KS3 Sciences

Module 1 - Cells, Body Systems & Reproduction

Key Concept

Systems

Related Concept(s)

Function
Interaction
Form

ATLs

Lesson 1: Practise focus and concentration; practise observing carefully in order to recognize problems
Lesson 2: Use brainstorming and visual diagrams to generate new ideas and inquiries
Lesson 3: Draw reasonable conclusions and generalizations; Gather and organize relevant information to formulate an argument; Take effective notes in class
Lesson 4: Practise empathy; Listen actively to other perspectives and ideas; Negotiate effectively; Collect and analyse data to identify solutions and make informed decisions
Lesson 5: Practise focus and concentration; Make connections between various sources of information; Create references; Gather and organize relevant information to formulate an argument
Lesson 6: Practise focus and concentration; practise observing carefully in order to recognize problems; Collect, record and verify data
Lesson 7: Process data and report results; Practise focus and concentration;
Lesson 8: Make effective summary notes for studying; Organize and depict information logically
Lesson 9: Listen actively to other perspectives and ideas; Apply skills and knowledge in unfamiliar situations
Lesson 10: Use models and simulations to explore complex systems and issues;
Lesson 11: Make effective summary notes for studying
Lesson 12-15 Apply existing knowledge to generate new ideas, products or processes; Make effective summary notes for studying; Organise and depict information logically

Core declarative knowledge: What should students know?

Explain what each part of a microscope does and how it is used
Explain the functions of the components of a cell by linking to life processes
Explain the similarities and differences between plant & animal cells
Explain the process of diffusion
Explain the process of diffusion & which substances move into & out of cells
Explain what all living organisms are made of
Describe examples of specialised animal & plants cells, linking structure to function
Explain what a unicellular organism is
Describe the structure and function of an amoeba and a euglena
Explain how the different tissues in an organ and the different organs in an organ system function together.
Explain in detail the hierarchy of organisation in a multicellular organism.
Explain how the adaptations of the parts of the gas exchange system help them perform their function
Explain how the actions of the ribcage and diaphragm lead to inhaling and exhaling.
Explain the similarities and differences between the bell jar and the breathing system.
Explain in detail how to measure lung volumes
Explain the relationship between the bones and joints in the skeleton.
Explain the link between structure and functions in the skeletal system
Explain how the parts of a joint allow it to function.
Explain the relationship between the forces required to move different masses.
Explain how the muscle groups interact with other tissues to cause movement.
Explain why it is necessary to have both muscles in an antagonistic pair to cause movement
Explain the difference between adolescence and puberty
Explain the main changes that take place during puberty
Explain how different parts of the male and female reproductive systems are adapted & work together to achieve certain functions
Compare the male and female gametes.
Explain the sequence of fertilisation and implantation.
Describe accurately the sequence of events during gestation & explain in detail how contractions bring about birth
Explain the role of the menstrual cycle in reproduction & describe the stages of the menstrual cycle as a timed sequence of events.

Core procedural knowledge: What should students be able to do?

Use a microscope to observe a prepared slide and state the magnification, Use the equation M= I/A to work out magnification, Be able to reaarange the equation M = I/A and find each variable, Make and record observations and measurements using a range of methods for different investigations, Interpret data given to explain the difference in the composition of inhaled and exhaled air, use a pressure model to explain the movement of gases including simple measurements of lung volume, Present information (the menstrual cycle) in the form of a scaled timeline or pie chart.

Links to prior learning (to be made explicit and tested)

Students will have made use of a number of simple pieces of practical equipment during KS2 and will have good experience of measuring. Experience of data presented in tables will be present although an ability to describe what is shown by data may not be developed. Skills of drawing graphs may be limited to bar charts and again students’ ability to interpret graphical information will not be well developed.

Link to assessment (criterion A and ‘x’)

Baseline Test: A, B and C

Module 2 - Elements, Atoms & Compounds

Key Concept

Change

Related Concept(s)

Interactions, conditions and patterns

ATLs

Thinking:
Interpret data.
Apply skills and knowledge in an unfamiliar situation.
Use brainstorming and visual diagrams to generate new ideas and inquiries.

Core declarative knowledge: What should students know?

Evaluate particle models that explain why different materials have different properties.
Explain why different substances boil at different temperatures using particle diagrams and latent heat
Use the particle model and latent heat to explain boiling.
Explain what occurs during sublimation and condensation using particle models.
Explain, using particle models, the differences between evaporation and boiling.
Explain why there is a period of constant temperature during melting and freezing.
Interpret melting point data to explain the particle movement of different substances at given temperatures.
Use ideas about how fast particles are moving to explain the properties of a substance in its three states.
Discuss the properties of a range of substances in their three states
Use particle diagrams to explain how diffusion occurs and the factors that affect it.
Use particle diagrams to explain how gas pressure is created.
Explain, using particle diagrams, what happens to gas pressure as the temperature increases.
Explain why certain elements are used for given roles, in terms of the properties of the elements.
Link the behaviour of atoms within substances to why elements, but not lone atoms, exhibit properties.
Calculate the percentage of a given element within a compound & use data provided to calculate formula masses for compounds
Use information given to draw conclusions about how the properties of atoms contribute to the properties of elements.
Differentiate elements from compounds when given names and properties.
Use particle diagrams to explain why a compound has different properties to the elements in it.

