 

  • Movement of materials in and out of cells 

  • Cell division and growth 

  • Enzymes and catalysts – function, use and properties  

  • Organ structures within the human body and digestive system 

 

We have chosen to teach this knowledge because… The GCSE course combines a number of more complex ideas which are best taught in years 10 & 11 once fundamentals have been established in year 9.  This includes theoretical and practical ideas. 

Skills 

Pupils will be able to: 

  • Plan and complete practical investigations safely. 

  • Work independently and as part of a group. 

  • Develop ideas and make predictions. 

  • Write complex sentences using key scientific terms. 

  • Make links and develop thought processes to link key ideas together with science in the classroom and the wider world. 

Pupils will be able to: 

  • Plan and complete practical investigations safely. 

  • Work independently and as part of a group. 

  • Develop ideas and make prediction 

  • Write complex sentences using key scientific terms. 

  • Make links and develop thought processes to link key ideas together with science in the classroom and the wider world. 

Pupils will be able to: 

  • Plan and safely complete practical work to prepare for the required practicals for GCSE syllabus. 

  • Work independently and as part of a group to develop and share ideas and understanding including verbal use of key terms and ideas. 

  • Develop ideas and make connections with historic understanding and developments in scientific theory. 

  • Make links and consider scientific ideas developed in the classroom with the wider world. 

Cultural Capital 

Pupils will all have been exposed to  

The role that scientific principles, chemicals, and practical work play in everyday life. 

Students will have the opportunity to have class and individually led discussion on subject areas and how these relate to the wider world.  Where possible, Science in the wider world will be part of topics studied and also include BSW, and STEM opportunities. Recognition of the importance of reproduction, inheritance, variation and individuality. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This will enhance cultural capital because students will understand how chemicals can be used safely and how they can be dangerous, how Science influences everyday life and our part in the wider world. 

Students will gain experience in recognising how Science relates to them as individuals and can develop their own interests and knowledge through a range of sources in discussion with their teachers (to include health and wellbeing, scientific breakthroughs and Science in the news as well as careers in Science). 

 

Pupils will all have been exposed to  

The role that scientific principles, chemicals, and practical work play in everyday life. 

Students will have the opportunity to have class and individually led discussion on subject areas and how these relate to the wider world.  Where possible, Science in the wider world will be part of topics studied and also include BSW, and STEM opportunities. 

Students to recognise how the body works and importance of keeping healthy along with the careers and industry associated with these areas. How the planet has evolved and concerns that governments and environmental groups have about the future of energy, the wellbeing of the planet, along with use and importance of plants with regard to our health and wellbeing. 

 

This will enhance cultural capital because students will understand how chemicals can be used safely and how they can be dangerous, how Science influences everyday life and our part in the wider world. 

Students will gain experience in recognising how Science relates to them as individuals and can develop their own interests and knowledge through a range of sources in discussion with their teachers (to include health and wellbeing, scientific breakthroughs and Science in the news as well as careers in Science). 

Pupils will all have been exposed to  

A broad and more detailed understanding how ideas and principles in Science have developed including discussion of trial-and-error theories established by scientists working on a range of principles to include the periodic table, the structure of the atom, and the cell. Students will have the opportunity to discuss ideas and thoughts as well as develop ideas and research in areas such as stem cells to include the impact on humankind. Students will also spend time focussing on energy forms, where initial energy comes from and human impact on the use of energy and the demands this puts on the wider world. There will be opportunities to discuss and review ideas on how this can be changed / reviewed. 

Teaching staff will, where possible refer to real world impact of scientific ideas through discussion, evidence, videos, practical work, BSW and STEM opportunities. 

 

 

 

 

This will enhance cultural capital because students will develop a more interactive approach to Science and further develop understanding of Science in the wider world, and how it relates to them.  It will allow students the opportunity to pose questions with regard to concerns and ideas about Science to include health and wellbeing, the wider world of work and careers along with the development of further interests and individual projects. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • each topic as given in the Knowledge section above.    

 By:  

  • Formative retrieval practice during lessons (5 a day)  

  • Summative end of topic tests.  

  • End of Year Exam near the end of Cycle 4 to assess all Year 7 topics.  

Pupils will have been assessed on: 

  • each topic as given in the Knowledge section above.    

 By:  

  • Formative retrieval practice during lessons (5 a day)  

  • Summative end of topic tests.  

  • End of Year Exam near the end of Cycle 4 to assess all Year 8 topics.  

Pupils will have been assessed on: 

  • each topic as given in the Knowledge section above.    

 By:  

  • Formative retrieval practice during lessons (5 a day)  

  • Summative end of topic tests.  

  • End of Year Exam near the end of Cycle 4 to assess all Year 9 topics. 

 

 

CURRICULUM PLAN: KEY STAGE 4 

 

Year 10 

Year 11 

Knowledge 

Pupils will know: 

  • Organising animals and plants  

  • Communicable diseases  

  • Preventing and treating disease  

  • Non-communicable diseases  

  • Photosynthesis  

  • Respiration  

  • Chemical calculations  

  • Chemical changes  

  • Electrolysis  

  • Conservation and dissipation of energy  

  • Electric circuits  

  • Electricity in the home  

  • Molecules and matter  

  • Radioactivity  

 

Triple Science Candidates will also learn 

  • Cell division and types of reproduction 

  • The structure of DNA and protein synthesis. 

  • Gene expression and mutations. 

  • Inherited disorders. 

  • Evolution in natural selection, natural selection and cloning. 

  • Monoclonal antibodies – making and use of. 

  • Communicable disease. 

  • How plants use glucose. 

  • Metabolism and the liver. 

  • Reaction of alkenes. 

  • Structures of alcohols, esters and carboxylic acids – reactions and uses. 

  • How to complete a titration and relevant calculations. 

  • How to calculate atom economy and volumes of gases. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

We have chosen to teach this knowledge because it builds on the knowledge and skills developed in KS3 to cover the content that appears on the AQA Trilogy and Triple GCSE paper 1s.  

Pupils will know:    

  • The human nervous system  

  • Hormonal control in humans and plants  

  • Reproduction  

  • Variation and evolution  

  • Genetics and evolution  

  • Adaptations, interdependence and competition  

  • Organising an ecosystem  

  • Biodiversity and ecosystems  

  • Energy changes  

  • Rates and equilibrium  

  • Crude oil and fuels  

  • Chemical analysis  

  • The Earth’s atmosphere  

  • The Earth’s resources  

  • Forces in balance  

  • Motion  

  • Force and motion  

  • Wave properties  

  • Electromagnetic waves  

  • Electromagnetism  

 

Triple Science Candidates will also learn 

  • How the process of rusting occurs. 

  • Uses and properties of alloys and polymers. 

  • Production and composition of ceramics, glass and composites. 

  • Rates of decomposition and details of the carbon cycle. 

  • Feeding relationships within an ecosystem and the balances that are related to this. 

  • How materials are cycled in the natural world. 

  • How the human population has impacted the planet. 

  • Factors affecting deforestation, global warming, climate change and peat destruction. 

  • Factors affecting air land and water pollution. 

  • Trophic levels and biomass and how to calculate transfers. 

  • Factors affecting food security and production. 

  • Formation of the solar system to include the life cycle of a start. 

  • The expanding universe theory. 

  • Theories and principles use to explain the history of our universe. 

  • The ideas of electromagnetism to include the motor and generator effect. 

  • The differences between alternating and direct current. 

  • Flemings left hand rule. 

  • Use and function of transformers. 

 

We have chosen to teach this knowledge because it builds on the knowledge and skills developed in Y10 and KS3 and it covers the content that appears on the AQA Trilogy and Triple GCSE paper 2s.  

Skills 

Pupils will be able to: 

  • Plan and safely complete practical work including required practicals for GCSE syllabus. 

  • Work independently and as part of a group to develop and share ideas and understanding including verbal use of key terms and ideas. 

  • Develop ideas and make connections with historic understanding and developments in scientific theory. 

  • Make links and consider scientific ideas developed in the classroom with the wider world. 

Pupils will be able to: 

  • Plan and safely complete practical work including required practicals for GCSE syllabus. 

  • Work independently and as part of a group to develop and share ideas and understanding including verbal use of key terms and ideas. 

  • Develop ideas and make connections with historic understanding and developments in scientific theory. 

  • Make links and consider scientific ideas developed in the classroom with the wider world. 

 

Cultural Capital 

Pupils will all have been exposed to   

  • Scientific theories that have developed throughout history given new ideas, technologies and methods of communication to include the history of the structure of the atom and radioactivity. 

  • The ideas that form the basis of Science and form part of our wider world including organs of the body and how these interrelate to form organ systems maintaining homeostasis. 

  • Understanding that scientific ideas are constantly developing and evolving and are generated by people across the globe sharing and communicating information learning from each other in a wide range of parameters. 

  • Scientists are people that learn and develop ideas over time 

  • New theories ideas breakthroughs are constantly occurring and can be seen and heard in the media every day. 

 

This will enhance cultural capital because 

  • All students will have an understanding of Science in the wider world. 

  • They will be given opportunities to question debate and discuss concepts and ideas in a safe environment. 

  • They will have supported discussion points referring to historic and current thinking referencing real world situations, further reading and resources to include museums, programmes and online material. 

  • It will encourage development of the inquisitive mind and allow all students to develop individual thoughts and responses to current affairs related to science including religious and government policy. 

  • Student will have the opportunity to increase/ develop understanding of the wide variety of careers and opportunities that are available within ‘science’ 

  • Increase student understanding of their place in society and the wider world 

  • Further STEM opportunities available to enhance all areas of cultural capital development 

Pupils will all have been exposed to   

  • The Universe is a range of resources that are used in an unmeasurable number of ways, they can be mixed and altered to develop properties that enable a variety of life forms on the planet. 

  • The resources on the planet are finite and intrinsically linked in a cyclic pattern – including life, death reproduction and decay, formation of organic matter, rocks. Humans have had a significant role in change of some of these cycles, but they have also occurred naturally during the evolution of the planet as evidenced through rock cycle and formation of fossils. 

  • Ideas associated with human scientific interaction in measuring and monitoring in the wider world to increase our knowledge and understanding from hormone levels, to wave size, star size atmospheric gases. 

 

 

 

 

 

 

 

 

This will enhance cultural capital because 

  • All students will have an understanding of Science in the wider world. 

  • They will be given opportunities to question debate and discuss concepts and ideas in a safe environment 

  • They will have supported discussion points referring to historic and current thinking referencing real world situations, further reading and resources to include museums, programmes and online material 

  • It will encourage development of the inquisitive mind and allow all students to develop individual thoughts and responses to current affairs related to science including religious and government policy 

  • Student will have the opportunity to increase/ develop understanding of the wide variety of careers and opportunities that are available within ‘Science’ 

  • Increase student understanding of their place in society and the wider world 

  • Further STEM opportunities available to enhance all areas of cultural capital development 

 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • each topic as given in the Knowledge section above.    

  

By:  

  • Formative retrieval practice during lessons (5 a day)  

  • Summative end of topic tests.  

  • Paper 1 Assessment at the end of the culmination of teaching these topics.  One in each of the disciplines 

  • PPE 1 in Cycle 1 of Year 11.  

Pupils will have been assessed on: 

  • each topic as given in the Knowledge section above.    

  

By:  

  • Formative retrieval practice during lessons (5 a day)  

  • Summative end of topic tests. 