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations

Links to prior learning (to be made explicit and tested)

Properties of materials e.g hardness, conductivity
Know that some materials dissolve in liquids to form a solution
Identify materials as solids, liquids or gases
Know that when heated or cooled they change shape

Link to assessment (criterion A and ‘x’)

Criterion B and C

Module 3 - Forces

Key Concept

Relationships

Related Concept(s)

Transformation, interaction and movement

ATLs

Communication skills– Use and interpret a range of discipline – specific terms and symbols e.g equations, units and key words within the unit.
Thinking skills – Critical thinking – Draw reasonable conclusions and generalisation e.g Write conclusions from practical work and analyse data

Core declarative knowledge: What should students know?

Explain the difference between contact and non-contact forces
Explain which pairs of forces are acting on an object
Explain how forces deform objects in a range of situations.
Explain how solid surfaces provide a support force, using scientific terminology and bonding.
Apply Hooke’s Law to make quantitative predictions with unfamiliar materials.
Explain the effect of drag forces and friction in terms of forces.
Explain why drag forces and friction slow things down in terms of forces.
Apply the effects of forces at a distance to different fields.
Explain how the effect of gravity changes moving away from Earth.
Explain the difference between balances and unbalances forces.
Describe a range of situations that are in equilibrium
Explain why the speed or direction of motion of objects can change using force arrows

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations

Links to prior learning (to be made explicit and tested)

Some objects need to be in contact for a force to act, but magnets don’t
Things fall becuase of gravity
Identify the effects of air resistence, water resistence and friction

Link to assessment (criterion A and ‘x’)

Criterion A and D

Module 4 - Acids & Alkalis

Key Concept

Change

Related Concept(s)

Balance, energy and interactions

ATLs

Communication skills – Make inferences and draw conclusions
Creative thinking skills – Use brainstorming and mind mapping to generate new ideas and inquiries

Core declarative knowledge: What should students know?

Compare the different particles found in acids and alkalis.
Explain what ‘concentrated’ and ‘dilute’ mean, in terms of the numbers of particles present.
Use a variety of indicators to measure acidity and alkalinity and explain how they work categorising them using pH values.
Interpret a graph of pH changes during a neutralisation reaction
Explain why neutralisation reactions are useful in the context of specific examples
Predict the formulae for products of reactions between acids and metals, or acids and bases.
Describe in detail what happens to particles in a chemical reaction & explain the differences in physical and chemical changes.
Compare and contrast physical and chemical reactions
Convert word equations into formula equations.
Construct a formula equation for a reaction without the use of word equations
Construct formula equation for some combustion reactions.
Explain the benefits and disadvantages of some oxidation reactions.
Write formula equations for decomposition reactions.
Compare decomposition reactions with combustion reactions.
Apply the conservation of mass in unfamiliar situations, giving a reasoned explanation
Predict and explain whether the mass within a reaction vessel will stay the same from word and formula equations.
Apply temperature changes to exothermic and endothermic changes in unfamiliar situations.
Begin considering endothermic and exothermic changes in terms of energy transfers to and from the surroundings.

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations

Links to prior learning (to be made explicit and tested)

Familiar with seeing and reading graphs
Some changes (buring, rusting mixing of materials) results in a new material which usually isn’t reverable

Link to assessment (criterion A and ‘x’)

Criterion B and C

Module 5 - Light & Sound Waves

Key Concept

Relationships

Related Concept(s)

Energy, form and movement

ATLs

Communication > Communication skills > Make inferences and draw conclusions
Research > Information literacy skills > Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Core declarative knowledge: What should students know?

Compare the properties of waves and their features.
Explain how reflection of a wave occurs.
Explain one effect of superposition of waves.
Explain what is meant by supersonic travel.
Compare the time taken for sound and light to travel the same distance.
Compare and contrast waves of different loudness/frequency using a diagram.
Describe sound as the transfer of energy through vibrations and explain why sound cannot travel through a vacuum
Explain how parts of the ear transfer vibrations
Explain how animals hear the same sounds differently.
Explain how your hearing can be damaged.
Compare and contrast the ear and the microphone
Explain how ultrasound can be analysed & explain some uses of ultrasound.
Predict how light will interact with different materials.
Draw a ray diagram showing how an image is formed in a plane mirror.
Apply the concept of specular reflection and diffuse scattering to models and other examples.
Predict the path of light using a model of light refraction.
Explain what happens when light travels through a lens.
Explain how the eye forms an image and compare a simple camera with the eye.
Explain why a prism forms a spectrum.
Explain the formation of secondary colours and predict how coloured objects will appear given different coloured lights and filters

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models.
Decide on observations & measurements to be taken and degree of accuracy.
Write detailed conclusions; identifying and explain anomalies.
Critically evaluate designs of investigations.

Links to prior learning (to be made explicit and tested)

Light travels in straight lines and is reflected off of surface.
DIfferent animals can hear a range of frequencies.
Light can travel through a vacuum but sound cannot.

Link to assessment (criterion A and ‘x’)

Criterion A and D

Module 6 - Space

Key Concept

Relationships

Related Concept(s)

Energy, form and movement

ATLs

Communication > Communication skills > Make inferences and draw conclusions

Research > Information literacy skills > Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Core declarative knowledge: What should students know?