  • Paper 2 Assessment at the end of the culmination of teaching these topics.  One in each of the disciplines. 

  • PPE 2 near the end of Cycle 3 to assess all paper 2 topics.  

  

  

YEAR GROUP PLANS 

Year 7 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Lab induction and KS2 to 3 Science Transition: How science is conducted safely in the lab, assessing KS2 science understanding and closing gaps and bridging transition from primary to secondary science.  

  • Matter – Part 1: Particle Model and Separating Mixtures: Pure Substances and Mixtures, Changes of State, Solutions, Solubility, Filtration, Evaporation and Distillation, Chromatography, Diffusion.  

 

Pupils will be able to:  

  • Work safely in the lab.  

  • Explain key concepts of the particle model and its application.  

 

Pupils will all have been exposed to  

  • Different separation    

               techniques  

  • Changes of state  

  • Microscopy of cells  

 

Pupils will have been assessed on by  

  • Lab Induction by a change of state practical and its write-up. Practical skills will also be assessed at least once a cycle and in the end of year 7 exam.   

  • Matter – Part 1 by the end of unit summative assessment and in the end of Years 7, 8 and 9 exams 

 

Pupils will know: 

  • Organisms – Part 1: Levels of Organisation Within Organisms, Observing Cells, Plant and Animal Cells, Specialised Cells, Movement of Organisms and Substances, Uni-cellular Organisms   

  • Forces – Part 1: Introduction to Forces, Balanced and Unbalanced Forces, Speed, Distance–Time Graphs, Effects of Gravity  

  • Energy- Part 1: Energy Adds Up (Conservation of Energy Principle – explained in terms of Energy Transfer between Stores,) Energy Dissipation.   

 

Pupils will be able to: 

  • Describe the hierarchy of the structure of an organism.  

  • Describe how the human organism moves.   

  • Identify, label and name function of organelles of different cells.  

  • Correctly prepare slides and observe cells under a microscope.  

  • Describe osmosis and diffusion in cells.  

  • Draw and interpret force diagrams.  

  • Explain what an interaction pair means.  

  • Recognise when forces are balanced, unbalanced or in equilibrium and the effect that this has on an object’s movement.  

  • Practically investigate the average speed of a trolley on a ramp.  

  • Calculate speed.  

  • Define fuels, renewable and non-renewable energy resources and name some examples.  

  • Recognise energy stores.  

  • Identify useful and dissipated energy transfers.   

  • Identify methods used to increase energy efficiency. 

 

Pupils will all have been exposed to  

  • Microscopy of cells  

  • Speed-time graphs  

  • Distance-time graphs  

  • A variety of forces in different scenarios.  

  • Methods used to investigate and measure the speed.  

  • The principle of a colorimeter: determining energy content of food as a fuel.  

  • Examples that demonstrate the link between energy and power.  

  • Methods of investigating energy efficiency.  

 

Pupils will have been assessed on by  

  • Organisms – Part 1 by the end of unit tiered summative assessment and in the end of Years 7, 8 and 9 exams.  

  • Forces – Part 1 by the end of unit tiered summative assessment and in the end of Years 7, 8 and 9 exams.  

  • Energy – Part 1: by the end of unit summative assessment and in the end of Years 7, 8 and 9 exams.  

Pupils will know:  

  • Reactions – Part 1: More about elements, Chemical reactions of metals and non-metals, Metals and acids, Metals and oxygen, Metals and water, Metal displacement reactions  

  • Waves – Part 1: Structure of a Wave including Wavelength and Frequency and its connection to Pitch, Amplitude and its connection to Volume, how to measure and calculate Speed of Waves, Reflection, Refraction and Superposing, Sound and Light, how we hear: The Ear, how Light Waves can be Absorbed or Transmitted, how we see: The Eye, how we Focus and see in Colour.  

  • Electromagnets – Part 1: 

Voltage (Potential Difference), Current, Resistance, Parallel and Series Circuits, Electric Fields and Charging Insulators  

 

Pupils will be able to: 

  • Recognise a chemical reaction and describe what one is.  

  • Distinguish between an acid, neutral and an alkali using an indicator.  

  • Determine the strength of an acid using the pH scale.  

  • Define elements and link to chemical reactions.  

  • Name the products of acids reacting with acid, oxygen and water.  

  • Explain how a displacement reaction occurs.  

  • Explain how we see and hear.  

  • Draw and label parts of a wave explaining how frequency links to pitch and amplitude to volume.  

 

Pupils will all have been exposed to  

  • Collection, processing and analysis of data from practical chemical reactions.  

  • Displacement reaction practicals  

  • Data analysis exercise on determining the speed of sound.  

  • Light reflection, refraction and superposing.  

  • The structure of parallel and series circuits and how to set them up in order to measure potential difference, current and calculate resistance.  

  • Practicals that enable students to charge up different insulators and gain an appreciation of what electrostatic field means.  

 

Pupils will have been assessed on by  

  • Reactions – Part 1 by the end of unit tiered summative assessment and in the end of Years 7, 8 and 9 exams. 

  • Waves – Part 1: by the end of unit summative assessment and in the end of Years 7, 8 and 9 exams 

  • Electromagnets – Part 1 by the end of unit tiered summative assessment and in the end of years 7, 8 and 9 exams.  

Pupils will know: 

  • Ecosystems – Part 1: 

Interdependence and Plant Reproduction, Food chains and Webs, Disruption to Food Chains, Ecosystems and Competition, Pollination, Fertilisation, Germination and Methods of Seed Dispersal of Plants  

  • The Earth – Part 1: 

Earth’s Structure –  

Sedimentary, Igneous and Metamorphic Rock Formation and Properties linking into the Rock Cycle, Ceramics, the Earth in the Solar System and the Universe, the Moon.  

  • Genes – Part 1: Variation exists within and between Species, linking to Inherited and Environmental Causes, Differences between Continuous and Discontinuous Variation, How some Organisms Adapt to Change, Causes and changes occurring during Adolescence including the Menstrual Cycle, Structure of Gametes and the process of Fertilisation and how a Foetus develops.  

 

Pupils will be able to: 

  • Describe how food chains and  

webs are linked and what happens if they are disrupted.  

  • Record data and draw conclusions from predator prey relationships.  

  • Describe and distinguish between the processes of pollination, fertilisation, germination and seed-dispersal in plants.  

  • Identify and describe parts of the Earth’s structure and identify and explain the different types of rocks.  

  • Describe and explain the properties of ceramics.  

  • Describe the solar system and its contents, linking to the Universe.  

  • Identify inherited, environmental, continuous and discontinuous variations.  

  • Correctly process sampling results.  

  • Name and explain the roles of the organs in the male and female reproductive systems and describe the process of fertilisation.  

  • Explain the causes of puberty and distinguish between puberty and adolescence.  

  • Describe how a foetus develops.  

 

Pupils will all have been exposed to  

  • Predator prey relationships and how a drop in populations affects ecosystems.  

  • Field sampling methods used to determine biodiversity, distribution and interdependence.  

  • Different revision techniques.  

  • The different rocks that make up the earth.  

  • Sampling techniques to determine frequency and distribution of variation.  

 

Pupils will have been assessed on by  

  • Ecosystems – Part 1 by the end of unit tiered summative assessment and in the end of years 7, 8 and 9 exams.  

  • The Earth – Part 1: by the end of unit summative assessment and in the end of Years 7, 8 and 9 exams.  

  • Genes – Part 1: by the end of unit summative assessment and in the end of Years 7, 8 and 9 exams.  

  • The End of Year 7 Exam covering all the Year 7 content. 

Literacy 

Key terms:   

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

 

Matter – Part 1:   

boil (boiling), boiling point, change of state, chromatogram, chromatography  

condense (condensation)  

density, diffusion, dissolve  

distillation, evaporate (evaporation)  

filtrate, filtration, freeze (freezing)  

gas, gas pressure, liquid, material  

melt (melting), melting point, mixture  

particle, particle model, property  

pure substance, residue, saturated solution, solid, solubility, solubility curve, soluble (insoluble), solute  

solution, solvent, states of matter  

sublime (sublimation), substance  

  

Reading opportunities:  

Activate 1 (online digital book):  

  • Chapter 5 for Matter – Part 1.  

 

 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Organisms – Part 1:  

Amoeba, antagonistic muscle pair, bone, bone marrow, cartilage, cell  

cell membrane, cell wall, chloroplast  

circulatory system, concentration  

cytoplasm, digestive system, euglena  

flagellum, immune system, joints  

leaf cell, ligaments, microscope  

mitochondria, multi-cellular (organism)  

muscular skeletal system, nerve cell  

nucleus, organ, organ system, red blood cell, reproductive system, respiration  

respiratory system, root hair cell  

skeleton, specialised cell, sperm cell  

structural adaptations (of cells), tendons, tissue, uni-cellular (organism)  

Vacuole  

Forces – Part 1:   

Acceleration, air resistance, average speed, balanced (forces), contact force  

distance–time graph, driving force  

equilibrium, field, friction  

gravitational field strength  

gravity/gravitational force, interaction pair, kilogram, mass, metres per second, newton, newton meter  

non-contact force, pull, push  

relative motion, resistive force  

resultant force, speed, unbalanced (forces), weight  

Energy – Part 1:   

chemical energy store, dissipation (dissipated), elastic energy store  

energy, energy resource, fossil fuel  

gravitational potential energy store  

joule, kilojoule, kilowatt, kilowatt hour  

kinetic energy store, law of conservation of energy, non-renewable  

power, renewable, thermal energy store, watt  

 

Reading opportunities: 

Activate 1 (Online digital book):  

  • Chapter 8 for Organisms – Part 1   

  • Chapter 1 for Forces Part 1   

  • Chapter 3 for Energy – Part 1  

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Reactions – Part 1:   

Acid, alkali, base, chemical property  

chemical reaction, chemical symbol  

concentrated, concentration, corrosive  

dilute, displace, displacement, element  

indicator, irritant, litmus, metal, neutral  

neutralisation, non-metal, oxidation, oxide  

Periodic table, pH scale, physical change  

physical property, product, reactant  

reactive, reactivity, reactivity series  

reversible, salt, strong acid,  

thermite reaction, universal indicator  

weak acid, word equation  

Waves – part 1  

absorption (absorb(ed)), amplify, amplitude  

angle of incidence, angle of reflection  

auditory canal, auditory nerve 

auditory range, brain, cochlea, concave  

continuous, converging, convex, cornea  

crest, decibel, diffuse reflection, dispersion  

diverging, ear, eardrum, echo, eclipse  

filter, focal point, focus, frequency, hertz  

image, incident ray, infrasound, inner ear  

inverted, iris, kilohertz, law of reflection  

lens, longitudinal wave, luminous  

medium, middle ear, non-luminous  

normal line, opaque, optic nerve, oscilloscope, ossicle, outer ear  

oval window, peak, photoreceptor, pinna  

pitch, plane, primary colour, prism, pupil  

real, reflect (ion), reflected ray, refraction  

retina, scattered, secondary colour, spectrum, specular reflection, speed of light  

speed of sound, translucent, transparent  

trough, ultrasound, vacuum, vibration   

virtual, volume, wavelength  

Electromagnets – part 1:  

Ammeter, amps, atoms, attract, battery  

Cell, charged up, current,  

electrical conductor, electrical insulator  

electric field, electron, electrostatic force  

lightning, negatively charged, neutral, ohms  

parallel, positively charged 

potential difference, rating, repel  

resistance, series, voltage, voltmeter, volts  

 