Use the speed of light to describe distances between astronomical objects.
Describe the structure of the Universe in detail, in order of size and of distance away from the Earth.
Explain how the properties and features of planets are linked to their place in the Solar System
Compare features of different objects in the Solar System
Predict the effect of the Earth’s tilt on temperature and day-length.
Predict how seasons would be different if there was no tilt.
Predict phases of the Moon at a given time
Explain how total eclipses are linked to phases of the Moon
Explain why it is possible to see an eclipse on some of the planets in the Solar System but not others
Calculate the distance travelled by light in a light-year

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations

Links to prior learning (to be made explicit and tested)

Light travels in straight lines and is reflected off of surface.
know the earth spins and moves around the sun
know that the moon moves around the earth

Link to assessment (criterion A and ‘x’)

Criterion A and D

Module 1 - Electricity, Magnetism & Energy

Key Concept

Relationships

Related Concept(s)

Energy and transformation

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

Skill category>skill cluster>skill example within the unit

1.Thinking – Critical thinking. Interpret data from scientific investigations. (Core practical, investigate the strength of an electromagnet).

2. Research – Information literacy. Present information in a variety of formats and platforms (GRASP task, writing a report).

Core declarative knowledge: What should students know?

Predict how charged objects will interact, explain, in terms of electrons, why something becomes charged & can compare a gravitational field and an electric field
Use a model to explain how current flows in a circuit & can predict the current in different circuits
Explain the difference between potential difference and current, explain why potential difference is measured in parallel & can predict the effect of changing the rating of a battery or bulb in a circuit
Explain the most suitable type of circuit for the domestic ring main & can explain why current and potential difference vary in series and parallel circuits
Explain the causes of resistance, explain what factors affect the resistance of a resistor & can compare the effect of resistance in different materials
Explain how magnets can be used & can compare magnetic field lines and a magnetic field.
Explain how a compass works.
Explain how an electromagnet works & can predict the effect of changes on the strength of different electromagnets
Apply knowledge about electromagnets to design a circuit & can suggest ways to make a motor turn faster
Calculate energy requirements for various situations, considering diet
and exercise & can suggest different foods needed in various situations, considering diet and exercise
Account for energy dissipation during transfers & can compare energy transfers to energy conservation
Give an example to show that energy and temperature are different & can explain, in terms of particles, how energy is transferred
Give examples of equilibrium
Explain in detail the processes involved during heat transfers & can explain why certain materials are good insulators
Explain how thermal equilibrium can be established & can explain why some objects radiate more energy
Compare the advantages and disadvantages of using renewable and non-renewable energy resources & can explain how a range of resources generate electricity, drawing on scientific concepts
Compare the power consumption of different activities & can calculate and compare energy costs in different scenarios
Compare work done in different scenarios and by different machines & can explain how conservation of energy applies in one example

Core procedural knowledge: What should students be able to do?

How to work out resistance using R = V/I, Rearrange the reisistance equation to find each variable. Form a hypothesis from reasoned scienctic knowledge and models, Decide on observations and measurements to be taken and degree of accuracy, Write detailed conclusions; identify and explain anomalies.

Links to prior learning (to be made explicit and tested)

Circuit work in primary school, Magnets attraction and repelsion, Gravity from forces in Y7- what is gravity, how does gravity work, examples for how and when gravity works. Gravitational fields from Forces in Y7, Magnetic force, Electrostatic force from forces in Y7, Contact vs Non Contact Forces,

Link to assessment (criterion A and ‘x’)

Baseline Test: A, B and C

Module 2 - Periodic Tables, Metals & Acids

Key Concept

Change

Related Concept(s)

Patterns and models

ATLs

Communication – Thinking skills – Written presentation e.g lab report write up of core practical.
Self-management – Reflection. Consider content critically e.g reflect on data from experiments to summarise results and make conclusions.

Core declarative knowledge: What should students know?

Classify properties of metalloids into metallic and non-metallic properties & can predict the properties of an element, given its position on the Periodic Table
Explain how the position of an element can be used to suggest properties of elements & can apply patterns shown within groups or periods to unknown elements
Describe patterns in the properties of Group 1 elements using data given & can compare predictions with evidence, and from reactions involving Group 1 elements
Explain any predictions made about the Group 7 elements
Write word equations to represent displacement reactions
Link information about Group 0 elements to their properties & can compare the trends in Group 0 with those of Group 1 and Group 7 elements
Use formula equations to show what happens when metals react in different acids.
Use word and formula equations to explain the test for hydrogen gas.
Explain the reactivity of metals according to how they react with oxygen.
Construct balanced equations that include state symbols.
Can link a metal’s reaction with its place in the reactivity series.
Explain predictions made about a metal’s reactivity.
Explain why displacement reactions are predicted to occur or not occur.
Use particle models and diagrams to represent displacement reactions
Explain why metals can be extracted using carbon, using the idea of displacement.
Convert amounts of metals within ores from masses to percentages, or vice versa.
Distinguish between chemical and physical properties of ceramics.
Justify why possible ceramics are identified from data about material properties
Explain properties of different polymers.
Compare properties of different polymers.
Explain composite properties & suggest advantages and disadvantages of composite properties.

Core procedural knowledge: What should students be able to do?

Form a hypothesise based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations. Identify patterns in melting and boiling points from data given. be able to predict properties of an element. Be able to draw bar charts about patterns in gorups and periods, as well as density data. Make observations based on chemical reactions and reactivity.

Links to prior learning (to be made explicit and tested)

The periodic table is separated as metals and non metals. The definition for an element, atoms and compounds. Chemical formula and how to write them out. Reactions between acids and metals and acids and bases. Compare and contrast physical and chemical reactions
Convert word equations into formula equations.
Construct a formula equation for a reaction without the use of word equation

Link to assessment (criterion A and ‘x’)

Criterion B and C

Module 3 - Health & Lifestyle

Key Concept

Relationships

Related Concept(s)

Balance, consequences, environment and function.