Reading opportunities: 

Activate 1 (Online digital book):  

  • Chapter 6 for Reactions – Part 1  

  • Chapter 4 for Waves – Part 1  

  • Chapter 2 for Electromagnets – Part 1  

Literacy 

Key terms:  

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Ecosystems – part 1:  

Anther, bioaccumulation, carpel  

Community, competition, consumer  

Decomposer, ecosystem, environment, fertilisation, filament  

food web, fruit, germination, habitat  

interdependence, niche, ovary, ovule  

petal, pollen, pollination, population  

predator, prey, producer  

seed dispersal, sepal, stamen, stigma  

style  

The Earth - Part 1:  

artificial satellite, asteroid, axis  

ceramic, constellation, core, crust  

day, deposition, durable, dwarf planet  

Earth, erosion, exoplanet, galaxy  

geocentric model, heliocentric model  

igneous rock, lava, light year, magma  

mantle, metamorphic rock, Milky Way  

mineral, Moon, natural satellite, night  

obsidian, orbit, phases of the Moon  

planet, porous, rock cycle, season  

sediment, sedimentary rock  

Solar System, star, Sun, transport  

Universe, uplift, weathering, year  

Genes – Part 1:  

Adaptation, adolescence,  

amniotic fluid, cervix, cilia, condom  

continuous variation, contraception  

contraceptive pill, discontinuous variation, egg cell, ejaculation  

embryo, environmental variation  

fertilisation, foetus, gamete, gestation  

implantation, inherited variation  

menstrual cycle (period), menstruation, ovary  

oviduct (fallopian tube), ovulation  

penis, placenta, puberty  

reproductive system, scrotum, semen  

sex hormones, sexual intercourse  

species, sperm cell, sperm duct  

testicles (testes), umbilical cord  

urethra, uterus (womb), vagina  

variation  

 

Reading opportunities: 

 Activate 1 (online digital book):  

  • Chapter 1 for Ecosystems – Part 1  

  • Chapter 7 for Earth – Part 1  

  • Chapter 10 for Genes – Part 1  

 Kerboodle:   

  • Knowledge organisers  

  • Checkpoint Activities  

  

The following websites all provide free science revision activities:  

https://www.edplace.com/category/science/keystage3/year7/topic/  

  

https://www.bbc.co.uk/bitesize/subjects/zng4d2p  

  

https://mathsmadeeasy.co.uk/ks3-revision/key-stage-3-science/  

  

https://www.educationquizzes.com/ks3/science/   

Connections 

We have identified these connections to other subject areas:  

  • Art – Structure of drawing Yr 7 Term 1 

  • Geography – Evaporation Yr 7 Term 2 

  • Data analysis (Maths)  

 Yr 7 Cycle 3 

 

Connections 

We have identified these connections to other subject areas:  

 

  • PE – Movement to include muscles and bones All years, all Cycles 

  • RE – Conservation of Energy Year 10  

  • MFL – Renewable Energy 

  • Data analysis (Maths)  Yr 7 Cycle 3 

  • Energy Resources (Geography) Yr 7 Term 6 

  • History – Gravity Yr 8 Cycle 3 

  • Art – Movement Yr 7 Cycle 3 

Connections 

We have identified these connections to other subject areas:  

  • Art – Light direction Yr 7 Cycle 3 

  • Music – Sound Waves.  How sound travels Yr 7 Cycle 3 

  • Data processing and analysis (Maths) Yr 7 Cycle 3 

  • Use of mathematical equations (Maths) Yr 10 Cycle 1 

  • Processing of results - means calculations and drawing graphs / bar charts (Maths) Yr 7 Cycle 4 

Connections 

We have identified these connections to other subject areas:  

  • Geography - Ecosystem based fieldwork: collecting data in the field and processing of primary data Yr 10 Term 5 

  • RE – reproduction ethics Yr 8 Term 2 

  • Math - Data analysis Yr 7 Cycle 3 

  • Math - Processing of results – graphs and bar graphs and interpretation of pie-charts  Yr 7 Cycle 4 

  • Geography - The Earth’s Structure and the Rock Cycle Yr 8 Term 1 

  • Math - Data processing and analysis Yr 7 Cycle 3 

  • English – Greek philosopher Aristotle Yr 7 Cycle 1 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Learning at home 

  Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Learning at home 

 Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Learning at home 

 Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Sequencing 

We have chosen this method of sequencing in Year 7 because:  

  • We need to ensure that there is a smooth transition as pupils move from KS2 science at their primary schools to KS3 science which will be taught in a practical lab location, involving the use of scientific apparatus that these pupils will not have used before and therefore there is a need to ensure that pupils understand how to safely operate when working in a school lab. They also need to fully understand the expectations in science at St Edmund’s School.  

  • These initial topics provide the basis of knowledge for most of the key concepts carried through to the end of GCSEs in Science.  

  • There is a need to help pupils to understand the importance of revision and know how to revise before we can expect them to sit an end of year examination to check, consolidate and confirm their understanding of year 7 topics.  

  • Year 8 Science can then be correctly sequenced to smoothly follow – on from the knowledge gained in Year 7 Science.   

  

It builds on the work done in Year 6 (previous year) by:  

  • the delivery of an induction period where pupils are assessed for KS2 gaps in their science knowledge and actions are taken to close those gaps before further consolidation and advances being made in their understanding as they move into the Key Stage 3 Science curriculum.  

  

It leads to the work that will be done in Year 8 (next year) by:   

  • Providing the solid foundations in the key concepts from which to build their complete understanding in terms of knowledge and skills learnt to enable pupils to feel confident about science: to question the world around them and start to make informed decisions.   

 

 

YEAR GROUP PLANS 

Year 8 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Organisms-Part 2: the processes of Breathing and Digestion to include Gas Exchange and Breathing, the effects of Drugs and Alcohol on the body and the effects of Smoking on the Respiratory System and the rest of the body, the need to eat a Balanced Diet (the benefits provided by each of the Nutrients and the main Qualitative Test Methods), the risks of an Unhealthy Diet, the parts and functions of the Digestive System and the role of Bacteria and Enzymes in Digestion.  

  • Matter – Part 2: What Atoms, Elements and Compounds are, their connection to the Periodic Table, the main Groups of Elements in the Periodic Table and their Properties and Trends, what Chemical Formulae mean and what a Polymer is and its uses.  

 

Pupils will be able to: 

  • Explain how we digest food, breathe and the effects of legal and illegal drugs on the human body.   

  • Explain key concepts of the Periodic table, the structure and properties of some of its elements and the application of the Periodic Table.  

 

Pupils will all have been exposed to  

  • The importance of a healthy lifestyle, resulting in a healthy body.   

  • Testing methods and positive results for the main nutrients in a balanced diet.  

  • Testing the effects of enzymes on digestion.  

  • The history of the development of the periodic table and why elements are positioned in specific places.  

  • Demonstrations of alkali metal reactivity.  

  • Displacement reactions (Halogens). 

 

Pupils will have been assessed by  

  • Organisms – Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams.  

  • Matter – Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams.  

Pupils will know: 

Electromagnets – Part 2: Electromagnets, Using electromagnets, Magnetism and magnetic fields. 

Energy – Part 2 

Work, energy and machines, Heating and cooling, Energy Transfers 

Reactions – Part 2: Atoms in Chemical Reactions, Combustion, Thermal Decomposition, Conservation of Mass, Endothermic and Exothermic Reactions, Energy Level Diagrams and Bond Energies. 

 

Pupils will be able to: 

  • Describe how magnets interact. 

  • Represent magnetic fields diagrammatically (plotting with a compass and using iron filings) - link to the Earth’s magnetic field. 

  • Make an electromagnet and test methods to change its strength. 

  • Describe simple machines and calculate work done. 

  • Explain energy transfer in terms of conduction, convection and radiation.  

  • Draw particle diagrams to represent chemical reactions. 

  • Predict products of combustion reactions. 

  • Identify of thermal decomposition reactions from word equations. 

  • Predict products from decomposition reactions. 

  • Calculate bond energies. 

 

Pupils will all have been exposed to  

  • The principle of a compass and links to the earth’s magnetic field. 

  • Real examples of electromagnets in action. 

  • Link between current and magnetism. 

  • How simple machines can make work easier. 

  • Development of the particle theory model to explain energy transfers. 

  • Molly-mod models of atoms in chemical reactions. 

  • Calorimetry: measuring energy content of different fuels. 

  • Testing products of complete combustion reactions. 

  • Conservation of mass chemical reactions: Making MgO. 

 

Pupils will have been assessed on  

  • Electromagnets – Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams 

  • Energy – Part 2: by the end of summative assessment and in the end of Years 8 and 9 exams 

  • Reactions – Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams. 

Pupils will know: 

Waves – Part 2: Wave Effects and Wave Properties. 

Genes – Part 2: Processes and Consequences of Natural Selection, Charles Darwin and his Theory on ‘Origin of Species’, Evolution, Extinction, Preserving Biodiversity, Inheritance, the Function of DNA, Genetics and the Process of Genetic Modification. 

Forces – Part 2: Causes and Effects of Friction and Drag, Impacts of Squashing and Stretching, what a Turning Force is, Causes and Effects of Pressure in Gases and Liquids, the Effects of Stress on Solids. 

 

Pupils will be able to: 

  • Describe longitudinal and transverse waves 

  • Explain the applications of longitudinal and transverse waves 

  • Use wave models to explain observations of wave behaviour 

  • Describe the theory of natural selection 

  • Evaluate the evidence that Darwin used to develop his theory 

  • Explain how the lack of biodiversity can affect an ecosystem 

  • Describe some techniques used to prevent extinction 

  • Describe how characteristics are inherited 

  • Explain the mechanism of inheritance 

  • Evaluate the advantages and disadvantages of genetic modification 

  • Describe the effects of a zero-resultant force. 

  • Describe how forces deform objects and the principle of Hooke’s Law. 

  • Calculate the moment of a force. 

  • Describe how atmospheric pressure changes with height. 

  • Calculate fluid pressure 

  • Explain how liquid pressure changes with depth. 

  • Make predictions as to which materials will float and which will sink. 

  • Calculate stress. 

 

Pupils will all have been exposed to  

  • Real life observations of waveforms (e.g. slinky, ripple tank) 

  • An understanding of the mechanisms of electric bells and speakers. 

  • An appreciation of the uses and dangers of EM radiation. 

  • Evolutionary Family Trees 

  • Charles Darwin’s Theory of Evolution (Origin of Species) / finches. 

  • Debate after analysis of evidence on the different theories as to why dinosaurs became extinct. 

  • Real endangered species case evidence. 

  • The work of DNA structure scientists: Franklin, Wilkins, Watson and Crick. 

  • Ethical debate on genetic engineering. 

  • Practical investigation of causes of friction on different surfaces. 

  • Practical investigation: How springs and elastic change when they are stretched. 

  • Practical investigation: calculating recorded moments. 

  • Practical investigation: investigating gas pressure. 

  • Practical investigation: Liquid pressure (Liquid at Work) 

  • Practical investigation: investigating stress on solids. 

 

Pupils will have been assessed on the above topics by  

  • Waves– Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams 

  • Genes – Part 2: by the end of summative assessment and in the end of Years 8 and 9 exams 

  • Forces – Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams. 

Pupils will know: 

Ecosystems – Part 2: Respiration and Photosynthesis 

Earth – Part 2 

Global warming, The Carbon Cycle, Climate Change, Extracting Metals, Recycling 

 

Pupils will be able to: 

  • Explain how the body transfers energy from food. 

  • Describe the processes of aerobic and anaerobic respiration and photosynthesis. 

  • Describe gases within the earth atmosphere to include some detail on greenhouse gases and how these are generated.  

  • Describe and explain what is meant by global warming and its causes 

  • List the processes that recycle carbon naturally.to include the carbon cycle 

  • State what an ore is and the methods of extracting metals. 

  • Explain why recycling some materials is particularly important and describe how Earth’s resources are recycled. 

 

Pupils will all have been exposed to  

  • 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 adaptation of leaves for photosynthesis. 

  • The carbon cycle. 

  • Conditions for climate change 

  • Extraction methods for metals relating to energy use. 

 

Pupils will have been assessed by 

  • Ecosystems – Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams. 

  • Earth – Part 2: by the end of unit summative assessment and in the end of Years 8 and 9 exams. 

Literacy 

Key Terms 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Organisms – Part 2 

Bronchus, carbohydrase, carbohydrate  

Catalyst, condense, contract, deficiency  

Depressant, diaphragm, dietary fibre  

Digestion, digestive system, drug, enzyme  

Ethanol, exhale, food test, gas exchange  

Gullet, gut bacteria, hypothesis, inhale  

large intestine, lipase, lipid, lungs  

lung volume, malnourishment  

medicinal drug, mineral (biology)  

nutrient, obese, passive smoking  

protease, protein, recreational drug  

rectum, respiration, respiratory system  

ribs, small intestine, starvation  

stimulant, stomach, trachea  

unit of alcohol, villi, vitamin  

withdrawal symptoms  

Matter – Part 2 

alkali metals, atom, carbonate  

chemical formula, chemical properties  

chemical symbol, compound, element  

group, group 0, group 1, group 7, halogen  

hydroxide, molecule, natural polymer  

nitrate (chemistry), noble gases  

period, periodic table, physical properties  

polymer, sulfate, synthetic polymer  

trend, unreactive 

 

Reading opportunities: 

Activate 2 (online digital book) Chapter 8 for Organisms – Part 2 

Activate 2 (online digital book) Chapter 5 for Matter – Part 2 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Electromagnets – Part 2 

circuit breaker, core (electromagnet)  

electric bell, electromagnet  

Loudspeaker, magnet, magnetic field  

magnetic field lines, magnetic force  

magnetic poles, magnetise  

permanent magnet, Solenoid 

Energy – Part 2 

Conduction, convection 

convection current, deform 

Displacement, infrared radiation 

input force, lever, output force 

Radiation, simple machine 

Temperature, thermal conductor 

thermal energy store 

thermal imaging camera 

thermal insulator, thermometer, work 

Reactions – Part 2 

balanced symbol equation, catalyst  

catalytic converter, chemical bond  

chemical reaction, combustion  

conservation of mass, conserved  

Decomposition, endothermic reaction  

energy level diagram 

exothermic reaction, fossil fuel  

Fuel, non-renewable, physical change  

Products, reactants, renewable  

Thermal decomposition 

 

Reading opportunities: 

  • Activate 2 (online digital book) Chapter 2 for Electromagnets – Part 2 

  • Activate 2 (online digital book) Chapter 3 for Energy – Part 2 

  • Activate 2 (online digital book) Chapter 6 for Reactions – Part 2 

 

 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Waves – Part 2 

Compression,  

electromagnetic spectrum  

gamma rays,  

infrared (IR) (radiation), ionisation  

longitudinal wave, loudspeaker  

Microphone, microwaves  

pressure wave, radio waves  

Rarefaction, superpose  

Transmission, transverse wave 

ultrasound ultraviolet (UV)  

visible light wave, X-rays 

Genes – Part 2 

Allele, biodiversity 

captive breeding, chromosome(s) 

Competition, conservation, DNA 

dominant (allele) 

endangered species, evolution  

Extinct, fossil, gene, gene bank  

genetic modification  

inherited characteristic(s),  

Mutation, natural selection  

peer review, population  

Punnett square, Recessive 

Forces – Part 2:  

atmospheric pressure 

centre of gravity, centre of mass 

Compression, contact force 

Deformation, drag force 

elastic limit, equilibrium 

Extension, fluid, friction 

gas pressure, Hooke’s Law 

Incompressible, law of moments 

linear relationship, liquid pressure 

Lubrication, moment, newton 

newton meters 

newtons per metre squared, pivot 

Pressure, reaction, streamlined 

Stress, tension, upthrust 

water resistance 

 

Reading opportunities: 

  • Activate 2 (online digital book) Chapter 4 for Waves part 2 

  • Activate 2 (online digital book) Chapter 10 for Genes Part 2 

  • Activate 2 (online digital book) Chapter 1 for Forces 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Ecosystems – Part 2 

aerobic and anaerobic respiration, algae 

Biotechnology, chlorophyll, deficiency 

Fermentation, fertiliser, haemoglobin 

Iodine, magnesium, nitrates (biology) 

oxygen debt, phosphates, photosynthesis 

Plasma, potassium, producer, stomata 

Earth - Part 2 

Atmosphere, Greenhouse Effect, Greenhouse Gas, Global warming, Respiration, Combustion, Fossil Fuel, Carbon Cycle, Carbon Sink, Climate Change 

Natural resources, mineral, ore, extraction, electrolysis, recycling. 

 

Reading opportunities: 

  • Activate 2 (online digital book) Chapter 9 for Ecosystems – Part 2. 

  • Activate 2 (online digital book) Chapter 7 for Earth Part 2 

 

Connections 

 We have identified these connections to other subject areas: 

  • Music – Breathing system Yr 7 Cycle 2 

  • PE- Balanced Diet Yr 7 Term 1 

  • PE – Respiration Yr 10 Cycles 1 & 2 

  • MFL – Balanced diet and diet related problems Yr 8 Cycle 4 

  • RE – Drugs Yr 8 Term 5 

  • RE – Healthy diet and physical fitness Yr 10 Term 6 

  • Data processing and analysis (Maths) Yr 7 Cycle 3 

 

Connections 

We have identified these connections to other subject areas: 

  • Data processing and analysis (Maths) Yr 7 Cycle 3 

  • Work done equations (Maths) Yr 10 Cycle 1 

  • Balancing equations (Maths) Yr 10 Cycle 1 

 

Connections 

We have identified these connections to other subject areas: 

  • Art – Primary colours misconceptions Yr 8 Cycle 3 

  • RE – Creation and evolution Yr 7 Term 2 

  • English – Nonconventional science in terms of the influence of evolution theory Yr 10 Cycle 3 

  • Maths – physics equations Yr 10 Cycle 1 

  • History – Gravity Year 8 Cycle 3 

  • Geography Gravity Yr 8 Term 3 

Connections 

We have identified these connections to other subject areas: 

  • PE - Aerobic and Anaerobic Respiration Yr 10 Cycles 1 & 2 

  • RE- Sustainability Year 10 

  • Geography – Climate change, recycling Yr 7 Term 6 

 

 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

Sequencing 

We have chosen this method of sequencing in Year 8 because: 

We need to ensure that students are continuing to build upon and develop their knowledge and skills from the topics previously covered in Year 7. We need to ensure that students have the ability at the end of year 8 to access their Year 9 Science with confidence.  

We continue to stress the importance of revision by use of Rosenshine’s principles and Active recall tasks in lessons and develop student's revision skills and tool them to make informed choices as to the most successful revision techniques for them to use to recall and consolidate their learning to ultimately experience success in science assessments.  

 

It builds on the work done in Year 7 by: 

Developing further ideas understanding the principles and key concepts and ideas in science. 

 

It leads to the work that will be done in Year 9 by:  

By further developing key language and scientific skills particularly practical and independent thinking and preparing for GCSE content.   

 

 

YEAR GROUP PLANS 

Year 9  

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

Through practical skills and with a focus on required practicals 

  • How to identify and use relevant practical equipment to successfully complete a practical activity 

  • How to identify dependant, independent and control variables in a practical  

  • What a valid scientific method needs to include 

  • How to make a prediction based on information learnt or given 

  • What a table of results and graph are and how to draw these 

  • How to evaluate a scientific investigation. 

 

Pupils will be able to: 

  • Know and apply key terms when working scientifically to include 

  • Dependant control and independent variable 

  • Make predictions and realise that these should like to relevant scientific theories 

  • Analyse data to identify trends patterns, calculate averages and identify anomalies 

  • Extrapolate data to draw a relevant clearly labelled graph of the correct type and size 

 

Pupils will all have been exposed to  

  • The understanding that a scientific investigation needs to be clear and include specific relevant pieces of information.   

  • The practical skills required to ensure an investigation is safe and valid. 

  • Completing an investigation and fully analysing outcomes and mapping these against scientific principles and expected outcomes 

 

Pupils will have been assessed through 

  • Retrieval practice – 5 questions every lesson 

  • Summative- End of Practical investigations (3 minimum) 

  • End of Cycle practical assessments 

  • End of Year 9 test 

Pupils will know: 

Biology foundation knowledge and skills 

  • The structure of the microscope 

  • The structure of the plant and animals 

  • The structure and function of specialised cells 

  • Osmosis 

  • Diffusion 

  • Active transport 

  • The digestive system 

  • Organ function with specific function within the digestive system 

  • Role of enzymes and catalysts 

  • Factors affecting digestion 

 

Pupils will be able to: 

  • Set up and use a microscope, identifying key features to ensure correct and safe use. 

  • Identify plant and animal cells and structure and function of corresponding organelles  

  • Identify and label specialised cells within the plant / animal to include how and why they are adapted for role 

  • Explain transport mechanisms within plant and animals, and be able to explain where each is used and why 

  • Identify organs of the body that are involved in the circulatory and digestive system 

  • Identify adaptations and features that organs have within their roles in a system 

  • Explain factors that affect enzyme activity 

 

Pupils will all have been exposed to  

  • Practical skills required to make a slide and set up and use a microscope 

  • Types of cell and the idea that although microscopic organelles contained within the cell have key functions 

  • Plants and animals have cells that have adapted and specialised to perform specific functions 

  • The practical skills needed to identify basic food groups and how these are digested 

  • Factors that affect the activity of an enzyme 

  • The lock and key theory of enzyme activity 

 

Pupils will have been assessed through 

  • Retrieval practice – 5 questions every lesson 

  • Summative – End of Topic Tests 

  • Controlled assessment style practical investigation 

  • End of Year 9 Test  

 

Pupils will know:  

Chemistry foundation knowledge and skills 

  • The structure of the atom 

  • History of the structure of the atom 

  • The difference between ions, atoms, and isotopes 

  • Separating techniques 

  • How to write a chemical equation 

  • The structure of the periodic table 

  • The properties and behaviours of group 1, 7 and 0 

  • How to explain and identify trends in the periodic table 

  • The properties pf the states of matter 

  • Structure and properties of ionic compounds 

  • Metallic bonding 

  • Structure and bonding of simple and giant covalent compounds 

  • The basis of nanotechnology and its application 

 

Pupils will be able to: 

  • Recognise the subatomic particles in an atom and draw diagrams to demonstrate this 

  • Understand electron configuration and be able to apply to the first 20 elements 

  • Explain how the structure of the atom has developed over time through the input of a number of scientists 