ATLs

Research – Access information to be informed and inform others e.g research diseases linked to malnutrition and effects of alcohol, drugs and smoking
Thinking – Creative thinking – Apply skills and knowledge in unfamiliar situation e.g use of liver transplants

Core declarative knowledge: What should students know?

Explain what makes a food a healthy option & can explain how each nutrient contributes to a healthy, balanced diet
Explain why testing food for starch, lipids, sugar, and protein is important & can explain the meaning of positive or negative results in terms of the food tests
Explain how an unhealthy diet causes health issues & can explain that different people require different amounts of energy, using energy calculations and data to support my explanations
Explain why food needs to be digested & can explain how each part of the digestive system works in sequence, including adaptations of the small intestine for its function
Explain how enzymes affect the rate of digestion
Explain how some bacteria improve health
Explain why people take different medicinal and recreational drugs & can explain how recreational drugs can have a negative effect on people’s lifestyles
Explain in detail how alcohol affects health and behaviour, detailing its effect on life processes & can explain the importance of providing information about drinking to the general public, not just pregnant women
Explain how smoking causes disease & can explain which chemicals in tobacco smoke affect the development of a fetus

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations.

Links to prior learning (to be made explicit and tested)

Students know about the major food groups. Student know what drugs are and that they can be beneficial or harmful for you (KS2). Students know that the digetive system is an organ system and the orgarns that are part of it e.g. stomach, small intestine. Students learnt how alcohol and smoking affects the fetus development

Link to assessment (criterion A and ‘x’)

Criterion A and D

Module 4 - Separating Techniques

Key Concept

Change

Related Concept(s)

Consequences and evidence

ATLs

Communication skills – Make inferences and draw conclusions
Research skills – Information literacy – Present information in a variety of formats and platforms

Core declarative knowledge: What should students know?

Use particle models to represent mixtures & use particle models to represent mixtures
Explain the relationship between solutes, solvents, and solutions & can draw particle diagrams to represent solutions and pure substances
Explain why temperature affects the amount of solute dissolved in a solution & can explain what a solubility graph shows
Use particle diagrams to illustrate how filtering works & can explain whether or not filtering can be used in given situations
Compare evaporation and distillation & can discuss whether evaporation or distillation would be suitable for separating a mixture
Explain how chromatography can be used in different scenarios & can consider how chromatography can be used to monitor the progress of reactions

Core procedural knowledge: What should students be able to do?

Form a hypothesise based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations.

Links to prior learning (to be made explicit and tested)

Compare and group materials together, according to whether they are solids, liquids or gases. Observe that some materials change state when they are heated or cooled
Physical and chemical changes
Compare and group materials together, according to whether they are solids, liquids or gases
That some materials will dissolve in liquid to form a solution
Use knowledge of solids, liquids and gases to decide how mixtures can be separated (filtering, sieving and evaporating)

Link to assessment (criterion A and ‘x’)

Criterion B and C

Module 5 - Adaptations & Ecosystems

Key Concept

Relationships

Related Concept(s)

Evidence and consequences

ATLs

Self-management – Organisation skills – Select and use technology effectively and productively
Thinking – Creative thinking – Use brainstorming and mind mapping to generate new ideas and inquiries

Core declarative knowledge: What should students know?

Explain the effect of competition on the individual or the population
Explain how adaptations help an organism survive in their environment
Explain how organisms are adapted to seasonal changes
Explain how competition or long-term environmental change can lead to evolutionary adaptation or extinction
Explain how variation gives rise to different species
Explain that some variation is affected by both environmental and inherited factors.
Explain the causes of continuous and discontinuous variation & represent this variation within a species using the appropriate type of graph
Explain how characteristics are inherited through and coded for by genes.
Explain the contribution of each team of scientists to the development of the model of DNA
Explain how natural selection leads to evolution
Explain how scientists know that organisms have changed over time& explain some factors that may have led to extinction
Explain the different types of gene bank.
Explain the importance of photosynthesis in the food chain & can explain how the plant obtains the reactants for photosynthesis
Explain how the structures of the leaf make it well adapted for photosynthesis &can explain the role of chloroplasts in photosynthesis
Explain deficiency symptoms in plants & can explain how proteins are made for plant growth
Explain how some chemosynthetic organisms form symbiotic relationships & can compare similarities and difference between photosynthesis and chemosynthesis.
Explain how the reactants for respiration get into the cells & can explain the process of aerobic respiration
Explain the uses of the products from anaerobic respiration & can explain the differences between the two types of respiration
Explain the link between food chains and energy & can explain why a food web gives a more accurate representation of feeding relationships than a food chain
Explain the interdependence of organisms & can explain why toxic materials have greater effect on top predators in a food chain.
Explain why different organisms are needed in an ecosystem & can explain why different organisms within the same ecosystem have different niches

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations

Links to prior learning (to be made explicit and tested)

Construct and interpret a variety of food chains, identifying producers, predators and prey. Students should recognise that environments can change and that this can sometimes pose dangers to living things. identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Link to assessment (criterion A and ‘x’)

Criterion A and D

Module 6 - The Earth

Key Concept

Change

Related Concept(s)

Form, models and transfer

ATLs

Communication > Communication skills > Organise and depict information logically
Self-management > Reflection > Consider environmental implications

Core declarative knowledge: What should students know?