  • Describe and explain the use of a variety of separation techniques to include distillation and chromatography and how these can be deployed depending on properties of materials 

  • Identify trends and patterns of the periodic table including specifically the alkali metals, Noble gases and Halogens 

  • Explain how the structure of the periodic table has developed over time and identify some of the scientists who contributed to this 

  • Explain the types of bonding that occur in molecules and compounds and give examples 

  • Can draw dot and cross diagrams to demonstrate different types of bonding 

  • Explain the differences between graphite and diamond 

 

Pupils will all have been exposed to  

  • Theories behind the structure of the atom and how this has developed over time using practical and theoretical information 

  • The idea that materials have different properties which can be used to group and separate 

  • The idea that atoms can become ions through loss and gain of electrons 

  • Working practically to develop understanding of separation techniques 

  • Recognise the link between bonding and properties 

  • Give examples of nanotechnology in the wider environment 

  • The understanding that ideas and theories in science have been trialled disproved and developed over time 

  • The idea that the fundamentals of scientific principles such as bonding and properties of materials are used to develop materials and their use in everyday life 

 

Pupils will have been assessed through 

  • Retrieval practice – 5 questions every lesson 

  • Summative- End of Topic Tests 

  • Controlled assessment style practical investigation 

  • End of Year 9 Test 

Pupils will know: 

Physics foundation knowledge and skills 

  • Types of energy 

  • How energy is stored and transferred 

  • Energy efficiency, dissipation and use in electrical appliances 

  • Link between energy and power 

  • Describe the process of Conduction, Convection, Radiation  

  • Specific heat capacity 

  • Energy demands in given contexts 

  • Where energy can be obtained form on a large scale 

  • How the sun and earth produce power 

  • The impact of energy use on the environment 

  • Processes used to heat / insulate a building 

 

Pupils will be able to: 

  • Describe different types of energy and give examples of where these are found 

  • Define the conservation of energy law 

  • Explain how energy is transferred and draw Sankey diagrams to show energy changes 

  • Can explain how energy efficiency is demonstrated through Sankey diagrams  

  • Describe electrical energy transfers in appliances and, link these to efficiency and power 

  • Identify and give examples of heat transfer  

  • Define specific heat capacity apply this in context using relevant equations 

  • Describe materials and processes that are used to insulate and heat buildings 

  • Identify energy types that are directly attributed to the sun and earth and be able to give advantages and disadvantages of use 

 

Pupils will all have been exposed to  

  • Principles of energy types and transfer 

  • Understanding of appliances, energy sources and use 

  • Efficiency and concept of ‘wasted’ energy transfer 

  • The idea of gravitational potential energy and how this can be utilised 

  • How to calculate efficiency of an appliance 

  • Idea of heat transfer using one of three methods and be able to give examples of where this occurs 

  • Can practically investigate and use equations to calculate specific heat capacity 

  • The idea of energy conservation through heating and insulating buildings 

  • The impact of different energy types on the environment in the long and short term 

 

Pupils will have been assessed through 

  • Retrieval practice – 5 questions every lesson 

  • Summative – End of Topic Tests 

  • Controlled assessment style practical investigation 

  • End of Year 9 Test 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Variables, independent, dependant, control, analysis, evaluate, prediction, hypothesis, correlation, line of best fit 

 

Reading opportunities: 

  • AQA text/ specification 

  • Relevant articles/ texts designated by teaching staff 

 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Osmosis, active transport, diffusion, concentration gradient, semi permeable membrane, organelle, mitochondria, vacuole, neurone, ribosome, nucleus, DNA, eukaryotic, prokaryotic, enzyme, digestion, protease, lipase, pancreas, oesophagus, stomach, intestine, carbohydrase, absorption 

 

Reading opportunities: 

  • AQA text/ specification 

  • Relevant articles/ texts designated by teaching staff 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Atom, ion, isotope, proton, neutron, electron, sub-atomic, chromatography, distillation, soluble solute, electron configuration, filtrate, trend, properties, Noble gases, alkali metal, halogen, period, plum pudding, ionic, covalent, giant covalent, nanotechnology, Buckminster fullerene, graphite, graphene, diamond, metallic 

 

Reading opportunities: 

  • AQA text/ specification 

  • Relevant articles/ texts designated by teaching staff 

 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Geothermal, energy, transfer, conservation, gravitational, potential, kinetic, dissipation, efficiency, power, appliance, elastic energy, conduction, convection, radiation, transfer, insulation, efficiency, cavity wall, power, solar panel, solar cell, infra-red, thermometer, specific heat capacity, mass, biofuel, tidal, national grid, geothermal 

 

Reading opportunities: 

  • AQA text/ specification 

  • Relevant articles/ texts designated by teaching staff 

 

Connections 

We have identified these connections to other subject areas:  

  • Maths- graph drawing and analysis, calculating means 

Yr 7 Cycle 4 

Connections 

We have identified these connections to other subject areas: 

  • PE – Muscle and tissues All Yrs, all Cycles 

  • Maths- graph drawing and analysis Yr 7 Cycle 4 

 

Connections 

We have identified these connections to other subject areas: 

  • Geography – how the natural world supplies elements and how these are sourced and refined for use Yr 7 Term 6 

  • Maths- calculating means Yr 9 Cycle 3 

  • History- scientific principles developing over time Yr 8 Cycles 2 & 3 

Connections 

We have identified these connections to other subject areas: 

  • MFL: Energy efficiency in buildings Yr 11 Cycle 2 

  • Maths – calculations and rearranging equation Yr 10 Cycle 1 

  • Geography – energy use and impact on the environment Yr 9 Term 4 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

 

Learning at home 

Consolidation of learning will take place at home by:  

  • weekly Tassomai on-line quizzes  

  • and completion of revision knowledge maps and questions. 

 

Sequencing 

We have chosen this method of sequencing in Year 9 because it gives students a solid foundation in the practical skills required for the more complex ideas within the GCSE course.  

It also allows development of specific knowledge and understanding for working scientifically to be applied in any setting 

It builds on the work done in Year 8 by developing ideas and principles that have been taught at a more basic level 

It leads to the work that will be done in Year 10 by laying foundations and key ideas that will form the basis of knowledge and understanding of more complex ideas and theories 

 

YEAR GROUP PLANS 

Year 10 Combined Science and Triple Science  

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know:  C1-C5 

  • The structure of the atom 

  • History of the structure of the atom 

  • The difference between ions, atoms, and isotopes 

  • Separating techniques 

  • How to write a chemical equation 

  • The structure of the periodic table 

  • The properties and behaviours of group 1, 7 and 0 

  • How to explain and identify trends in the periodic table 

  • The properties pf the states of matter 

  • Structure and properties of ionic compounds 

  • Metallic bonding 

  • Structure and bonding of simple and giant covalent compounds 

  • The basis of nanotechnology and its application 

  • Relative masses and moles 

  • (H)Equations and calculations 

  • (H)From masses to balanced equations 

  • Expressing concentrations 

  • The reactivity series and displacement reactions.  

  • How to extract metals and make salts.  

  • Acids, alkalis and neutralisation. 

 

Triple science candidates will also know: 

P16 

  • Formation of the solar system 

  • Life cycle of a star 

  • Planets, satellites, and orbits 

  • History of the universe 

C1 – C4 

  • The yield of a chemical reaction 

  • Atom Economy 

  • Titrations 

  • Titration calculations 

B2 – B3 

  • Cell division 

  • Factors affecting digestion 

 

Pupils will be able to: 

  • Demonstrate an understanding of how to predict the order of the reactivity  

  • Write word or symbol equations to show the reactions of metals.  

  • Complete practical tasks to ensure understanding of how to make salts.  

  • Be able to explain the terms acid, alkali pH and neutralisation. 

  • Recall how strong and weak acids are determined.  

  • Calculate the relative formula mass of a compound, calculate moles, mass or relative formula mass 

  • Carry out calculations using balanced symbol equations to predict the amounts of reactants and products in reactions. 

 

Triple pupils will also be able to: 

  • Explain theories related to our solar system and the life cycle of a star 

  • Undertake a titration calculate the concentration of the unknown using the results of the titration.  

 

Pupils will all have been exposed to    

  • Concentration is related to hazard.  

  • Mole and the mole equation. 

  • The earth has finite resources. 

  • All metals are extracted from the earth.  

  • Metals have different properties which dictate their use and related industries.  

  • Acid and alkalis are part of everyday life in the workplace and home. 

 

Triple pupils will also have been exposed to: 

  • The wider context of Earth as a planet and our place in the universe 

  • Comprehend the speed of light and how it limits our understanding of the known Universe- Awe and Wonder. 

  •  Titration as a practical procedure. 

  • Calculating concentration from the concentration, volume, mole equation.  

  • Calculating volume of gases 

  • Alternative ways to investigate displacement  

 

Pupils will have been assessed through: 

  • Summative End of Topic Tests 

  • AQA – Paper 1 Chemistry Assessment 

  • Developing and using practical skill to work scientifically. 

  • Retrieval practice – 5 questions every lesson 

Pupils will know: C6-C7, B2 – B6 

  • Introduction to electrolysis 

  • Changes at the electrodes 

  • The extraction of aluminium 

  • Electrolysis of aqueous solutions Exothermic and endothermic reactions 

  • Using energy transfers from reactions 

  • Reaction profiles 

  • Bond energy calculations 

  • Cell division 

  • Factors affecting digestion 

  • Blood vessels – structure and function 

  • The heart – structure and function 

  • Breathing and gas exchange in plants and animals 

  • Transpiration 

  • How disease and infection is spread 

  • How infection affects the body 

  • How the body mounts a response to pathogens 

  • The difference between viral and bacterial pathogens 

 

Triple science candidates will also know: 

B4 – B6 

  • Growing bacteria in the lab 

  • Preventing bacterial growth 

  • More about plant diseases 

  • Plant defence responses 

  • Making monoclonal antibodies 

  • Uses of monoclonal antibodies 

P1 – P2 

  • Types of energy 

  • How energy is stored and transferred 

  • Energy efficiency, dissipation and use in electrical appliances 

  • Link between energy and power 

  • Describe the process of Conduction, Convection, Radiation  

  • Specific heat capacity 

 

Pupils will be able to: 

  • Describe what happens in electrolysis and state the products formed at each electrode. 

  • Explain why ions move differently. 

  • Represent reactions using half equations. 

  • Explain why some metals are extracted by electrolysis and some by carbon. 

  • Describe how energy is transferred to or from the surroundings during chemical reactions. 

  • Understand that a reaction is exothermic or endothermic and this can be shown by monitoring the temperature changes. 

  • Draw reaction profiles for exothermic and endothermic reactions, and activation energy 

  • How to calculate the energy transferred in chemical reactions from bond energies 

  • Identify organs of the body that are involved in the circulatory system 

  • Identify adaptations and features that organs have within their roles in a system 

  • Can explain how the structure of the heart relates to its function 

  • Explain how respiration occurs in and plant and animal system 

  • Describe the process of transpiration and identify factors that affect the rate of transpiration 

  • Discuss causes, symptoms, treatment and prevention of named communicable diseases  

  • Human responses to infection  

  • Drug development  

  • Understanding the causes and prevention of named non communicable diseases  

  • Describe the difference between a virus and bacteria and the relative difference in treatment 

  • How pathogens invade the body 

  • How the immune response within the body is mounted in the long and short term 

  • Identify diseases caused by fungi and protists 

 

Triple pupils will also be able to 

  • Investigate bacterial growth and conditions that prevent bacterial growth 

  • Compare further plant diseases and defence responses 

  • Discuss the making and uses of monoclonal antibodies 

  • Describe different types of energy and give examples of where these are found 

  • Define the conservation of energy law 

  • Explain how energy is transferred and draw Sankey diagrams to show energy changes 

  • Can explain how energy efficiency is demonstrated through Sankey diagrams  

  • Describe electrical energy transfers in appliances and, link these to efficiency and power 

  • Identify and give examples of heat transfer  

  • Define specific heat capacity apply this in context using relevant equations 

 

Pupils will all have been exposed to   

  • Ionic compounds can conduct electricity when in solution or molten. This happens when ions are attracted to either the cathode or anode.  