Compare the different layers of the Earth in terms of their properties.
Describe the composition of the atmosphere in terms of abundance of components.
Explain two properties of sedimentary rocks by linking them to the rock structure and formation
Give a detailed explanation of the sedimentary rock cycle
Discuss examples of rocks that illustrate the different methods of formation of igneous and metamorphic rocks.
Link properties of igneous and metamorphic rocks to their methods of formation.
Give a detailed description and explanation of a rock’s journey through the rock cycle.
Explain changes in the levels of carbon dioxide using stages of the carbon cycle.
Use equations to explain processes that exchange carbon dioxide to and from the atmosphere.
Use a model to explain why global warming happens & discuss in detail the impacts of global warming, identifying primary and secondary problems.
Compare how other materials are recycled with recycling of aluminium.
Use data to discuss the relative benefits and drawbacks of recycling materials.

Core procedural knowledge: What should students be able to do?

Form a hypothesis based on reasoned scientific knowledge/models
Decide on observations & measurements to be taken and degree of accuracy
Write detailed conclusions; identifying and explain anomalies
Critically evaluate designs of investigations

Links to prior learning (to be made explicit and tested)

Convection currents in topic of energy. Students have studied in simple terms how fossils formed in topic on renewable energy resources.
Recognise that living things have changed over time and that fossils provide information about living things that inhabited Earth millions of years ago.
Compare and group together different types of rock on the basis of their appearance and simple physical properties

Link to assessment (criterion A and ‘x’)

Criterion A

Module 1 - Unit 9A: Biology

Key Concept

Relationships

Related Concept(s)

Transformation and structure

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

Research – Information literacy – Present information in a variety of formats and platforms e.g models of states of matter and atomic structure.

Thinking skills – Critical thinking – Draw reasonable conclusions and generalisation e.g Write conclusions from practical work and analyse data.

Core declarative knowledge: What should students know?

Identify plant and animal cells as Eukaryotic cells and bacteria cells as prokaryotic cells, Explain how the subcellular structures of cells are related to their functions, Compare and contrast the three types of cells (animal, plant, bacteria), why cells are specialised for a specific function, the link between structure and function of various specialised cells (sperm,egg,muscle, cilliated epithelial, nerve),the sequence of the organisation in a multicellular organism, how the structure of different types of cell relate to their function in a tissue, an organ or organ system, understanding of the scale and the size of a cell, Understand how microscopy techniques have developed over time, the differences between light and electron microscopes,

Core procedural knowledge: What should students be able to do?

Carry out order of magnitude calculations, Use the magnification equation, Use a light microscope to observe, draw and label an onion cell, Write a method including an equipment list, Identify risks associated with the practical, Present the results of the practical,

Links to prior learning (to be made explicit and tested)

Unit 1 (Y7) – structure of a plant, animal and bacteria cell, difference between prokaryotic and eukaryotic, Unit 1 (Y7) – structure and function of sperm, egg cells and ciliated epithelial cells, idea of cell specilisation from Stem cells GRASP Task, Unit 1 (Y7) – levels of organisation tissue – organ – organ system – organism, the use of the lego brick analogy,
This Unit – Prokaryotic and Eukaryotic cells and their subcellular structures,
This Unit – Specialised cells have been discussed previously in this unit and how they are linked to organ systems in the body, Unit 1 (Y7) – Parts of a microscope, magnification equation. This Unit – Standard form, quantitative units and converting between units, Unit 1 (Y7) – Completed this same practical. This Unit – parts of the microscope, This Unit – Understanding of microscopes, All Units in year 7 and 8 – understanding of the practical write up format,

Link to assessment (criterion A and ‘x’)

Baseline Test: A, B and C

Module 1 - Unit 9A: Chemistry

Key Concept

Relationships

Related Concept(s)

Transformation and structure

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

Research – Information literacy – Present information in a variety of formats and platforms e.g models of states of matter and atomic structure.

Thinking skills – Critical thinking – Draw reasonable conclusions and generalisation e.g Write conclusions from practical work and analyse data.

Core declarative knowledge: What should students know?

Arrangement, movement and the relative energy of particles in each of the three states of matter, be able to identify the 6 interconversions and the change in arrangement, movement and energy of particles during these interconversions, Predict the physical state of a substance, the different temperatures at which changes of state occur, know the limitations of the particle theory, what a compound is, what a mixture is, the difference between a pure and impure substance, Describe the states of matter in a heating curve, know whether a substance is pure or impure, know how big an atom is be able to describe the structure of an atom, What is an isotope and be able to give examples, know chemical formula for common elements and compounds,

Core procedural knowledge: What should students be able to do?

Use graphs to identify melting points of pure substances and mixtures, Calculate the number of protons, neutrons and electrons in an atom, Represent the electronic structure of the first twenty elements, Calculate the number of protons, neutrons and electrons in an isotope, Calculate relative atomic mass of an element, Calculate how many atoms are in a compound, Write word and symbol equations, Write formula and balanced chemical equations.

Links to prior learning (to be made explicit and tested)

Unit 2 (Y7) – States of matter, interconversions, interconversions are physical changes, Unit 2 (Y7) – predicting states of matter, Unit 2 (Y7) – Atom, element, mixtures and compounds definition, properties of mixtures and compounds, pure substances, sharp melting point, cooling curves, This Unit – Specialised cells have been discussed previously in this unit and how they are linked to organ systems in the body, Unit 2 (Y7) – structure of the atom, mass and charges of subatomic particles. This Unit – size of an atom, This unit – Structure of an atom, Unit 2 (Y7) – Chemical symbols, naming compounds, elements can be found in the periodic table, naming compounds and elements within them, This unit – Chemical formula, word and symbol equations, counting the number of atoms,

Link to assessment (criterion A and ‘x’)

Baseline Test: A, B and C

Module 1 - Unit 9A: Physics

Key Concept

Relationships

Related Concept(s)

Transformation and structure

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

Research – Information literacy – Present information in a variety of formats and platforms e.g models of states of matter and atomic structure.

Thinking skills – Critical thinking – Draw reasonable conclusions and generalisation e.g Write conclusions from practical work and analyse data.

Core declarative knowledge: What should students know?

The differences in density between the different states of matter, be able to define density as density = mass/ volume, Investigate the densities of solids and liquids, Make predictions based on scientific knowledge, the pressure of a gas, the effect of changing the temperature of a gas on the velocity of its particles and hence on the pressure, how liquid pressure changes with depth, why some things float and some things sink, Apply ideas of pressure to different situations.

Core procedural knowledge: What should students be able to do?

Calculate pressure, Define density as density = mass/ volume, be able to reaarange equation to find each variable, B/C assessment – Make predictions based on scientific knowledge of densities, complete the practical and collect results – recap density equation in order to correctly draw the table of results, know how to write up a practical investigation

Links to prior learning (to be made explicit and tested)

This Unit – States of matter, kinetic theory model, This Unit – density, Unit 2 (Y7) – gas pressure, This Unit – States of matter. Kinetic Theory Model, This Unit – states of matter, kinetic particle theory, density.

Link to assessment (criterion A and ‘x’)

Baseline Test: A, B and C

Module 2 - Unit 9B: Biology

Key Concept

Change

Related Concept(s)

Transformation and consequences

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

Thinking skills – Creative thinking skills – apply skills and knowledge in unfamiliar situations.

Thinking skills – Critical thinking skills – identify trends and forecast possibilities

Core declarative knowledge: What should students know?

State what health is
Describe the difference between communicable and non-communicable diseases
Explain how stress, diet and life situations can affect health, and the presence of one disease can lead to a higher susceptibility to another disease
Explain the effect of lifestyle factors on the incidence of non-communicable diseases
State examples of non-communicable diseases
Use data to understand the diseases in relation to the risk factors
Describe what is cardiovascular disease
Describe the causes of cardiovascular disease
Recall treatments for cardiovascular disease and evaluate the advantages and disadvantages
Describe what is a pathogen
Explain how diseases are spread in animals and plants
Explain how the spread of diseases can be reduced or prevented
Identify examples of communicable diseases
Explain how the spread of diseases can be reduced and prevented

Core procedural knowledge: What should students be able to do?

Maths skills: Use scatter diagrams to identify a correlation between two variables in terms of risk factors
Example: Include graph data to show correlation between life situations and health e.g. correlation between income and health. Discuss that there could be many causes for this correlation and that it is not straight forward.
Students need to be able look at graphical data to understand correlation and cause – if there is a correlation between a particular factor and an outcome, it does not mean that the factor necessarily causes the outcome.
Maths skills;
Understand the principles of sampling, including epidemiological data and in terms of risk factors
Translate disease incidence information between graphical and numerical forms
Interpret and extract information from frequency tables and diagrams, bar charts and histograms in terms of risk factors

Links to prior learning (to be made explicit and tested)

Unit 8 (Y8) – looked at the effects of diet, smoking and alcohol on the body, Unit 8 (Y8) – deficiency diseases, the effect of nutrition on health, the effect of alcohol on health, Unit 1 (Y7) – Contraception, Unit 10 (Y8) – photosynthesis

Link to assessment (criterion A and ‘x’)

Criterion D – Grasp task, End of Unit Test: Criterion A

Module 2 - Unit 9B: Chemistry

Key Concept

Change

Related Concept(s)

Transformation and consequences

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

Thinking skills – Creative thinking skills – apply skills and knowledge in unfamiliar situations.

Thinking skills – Critical thinking skills – identify trends and forecast possibilities

Core declarative knowledge: What should students know?

Describe how Mendeleev used the table to predict the existence and properties of unknown elements
Explain how Mendeleev arranged the elements in the periodic table
Describe the arrangement of the periodic table
Define an Ion
Calculate the number of protons, neutrons and electrons in an ion
Work out the charges on ions
(HT only) write balanced half equations
Explain the use of the ending -ide and -ate in the names of compounds
Deduce the formula of ionic compounds
Describe the limitations of representing ionic compounds using different models
Recall that metallic bonding occurs in metallic elements and alloys
Explain metallic bonding

Core procedural knowledge: What should students be able to do?

Students need to be able to work out the charge on the ions of metals and non-metals from the group number of the element and should be able to draw the electronic configuration and write the electronic configuration of an ion
Students need to be able to calculate the number of protons, neutrons and electrons in simple ions given the atomic and mass number
Students need to be able to write balanced half equations
Students need to be able to name different ionic compounds
Students should to be able to recognise that a compound is ionic from a diagram and work out the ionic formula of the ionic compound

Links to prior learning (to be made explicit and tested)

Unit 2 (Y7) – structure of the atom, basics of the structure of the periodic table, chemical formulae
Unit 7 (Y8) – structure of the periodic table, metals and non-metals
Unit 9a – atomic structure, electronic structure, isotopes
Unit 9A – structure of an atom, calculating numbers of protons, neutrons and electrons, electronic configuration

Link to assessment (criterion A and ‘x’)

Criterion D – Grasp task, End of Unit test: Criterion A

Module 2 - Unit 9B: Physics

Key Concept

Change

Related Concept(s)

Transformation and consequences

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

Thinking skills – Creative thinking skills – apply skills and knowledge in unfamiliar situations.