  • Electrolysis can be used to extract Al from Al2O3 

  • The electrolysis of brine produces three useful products.  

  • Reactions can be exothermic or endothermic depending on whether more energy was put in to break the bonds of the reactants or given off when bonds were made in the products.  

  • Exothermic and endothermic reactions increase or decrease in temperature and can be used to our advantages in products such as ice packs or hand warmers.  

  • How the heart and blood vessels for the circulatory system  

  • Factors that can affect the efficiency of the circulatory and respiratory systems 

  • Scientific principles associated with systems within plants to remove waste, generate energy and maintain ‘health’ 

 

Triple pupils will also be exposed to 

  • Limiting factors of bacterial growth 

  • Alternative plant diseases and how their defence mechanisms work 

  • Alternative ways of synthesising antibodies 

  • Waste system in humans 

 

Pupils will have been assessed through 

  • Summative End of topic tests 

  • AQA – Paper 1 Biology 

  • Developing and using practical skills to work scientifically 

  • Retrieval practice – 5 questions every lesson 

 

Pupils will know: B7-B9, P1-P3 

  • What a non-communicable disease is and how these impact on health 

  • How diet exercise and social activities impact on long- and short-term health 

  • Why alcohol and environmental factors are termed carcinogens 

  • Photosynthesis 

  • The rate of photosynthesis and limiting factors 

  • How plants use glucose 

  • Aerobic respiration 

  • Response to exercise 

  • Anaerobic respiration 

  • Metabolism and the liver 

  • Types of energy 

  • How energy is stored and transferred 

  • Energy efficiency, dissipation and use in electrical appliances 

  • Link between energy and power 

  • Describe the process of Conduction, Convection, Radiation  

  • Specific heat capacity 

  • Energy demands in given contexts 

  • Where energy can be obtained form on a large scale 

  • How the sun and earth produce power 

  • The impact of energy use on the environment 

  • Processes used to heat / insulate a building 

 

Triple science candidates will also know: 

C6- C7 

  • Volumes of gases 

  • Chemical cells and batteries 

  • Fuel Cells 

 

Pupils will be able to: 

  • Identify specific non-communicable disease and their impact on health 

  • Link social activity to ill health 

  • Can explain how diet, exercise and social choices can impact on health and well being 

  • Give scientific details/ analyse how smoking and alcohol are linked to disease within the body 

  • Understand the mechanism and applications of photosynthesis  

  • Investigating the rate of photosynthesis including the limiting factors  

  • Comparison of aerobic and anaerobic respiration to include the role of the liver  

 

Triple pupils will also be able to: 

  • Interpret and draw energy profile diagrams 

  • Calculate bond energies in reversible reactions 

  • Apply Le Chatelier’s principle 

  • Discuss the use of chemical cells, batteries and fuel cells 

 

Pupils will all have been exposed to    

  • Understand how disease is communicated through a population and how it can be prevented by vaccination. 

  • Understand how lifestyle can create non-communicable disease. 

  • Practical investigation on some of the limiting factors of photosynthesis and be able to link this to plant growth. 

  • Investigations as to how breathing affects respiration in humans 

 

Triple pupils will also have been exposed to: 

  • Evaluation of fuel cells 

  • Gas pressure and volume calculations 

  • Nuclear power plant incidents 

  • Application of use of lenses 

  • Primary colours of light and why we see what we see 

 

Pupils will have been assessed through 

  • Summative – End of topic tests 

  • AQA Paper 1 - Physics 

  • Developing and using practical skills to work scientifically 

  • Retrieval practice – 5 questions every lesson 

Pupils will know: P4 – P7, B10 – B11 

  • Electrical key terms 

  • The difference between a series and parallel circuit 

  • The relationship between potential difference and resistance 

  • How plugs are wired 

  • How electricity is used in the home 

  • Particle theory & structure of the atom including history of the model 

  • Bores model 

  • The concept of density 

  • Kinetic energy of molecules and relationship to temperature 

  • Latent heat of fusion (solid to liquid) and use of equation 

  • Latent heat of vaporisation (liquid to gas) and use of equation 

  • Types and dangers of radiation 

  • Half life 

  • Homeostasis 

  • Nervous system 

  • Hormonal coordination 

 

Triple science candidates will also know: 

P4 – P7 

  • Understand electrical charges and fields 

  • Gas pressure and volume 

  • Radon gas and its dangers 

  • Nuclear reactors safety 

  • Hazards of nuclear waste 

  • Nuclear fusion and fission 

  • Radiation in medicine 

B10 – B11 

  • Brain 

  • The Eye 

  • Plant hormone responses 

 

Pupils will be able to: 

  • Describe the key terms used to demonstrate an electrical circuit including units, symbols and relevant equations 

  • Identify key components within a circuit diagram and describe impact on a circuit 

  • Can make and identify differences in a series and parallel circuit 

  • Describe alternating and direct current 

  • Can identify how to wire a plug safely 

  • Calculate potential difference and power 

  • Calculate the specific heat capacity of solids (required practical) Historical  

  • Calculate density 

  • Explain the concept of solid, liquid and gas in terms of particles 

  • Calculate half life 

  • Handle radioactive sources in a practical 

  • Students must know safe practice of handling radioactive substances 

  • Understand the principles of homeostasis and the function of the human nervous system  

  • Understand the function of the hormone system to include menstrual cycle and diabetes 

 

Triple pupils will also be able to: 

  • Explain how a nuclear reactor works and the dangers associated with it. 

  • Discuss the uses of radiation in medicine. 

  • Explain how the brain and eye works 

 

Pupils will all have been exposed to    

  • Further developing understand and application of electrical circuits 

  • Practical activities to demonstrate key ideas and theories including differences in series and parallel circuits 

  • The idea that appliances are more or less efficient 

  • The use of and calculations associated with electrical power 

  • Concept of density 

  • Relationship to mass and volume  

  • Concept of radioactivity 

  • Moral use of radioactivity e.g. energy, weapons and medicine 

  • Understand how control of the human body is structured around the nervous system. 

  • Understand how the hormone system controls the menstrual cycle. 

  • How diabetes is controlled 

 

Triple pupils will also have been exposed to: 

  • How the brain and nerves work together to control reactions to stimulus outside the body. 

  • Investigate homeostasis 

  • Explain how the body removes waste products and discuss how dialysis works 

  • How plant hormone responses work 

 

Pupils will have been assessed through 

  • Summative - End of topic test 

  • Developing and using practical skills to work scientifically. 

  • Retrieval practice – 5 questions every lesson 

  • End of Cycle Test  

 

 

Literacy 

Key terms:  

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

C1 – C5: 

base, acid, alkali, neutralisation, pH, ore, indicator, reactivity, extraction, displacement, electrolysis, thermal decomposition, concentration, dilute, salt, carbonate, oxidation and reduction.  

Mole, burette, Avogadro’s constant, titration yield, percentage yield, endpoint,  

P16: 

Main sequence, protostar, red giants, white dwarf, black dwarf, red supergiants, supernova, neutron star, black hole, centripetal force, red-shift, dark matter,  

Cosmic microwave background radiation (CMBR) 

B2 – B3 

Osmosis, active transport, diffusion, concentration gradient, semi permeable membrane, organelle, mitochondria, vacuole, neurone, ribosome, nucleus, DNA, eukaryotic, prokaryotic, enzyme, digestion, protease, lipase, pancreas, oesophagus, stomach, intestine, carbohydrase, absorption 

 

Reading opportunities: 

  • Relevant material referenced by teaching staff 

  • AQA exam specification 

  • AQA Trilogy Chemistry textbook 

  • AQA Chemistry textbook (separate science) 

 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

C6 – C7 

electrolysis, electrode, anode, cathode, ion, electrolyte, potential difference, positive, negative, cation, anion, oxidation, reduction, aqueous. 

Exothermic, endothermic, energy, breaking, making, activation energy, enthalpy, absorbed 

B4 – B6: 

Plasma, platelets, red blood cells, white blood cells, urea, haemoglobin, arteries, capillaries, veins, double circulatory system, coronary arteries, atria, vena cava, pulmonary vein, ventricles, pulmonary artery, aorta, stent, statins, epidermal, palisade mesophyll, spongy mesophyll, xylem, phloem, translocation, aphids, guard cells, transpiration, communicable, infectious, pathogens, non-communicable, viruses, vaccines, sexually transmitted disease (STD), preclinical testing, clinical trials, placebo 

 

Reading opportunities: 

  • Relevant material referenced by teaching staff 

  • AQA exam specification.  

  • AQA Trilogy Biology textbook 

  • AQA Biology textbook (separate science) 

 

Literacy 

Key terms:  

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

B7 – B9 

carcinogens, ionising radiation, correlation, causal mechanism, tumour, benign tumour, malignant tumour cells, cancer, photosynthesis, glucose, endothermic reaction, limiting factor, aerobic respiration, exothermic reaction, anaerobic respiration, lactic acid, oxygen debt, hybridomas 

P1 – P3 

Geothermal, energy, transfer, conservation, gravitational, potential, kinetic, dissipation, efficiency, power, appliance, elastic energy, conduction, convection, radiation, transfer, insulation, efficiency, cavity wall, power, solar panel, solar cell, infra-red, thermometer, specific heat capacity, mass, biofuel, tidal, national grid, geothermal 

 

Reading opportunities: 

  • Relevant material referenced by teaching staff 

  • AQA exam specification.  

  • AQA Trilogy Physics textbook 

  • AQA Physics textbook (Separate science) 

 

 

Literacy 

Key terms:  

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

P4 – P7: 

Potential difference, resistance, current, amps ohms, watts, thermistors, diode, light dependant resistor, light emitting diode, series, parallel resistor, ammeter, voltmeter, voltage, national grid, fuse, power, 

Density, Mass, Volume, Change of state, Kinetic theory of matter, Melting and boiling points, Solids, liquid and gas, Latent heat, Fusion, Vaporization, Gas pressure, Volume, Temperature, Bohr model,  

Alpha, beta, gamma, radiation, isotopes, atomic number, mass number, ionisation, irradiated, radioactive contamination, activity, half-life, fission, fusion 

B10 – B11 

Homeostasis, receptors, stimuli, coordination centres, effectors, neurones, nerves, nervous system, sensory neurones, motor neurones, effectors, reflexes, reflex arc, endocrine system, hormonal, pituitary gland, menstrual cycle, oestrogen, testosterone, progesterone, luteinising hormone, ovulation,  

 

Reading opportunities: 

  • Relevant material referenced by teaching staff 

  • AQA exam specification.  