Thinking skills – Critical thinking skills – identify trends and forecast possibilities

Core declarative knowledge: What should students know?

Explain the difference between scalar and vector quantities
Recall examples of scalar and vector quantities
Explain displacement
Recall and use the equation for speed
Recall some typical speeds
Describe how you would determine the speed of an object in a laboratory
Draw distance/ time graphs
Analyse distance/ time graphs
Recall and use the equation for acceleration
Define decelerating
Describe contact and non-contact forces
Use diagrams to represent interactions between forces
Define resultant forces
Define weight
Describe the difference between mass and weight
Recall and use the equation for weight

Core procedural knowledge: What should students be able to do?

Use the speed equation simply, then rearrange it, then convert units using it simply and build up to using it in exam questions
Students need to be aware of how the equipment can be used to determine the speed of objects using light gates. This is more accurate than using a stopwatch.
Students need to be able to calculate the speed using a gradient e.g. change in distance/ change in time
Students need to be able to draw a distance-time graph from measurements and data
Students need to be able to use the W= mg equation

Links to prior learning (to be made explicit and tested)

Unit 3 (Y7) – Contact and non-contact forces,
Unit 6 (Y8) – Magnetism
Unit 3 (Y7) – Mass and weight

Link to assessment (criterion A and ‘x’)

End of Unit test: Criterion A

Module 3 - Unit 9C: Biology

Key Concept

Relationships

Related Concept(s)

Form and function

ATLs

Communication – Communication skills – organise and depict information logically.
Self-management – Organisation skills – select and use technology effectively and productively.

Core declarative knowledge: What should students know?

Identify the leaf, stem and roots as plant organs
State the equation for photosynthesis
Explain how the structures of the xylem, phloem and root hair cells are adapted to their function
Identify different plant tissues
Explain how the plant tissues are adapted to their functions
Observe and draw a transverse section of a leaf
Describe how sucrose is transported around the plant by translocation
Explain how water and mineral ions are transported through the plant by transpiration
Explain the effect of environmental factors on the rate of water uptake by a plant
Describe the similarities and differences between xylem and phloem
Explain how water and sucrose are transported through the plant
Explain how the cells, tissues and organs of the plant work together
Explain how the transport systems of the plant work together
Understand how plants are adapted to their environment
Identify the sensory receptors
Describe the structure and function of sensory, motor and relay neurones
Explain the structure and function of the nervous system
Explain the structure and function of a reflex arc
Understand why reflex actions are important
Investigate human reaction times

Core procedural knowledge: What should students be able to do?

Investigate the distribution of stomata and guard cells
Measure the rate of transpiration by the uptake of water
Demonstrate an understanding of rate calculations for transpiration
Investigate human reaction times

Links to prior learning (to be made explicit and tested)

Unit 1 (Y7) – Cells and organisation

Link to assessment (criterion A and ‘x’)

End of Unit test: Criterion A
B and C Investigation

Module 3 - Unit 9C: Chemistry

Key Concept

Relationships

Related Concept(s)

Form and function

ATLs

Communication – communication skills – organise and depict information logically.
Self-management – organisation skills – select and use technology effectively and productively.

Core declarative knowledge: What should students know?

Recall that covalent bonding results in the formation of molecules
Explain how the reactions of elements are related to the arrangement of electrons and their atomic number
Explain how a covalent bond is formed
Describe the limitations of the different models used to represent covalent bonding
Recall the properties of Alkali metals
Describe the reactions of the alkali metals
Describe and explain the pattern of reactivity of the alkali metals
Recall the colours and physical states of the group 7 elements
Describe the pattern in the physical properties of the halogens
Describe the reactions of the halogens
Describe the relative reactivity of the halogens as shown by their displacement reactions
Describe the chemical test for chlorine
Compare the reactivity of groups 1 and 7
Compare how the electron configuration affects the groups reactivity
Describe the pattern in the physical properties of the noble gases
Explain why the noble gases are chemically inert
Link the properties of the noble gases to their uses

Core procedural knowledge: What should students be able to do?

Use the pattern of reactivity to predict the outcomes of reactions of other halogens
Interpret models to identify molecular formula and structural formula of a molecule

Links to prior learning (to be made explicit and tested)

Unit 9A – Structure of an atom and Electronic Configuration
Unit 2 (Y7) – structure of the atom, basics of the structure of the periodic table, chemical formulae
Unit 7 (Y8) – structure of the periodic table, metals and non-metals, group 1
Unit 9A – atomic structure, electronic structure, writing word equations, balanced equations
Unit 2 (Y7) – structure of the atom, basics of the structure of the periodic table, chemical formulae
Unit 7 (Y8) – structure of the periodic table, metals and non-metals, group 7
Unit 9A – atomic structure, electronic structure, writing word equations, balanced equations
Unit 7 (Y8) – group 7, displacement reactions
Unit 7 (Y8) – group 0, uses of group 0

Link to assessment (criterion A and ‘x’)

End of Unit test: Criterion A

Module 3 - Unit 9C: Physics

Key Concept

Relationships

Related Concept(s)

Form and function

ATLs

Communication – communication skills – organise and depict information logically.
Self-management – organisation skills – select and use technology effectively and productively.

Core declarative knowledge: What should students know?