  • AQA trilogy biology textbook 

  • AQA Biology textbook (Separate Science) 

  • AQA trilogy chemistry textbook 

  • AQA Chemistry textbook (Separate Science) 

  • AQA trilogy physics textbook 

  • AQA Physics textbook (Separate Science) 

 

Connections 

We have identified these connections to other subject areas:  

  • Geography – ores, and use of Earth's resources (Year 8 Cycle 1) 

  • Maths – calculating the gradient of a straight tangent. Yr 10 Cycle 2 

Connections 

We have identified these connections to other subject areas: 

  • PE – Aerobic and anaerobic respiration (Btec Year 10 Cycle 1 and Cycle 2) 

  • Music – Breathing (year 8 cycle 2) 

  • MFL – Drugs in sport ( Year 11 Cycle 2) 

  • Geography – Infectious diseases (Year 9 Cycle 1) 

  • History – History of medicine (Year 10 cycle 4) 

  • RE – STD, contraception and drugs (Year 11 Cycle 2) 

  • RSE – Mental wellbeing and Healthy lifestyle (Year 8 cycle 4) 

Connections 

We have identified these connections to other subject areas: 

  • Math – pressure and density calculations Yr 11 Cycle 2 

  • Math – Data analysis Yr 7 Cycle 3, Yr 9 Cycle 4 

Connections 

We have identified these connections to other subject areas: 

  • Math – turning force calculations and plotting force scale diagrams 

               Yr 10 Cycle 3 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions.  

  • Tassomai quizzes 

  • Materials devised by dept/ teacher to suit the needs of the group 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions 

  • Tassomai quizzes 

  • Materials devised by dept/teacher to suit the needs of the group 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions 

  • Tassomai Quizes 

  • Materials devised by dept/teacher to suit the needs of the group 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions 

  • Tassomai Quizes 

  • Materials devised by dept/teacher to suit the needs of the group 

Sequencing 

We have chosen this method of sequencing in Year 10 because this is where all the key ideas from earlier years are developed and students understanding and success within the course lead on to more complex ideas and application of those ideas.  Questions are starting to be asked which is a great set-up for Year 11 content. 

It builds on the work done in Year 9 by developing ideas and consolidating theories and practical work. 

It leads to the work that will be done in Year 11 by adding further detail, ideas and context to subject matter that will enable students to access more complex and wider curriculum matter. 

 

YEAR GROUP PLANS 

Year 11 Combined Science/ Triple Science  

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: B8-B10, B15-B17, P5-P7, C5-C7 

  • Photosynthesis 

  • Respiration 

  • The Human nervous system 

  • Adaptations  

  • Interdependence  

  • Competition 

  • Organizing Ecosystems  

  • Biodiversity 

  • Ecosystems  

  • Cycling systems 

  • The Carbon cycle 

  • Electricity in the home 

  • Molecules and matter 

  • Radioactivity 

  • Chemical changes 

  • Electrolysis 

  • Endothermic and exothermic reactions 

 

Triple pupils will also know:  

C12– C15 

  • Reactions with alkenes 

  • Structures and reactions of alcohols, carboxylic acids and esters. 

  • Addition and condensation polymerisation 

  • Natural polymers 

  • DNA 

  • How to test for positive and negative ions 

  • Conditions required for rusting 

  • Useful Alloys 

  • Properties of polymers 

  • Glass, ceramics and composites 

  • Making ammonia using the Haber process 

  • Economics of the Haber process  

  • Making fertilisers in the lab and industry 

P14 

  • Reflection and refraction of light  

  • Light and colour 

  • Lenses  

 

Pupils will be able to: 

  • Explain what crude oil is 

  • Describe what an alkane is represent chemical formula and displayed 

  • Explain how hydrocarbon size affects volatility, viscosity and flammability. 

  • Describe how to use fractional distillation to separate crude oil into fractions.  

  • Compare the differences between incomplete and complete combustion, writing balanced symbol equations for both. 

  • Explain why and how cracking is undertaken 

  • Draw and name alkenes. 

  • Explain type of reactions alkenes are involved in, writing balanced symbol equations for each reaction, and drawing displayed formula of each.  

  • Describe test for alkenes, including the equation  

  • Demonstrate their understanding of purity and analysis of mixtures. 

  • Be able to plan, carry out and analyse chromatography. To include working out Rf factors.  

  • Be able to recognise and carry out tests to identify specific gases. 

  • Explain current thinking on how the earth’s atmosphere came about and developed.  

  • Describe how carbon is stored and moved around the earth.  

  • Can identify and explain how greenhouse gases are formed and analyse data to link with climate change.  

  • Can identify the effects of climate change and atmospheric pollutants and are able to suggest appropriate solutions.  

  • Be able to develop understanding of finite and renewable resources. 

  • Explain how water is treated before and after use by humans.  

  • Pupils are aware of the planets resources and how lifecycle assessment are used to help reduce, reuse and recycle. 

  • Explain how copper is extracted from rich and low-grade ores. 

  • Evaluate alternative biological methods of metal extraction, given appropriate information. 

 

Triple students will also be able to: 

  • Draw and name alcohols, carboxylic acids and esters. Compare the functional groups of each. 

  • Describe the uses and reactions of alcohols and esters. 

  • Explain how esters are formed from carboxylic acids and alcohols. 

  • Recognise addition polymers, repeating units and monomers. 

  • Polymerisation.  

  • Know the basic structure of monomers, and how they are arranged, in DNA.  

  • How amino acids react together. The formation of polypeptides and proteins by condensation polymerisation. 

  • Flame tests for positive metal ions and the precipitates formed in reactions that produce insoluble hydroxides. 

  • Students are able to appreciate how chromatography is able to be used in wider situations such as the workplace and medical analysis.  

  • Pupils are aware of where specific gases occur and how their properties allow for testing. 

  • How to protect iron from rusting and how experimental results can show the conditions necessary for rusting.  

  • Know the properties of polymers depend on the monomers.  

  • Explain the difference between thermosetting and thermosoftening polymers.  

  • Describe how the properties of glass, ceramics and composites are related to their uses. 

  • Know why ammonia is a useful compound and the raw materials/conditions needed to create.  

  • Describe how the conditions used for the Haber process are related to the availability and cost of raw materials and energy supplies, control of equilibrium and rate. 

  • Know how a fertiliser is prepared in the lab and how ammonia can be neutralised by acids to make fertilisers.  

  • Describe the processes involved in obtaining the compounds used in manufactured fertilisers. 

 

Pupils will all have been exposed to    

  • Crude oil is a fossil fuel. It is a mixture of hydrocarbons and isn’t very useful. 

  • It contains alkanes which can be obtained from the fractional distillation of crude oil.  

  • These alkanes have varying properties depending on their chain length.  

  • Alkanes can be combusted to produce carbon dioxide and water if there is enough oxygen.  

  • Incomplete combustion occurs when there is a limited supply of oxygen and produces toxic carbon monoxide.  

  • Long chain hydrocarbons are not as useful as short chain hydrocarbons, so they are cracked into smaller hydrocarbons. 

  • From KS3 knowledge should be familiar with the composition of the atmosphere.  

  • Knowledge from KS3/Geography about the production of carbon dioxide by human activity and the impact this has on the environment.   

  • The Earth has finite resources. 

  • Separation techniques in C1 to include distillation 

  • From studying C5(the reactivity series) and C6 (electrolysis)should be aware about using carbon to obtain metals from metal oxides.   

  • Metals have different properties which dictate their use in industry  

  • Knowledge of how the Earth has limited resources and therefore why recycling/reusing is important. 

  

Triple pupils will also be exposed to: 

  • Addition reactions of alkenes  

  • Structures of other organic compounds (alcohols, carboxylic acids and esters) 

  • Reaction and uses of alcohols 

  • Reaction of alcohol with carboxylic acids to make esters 

  • Polymerisation 

  • Polymers are made up of many repeating units.   

  • Practical skills to test for positive and negative ions 

  • Chemical equilibrium knowledge from C8, can explain how reaction conditions affect the equilibrium. 

  • Know some properties of ceramics, polymers and composites. 

 

Pupils will have been assessed by 

  • Summative End of Topic Tests 

  • AQA – Paper 2 Chemistry Assessment  

  • Developing and using practical skill to work scientifically. 

  • Retrieval practice – 5 questions every lesson 

 

Pupils will know: B11-B14, C8 – C12, P8-P9 

  • Hormonal coordination 

  • Reproduction 

  • Variation and evolution  

  • Genetics and evolution 

  • Rates of reactions 

  • Reversible reactions 

  • Hydrocarbons 

  • Fractional distillation 

  • Burning hydrocarbons 

  • Cracking 

  • Students will know the difference between a pure substance and mixture. 

  • They should be able to analyse chromatograms and be able to test for gases. 

  • How the ideas of the atmosphere have evolved and developed over time. Be able to explain how today's atmosphere is changing regarding greenhouse gases. 

  • Explain how ideas on climate change and atmospheric pollution have developed. 

  • Earth’s resources 

 

Triple pupils will also know: 

B11, B13-B18 

  •  Plant and hormones and responses 

  • DNA structures and protein synthesis 

  • Gene expression and mutation 

  • Cloning 

  • Genetic history 

  • Theories of evolution to include Darwin and Lemarck 

  • Evolution and speciation 

  • Trophic levels and biomass 

  • Food production and factors that affect security and sustainability 

 

Pupils will be able to: 

  • Understand the role of the pancreas in monitoring and controlling blood glucose concentration  

  • Know how hormones control the changes at puberty.  

  • Understand how hormones interact to control the menstrual cycle  

  • Understand how hormones are used to treat infertility  

  • Know the main difference between asexual and sexual reproduction  

  • How cells divide by meiosis from gametes  

  • What a genome is  

  • How to use family trees  

  • Know what is meant by a stable community  

  • How finding the mean, median and mode can help you understand your data  

  • How plants compete  

  • How animals adapt   

  • Know why identical twins are not the same  

  • How natural selection works  

  • What selective breeding is How genes are transferred from one organism to obtain a desired characteristic  

  • Ethics of genetic technologies  

  • Evidence for evolution  

  • Fossils and extinction  

  • How environmental change can cause extinction  

  • What is meant by antibiotic resistance?  

  • The new systems of classification 

  • Know how organisms are adapted to the conditions in which they live.  

  • Understand the factors that affect communities.  

  • Understand how finding the mean, median and mode can help your data.  

  • Understand the factors that organisms are competing for inhabit.   

  • The adaptations that plants must make to successful competitors.  

  • What organisms need in order to survive. 

  • Understand the importance of photosynthesis in feeding relationships.  

  • The importance of decay and the carbon cycle  

  • Understand feeding relationships and materials cycling 

 

Triple Pupils will be able to: 

B11, B13 – B18 

  • Understand plant hormones and how they respond to the external environment 

  • Understand the genetics of reproduction  

  • Understand how DNA controls protein synthesis 

  • Know why identical twins are not the same  

  • How natural selection works  

  • What selective breeding is  

  • How genes are transferred from one organism to obtain a desired characteristic   

  • Ethics of genetic technologies  

  • Evidence for evolution  

  • Fossils and extinction  

  • The new systems of classification 

  • How plants compete  

  • How animals adapt   

  • Know what biodiversity is and why it is important  

  • How human activities pollute the land  

  • How acid rain is formed  

  • What is meant by global warming? 

 

Pupils will all have been exposed to    

  • How hormones control the changes at puberty, affect the menstrual cycle and role in maintaining pregnancy. 