Identify the energy stores and transfers
Analyse the changes involved in the way energy is stored
Explain what is meant by conservation of energy
Recall and use the equations for efficiency
Describe ways to increase the efficiency of an intended energy transfer
Explain ways of reducing unwanted energy transfers
Describe the main energy sources available
Distinguish between non-renewable and renewable energy sources
Compare the different energy resources
Explain patterns and trends in the use of energy resources
Consider the environmental issues that surround the different energy resources
Discuss the environmental, political, social, ethical and economic considerations of using different energy resources
Define work done
Recall and use the equation for work done
Define power using examples

Core procedural knowledge: What should students be able to do?

Draw and interpret diagrams to represent energy transfers
Use diagrams to explain the conservation of energy
Use the equations for efficiency
Use the equation for work done
Recall and use the equation for power

Links to prior learning (to be made explicit and tested)

Unit 6 (Y8) – Energy stores, law of energy conservation
Unit 6 (Y8) – Energy resources, non-renewable and renewable energy, nuclear power
Unit 6 (Y8) – Energy resources, non-renewable and renewable energy, nuclear power
Unit 6 (Y8) – Work done calculation
Unit 6 (Y8) – Power calculation

Link to assessment (criterion A and ‘x’)

End of Unit Test: Criterion A

Module 4 - Unit 9D: Biology

Key Concept

Systems

Related Concept(s)

Environment and interaction

ATLs

Self-management – Reflection – Consider content critically.
Research – Media literacy – Seek a range of perspectives from multiple and varied sources.

Core declarative knowledge: What should students know?

Describe the physical and chemical barriers
Describe the role of white blood cells
Explain the role of the immune system
Explain what a vaccination is
Explain the use of antibiotics and other medicines
Explain why antibiotics can only be used to treat bacterial infections
Describe the process of developing new medicines
Explain the stages of making a medicine
Apply knowledge of the immune response
Describe the different levels of organisation within an ecosystem
Understand feeding relationships within an ecosystem
Define key terms for this topic
Define abiotic and biotic factors
Explain how a change in abiotic and biotic factors affect communities
Explain how organisms are adapted to live in their natural environments
Describe how the survival of some organisms are dependent on other species
Describe a quadrat and how it is used
Describe a belt transect and how it is used
Explain why we sample ecosystems

Core procedural knowledge: What should students be able to do?

Measure the abundance and distribution of a species on the school field
Display your results in an appropriate table
Calculate the mean, mode and median for your data
Display your results in a graph
Analyse your results
Anaylse and interpret data in relation to abiotic and biotic factors

Links to prior learning (to be made explicit and tested)

Unit 9A – Pathogens and communicable and non-communicable diseases
Unit 9A – Pathogens, This Unit – the immune response
Unit 9A and 9D – Pathogens, immune response, vaccinations
Unit 10 (Y8) – Adaptations and ecosystems

Link to assessment (criterion A and ‘x’)

End of Unit Test: Criterion A

Module 4 - Unit 9D: Chemistry

Key Concept

Systems

Related Concept(s)

Environment and interaction

ATLs

Self-management – Reflection – Consider content critically.
Research – Media literacy – Seek a range of perspectives from multiple and varied sources.

Core declarative knowledge: What should students know?

Describe the composition of the Earth’s early atmosphere
Recall the gases that are released by volcanic activity
Explain the role of condensation forming oceans
Describe the composition of today’s atmosphere
Explain how the levels of carbon dioxide altered
Explain the formation of limestone, coal, crude oil and natural gas
Describe the test for hydrogen
Describe the test for oxygen
Describe the test for carbon dioxide
Describe the test for chlorine

Core procedural knowledge: What should students be able to do?

The test for hydrogen gas
The test for oxygen gas;
The test for carbon dioxide gas;

Link to assessment (criterion A and ‘x’)

End of Unit Test: Criterion A

Module 4 - Unit 9D: Physics

Key Concept

Systems

Related Concept(s)

Environment and interaction

ATLs

Self-management – Reflection – Consider content critically.
Research – Media literacy – Seek a range of perspectives from multiple and varied sources.

Core declarative knowledge: What should students know?

Recall Newton’s first law
Explain what happens to the motion of an object when the forces are balanced/ when there is a resultant force
(HT) Describe inertia
Explain terminal velocity
Recall Newton’s second law
Recall and apply the equation for resultant force
(HT) Explain inertial mass
Recall Newton’s third law
Apply Newton’s third law to examples of equilibrium situations
Explain the motion in a circle
Explain what is required for motion in a circle to occur
Describe how forces cause objects to change shape
Describe the difference between elastic and inelastic distortion
Recall and use the equation for linear elastic distortion
Understand how a spring works

Core procedural knowledge: What should students be able to do?

Investigate the relationship between force, mass and acceleration by varying the masses added to trolleys
Use the equation that links initial and final velocity with distance travelled
Estimate the magnitudes of everyday accelerations
Draw velocity-time graphs from measurements
Analyse velocity-time graphs
Use the equation for linear elastic distortion
Use the equation to calculate the work done in stretching a spring
Calculate relevant values of stored energy and energy transfers
Investigate the relationship between force, extension and work done extending a spring

Links to prior learning (to be made explicit and tested)

Unit 9B – Scalers and vectors and resultant forces
Unit 3 (Y7) – Forces
Unit 9B – Speed and velocity, Unit 3 (Y7) – Forces
Unit 9B – Acceleration
Unit 9B – Speeds and Acceleration
Unit 3 (Y7) – forces
Unit 9B – scalar and vector quantities, speed and acceleration
Unit 3 (Y7) – Forces, Hooke’s law, elastic limit
Unit 3 (Y7) – Hooke’s Law practical

Link to assessment (criterion A and ‘x’)

End of Unit Test: Criterion A