  • An understanding of Human genetic disorders. 

  • Screening embryos 

  • Feeding relationships   

  • The importance of decay  

  • What the carbon cycle is 

  • How to evaluate the effect of environmental changes 

 

Triple pupils will also have been exposed to: 

B11, B13-18 

  • Different plant hormones 

  • Proteins making DNA 

  • Understand the causes of variation and the human influences in artificial selection and genetic modification 

  • Discuss the ethical implications of GMOs 

  • Ethics of cloning 

  • History of genetics 

  • Different theories of evolution 

  • How to evaluate e effect of environmental changes  

  • Trophic levels  

  • Sustainable food production 

 

Pupils will have been assessed by 

  • Summative End of Topic Tests 

  • AQA – Paper 2 Biology Assessment 

  • Developing and using practical skill to work scientifically. 

  • Retrieval practice – 5 questions every lesson 

 

Pupils will know: P10 – 13 

  • Measuring the speed of an object 

  • Distance time graph for any object 

  • Gradient of a distance time graph represents the speed 

  • Acceleration as change of velocity 

  • Deacceleration 

  • Using velocity time graphs 

  • Gradient of a velocity time graph is acceleration 

  • Use Newtons second law of motion 

  • Concept of weight and mass 

  • Forces and braking 

  • Momentum 

  • Hookes law 

  • The Nature of Waves 

  • The properties of Waves 

  • Reflection and Refraction 

  • More about waves 

  • The Electromagnetic spectrum 

  • Light Infrared, microwaves, radio waves,  

  • Communications 

  • UV, X Rays, Gamma Rays 

  • X-Rays in medicine 

  • Electromagnetic induction 

  • The motor effect 

 

Triple pupils will also know: P9-P10,P12- P13, P15 

  • Momentum calculations 

  • Use of conservation of momentum 

  • Collisions and relevant calculation 

  • Effect of impact forces 

  • Safety appliances for impact 

  • Sound waves 

  • Uses of Ultrasound 

  • Seismic waves 

  • Flemings left hand rule 

  • Electromagnets in devices 

  • Generators, alternators and how they work 

  • The current dynamo effect 

  • How a transformer works 

P11 

  • Pressure and surfaces 

  • Pressure in a liquid at rest 

  • Atmospheric pressure 

  • Upthrust and flotation 

 

Pupils will be able to: 

  • Investigate and measure speed  

  • Investigate and measure acceleration 

  • Draw time and motion graphs 

  • Draw velocity acceleration graphs 

  • Measure weight versus mass 

  • Explain Hooks law 

  • Understand that waves transfer information and energy 

  • Transverse waves like light 

  • Longitudinal waves like sound 

  • Meaning of amplitude 

  • Frequency and equation  

  • Waves in tank are reflected at same angle as incident wave 

  • Waves crossing a boundary are refracted- change speed and direction 

  • Sound waves need a medium for transmission – Longitudinal 

  • Sound cannot travel through a vacuum. 

  • Differences in wavelength of EM radiation give all the spectrum from radio to gamma waves 

  • Specific use of radio and microwave and light for communication and concept of bandwidth. 

  • Safety of UV, XRays and Gamma 

  • Specific use of X Rays in Medicine 

  • Explain magnetism and magnetic fields 

  • Understand how electromagnets work 

  • The motor effect and how to measure the strength of a magnetic field 

 

Triple pupils will also be able to: 

P9-P10, P12-13, P15 

  • Calculate conservation of momentum 

  • Calculate impact force 

  • Discuss safety implications in the playground and on the road 

  • Investigate how sound waves reach the ear 

  • Understand the different uses of ultrasound 

  • Investigate seismic waves 

  • Explain how electromagnets in some devices work 

  • Explain the generator effect 

  • Understand the alternating-current generator 

  • Explain transformers and how they work 

 

P11 

  • Calculate pressure on surfaces and in liquids 

  • Discuss the difference in atmospheric pressure 

  • Investigate upthrust and the link to density of an object 

 

Pupils will all have been exposed to:     

  • Concept of acceleration  

  • Concept of braking and safety of cars 

  • Features and designs on cars to enhance safety 

  • Properties and uses of different types of wave 

  • Practical measurement of speed of sound 

  • Use of Electromagnetic radiation in Communications and `medicine. 

  • How waves can be measured and relevant calculations in application 

  • The wider context of Earth as a planet and our place in the universe 

  • Comprehend the speed of light and how it limits our understanding of the known Universe- Awe and Wonder.  

 

Triple pupils will also have been exposed to: 

  • Further understanding of the properties of a variety of waves. 

  • Application of specific types of waves in the wider world 

  • What hand how a transformer works in the national grid 

  • Various practical investigations on pressure in different mediums 

 

Pupils will have been assessed by 

  • Summative End of Topic Tests 

  • AQA – Paper 2 Physics Assessment 

  • Developing and using practical skill to work scientifically. 

  • Retrieval practice – 5 questions every lesson 

 

Pupils will know: 

Pupils would have been taught all the GCSE content.  

 

Pupils will be able to: 

  • Spend time going over topics which have been identified by the class teacher, through assessment/pupil feedback, to revise ready for their upcoming exam. 

 

Pupils will all have been exposed to: 

  • Revision techniques 

  • Exam techniques 

 

Pupils will have been assessed by. 

  • Peer and self-assessment.  

  • Exam questions. 

  • External GCSE examinations. 

 

Literacy 

Key terms:  

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Hydrocarbons, crude oil, mixture, saturated hydrocarbon, unsaturated hydrocarbon, alkane, alkene, methane, propane, butane, ethane, fractional distillation, general formula, cracking, boiling point, viscosity, volatility, flammability, complete/incomplete combustion, alkene, addition reactions, carboxylic acid, ester, alcohol, oxidation, addition/condensation polymerisation, monomer, polymer, polyester, polysaccharides, amino acids, nucleotide.  

Chromatogram, analysis, purity, mixture, compound, surfactant, retention factor, delivery tube, carbonate, lime water. 

Precipitates, cations, anions, carbonates, halides, sulfates, flame emission spectroscopy, finite, renewable, potable, distillation, desalination, effluent, sludge, sedimentation bioleaching, phytomining, lifecycle assessment, recycle, non-renewable and blast furnace, atmosphere, photosynthesis, sedimentary, carbonate, greenhouse gases, climate change, incomplete combustion, particulates, global dimming, rusting, galvanised, sacrificial protection, alloys, carbon steels, stainless steels, monomers, polymers, thermosetting, thermosoftening, glass, ceramics, composites, Haber process, catalyst and fertilisers. 

C15 

Rusting, galvanised, sacrificial protection, alloys, steels, carbon steels, stainless steels, polymers, thermosoftening polymers, thermosetting polymers, neutralisation 

 

Reading opportunities: 

  • Relevant material referenced by teaching staff 

  • AQA exam specification 

  • AQA Trilogy Chemistry textbook 

  • AQA Chemistry textbook (separate science) 

 

Literacy 

Key terms 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

B11 – B18 

Gene, counselling, engineering manipulation, resistance, virus, antibiotic, genome, luteinising hormone, oestrogen, progesterone, testosterone, secondary sexual characteristics, infertility, natural selection, mitosis, meiosis, clone, sexual asexual, reproduction, cell division, genetics, fertilisation, implantation, variation, trophic level, consumer, producer, tissue culture, predator prey, competition 

Ecosystem, ecology, community, organism, abiotic, transect, distribution, competitor, climate change, global warming, greenhouse gases, evolution, resistance, antibiotics, adaptation 

gametes, sexual reproduction, cell division, chromatids, centromere, genetics, protein synthesis, 

chromosome, genetics, modification, selective breeding, evolution, heterozygous, homozygous, genotype, variation, mutation, Limitations, principles, phenotype, hormones, dominant recessive, tissue culture, breeding, characteristics,  

 

 

Reading opportunities: 

  • Relevant material referenced by teaching staff 

  • AQA exam specification 

  • AQA Trilogy Biology textbook 

  • AQA Biology Textbook (separate science) 

  • AQA Chemistry textbook (separate science) 

 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Acceleration, Velocity, Time, Distance, Speed, Deceleration, Braking, factors, safety, Electromagnetic spectrum, ultraviolet, infra-red, microwave, ultrasound, frequency, amplitude, gamma, x ray, refraction, reflection angle of incidence, seismic, prism, convex, concave, Dynamo, current, alternator, transformer, step-up, step down national grid, alternating coil, electromagnetic induction, magnetic flux density, 

 

 

Reading opportunities: 

  • Relevant material referenced by teaching staff 

  • AQA exam specification 

  • AQA Trilogy Physics textbook 

  • AQA Physics textbook (separate science) 

 

Literacy 

Key terms: 

Balance, Calculate, Choose, Compare 

Complete, Define, Describe, Design 

Determine, Draw, Estimate 

Evaluate, Explain, Give, Identify, Justify, Label, Measure, Name, Plan 

Plot, Predict, Show, Sketch, Suggest 

Use, Write 

Dependent on topic chosen by class teacher for revision.  

 

Reading opportunities: 

  • AQA exam specification.  

  • AQA Trilogy series and separate science textbooks 

  • Revision guides 

  • As directed by teacher depending on the topic 

Connections 

We have identified these connections to other subject areas:  

  • Geography – ores, global warming and climate change ( Year 9 cycle 4) 

  • MFL – Climate change and recycling materials (Year 11 cycle 2) 

  • Math – calculations, graph drawing and interpretation Yr 7 Cycle 4, Yr 10 Cycle 2 

 

 

Connections 

We have identified these connections to other subject areas: 

  • MFL – composite materials to make sustainable dwellings (Year 11 Cycle 2) 

  • RE – Contraceptive options and menstrual cycle (Year 11 Cycle 2) 

  • RE – Cloning and genetic engineering (Year 7 Cycle 2) 

  • English – Nonconventional science in terms of the effect of evolution theory on Jekyll and Hyde. - Year 10 Cycle 3, Year 11 Cycle 2 

Connections 

We have identified these connections to other subject areas: 

  • Music – Sound waves (Year 7 Cycle 3) 

  • Math – Data analysis, graphs, calculations.  Rearranging formulas. 

                Yr 7 Cycle 3, Yr 9 Cycle 4 

Connections 

We have identified these connections to other subject areas: 

  • Dependent on topic chosen by class teacher for revision.  

 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions.  

  • Tassomai quizzes 

  • Materials devised by dept/ teacher to suit the needs of the group 

  • Exam papers during holiday revision 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions.  

  • Tassomai quizzes 

  • Materials devised by dept/ teacher to suit the needs of the group 

  • Exam papers during holiday revision 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions.  

  • Tassomai quizzes 

  • Materials devised by dept/ teacher to suit the needs of the group 

  • Exam papers during holiday revision 

Learning at home 

Consolidation of learning will take place at home by… 

  • Seneca and Kerboodle activities 

  • Recall of key definitions.  

  • Tassomai quizzes 

  • Materials devised by dept/ teacher to suit the needs of the group 

  • Exam papers during holiday revision 

Sequencing 

We have chosen this method of sequencing in Year 11 because it completes the relevant content for the GCSE course in a method that ensures all students can access and gives time for targeted revision before examinations commence.   

It builds on and consolidates the work done in Year 10 by further developing the key theoretical ideas and practical skills.  It also introduces some key revision techniques that students will be able to take to their next level of education. 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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