Science at key stage 3

The units in the scheme of work can be sequenced in a variety of ways to ensure progression in pupils' knowledge, skills and understanding through the key stage. Teaching should provide opportunities for them to move:

• from understanding scientific knowledge in a few areas, to understanding in a wide range of areas, including links between areas;
• from describing and explaining simple phenomena using their own observations and ideas, to explaining more complex phenomena using scientific concepts, ideas or models;
• from seeing science as a school activity, to understanding the nature and impact of scientific and technological activity beyond the classroom;
• from enquiries involving simple scientific ideas, to those involving more complex ideas in which strategies need to be planned and data evaluated for its strengths and limitations;
• from accepting models and theories uncritically, to recognising how new evidence may require modifications to be made;
• from using simple scientific language, drawings, diagrams and charts when presenting scientific information, to using an extended technical vocabulary, standard notation and symbols, graphs and calculations when presenting quantitative scientific information.

The scheme of work builds on pupils' experiences of science from key stage 2. There are references in the units to relevant areas of the key stage 2 programme of study, and suggestions for reviewing and revisiting these.

Schools can estimate the amount of the key stage 2 programme of study their pupils have covered, and to what level, by referring to the key stage 2 scheme of work for science and to information about individual pupil attainment from the end-of-key-stage tests and statutory teacher assessment.

The national curriculum for science contains level descriptions for attainment in each of four attainment targets.

Although level 4 is the expected attainment of pupils at the end of key stage 2, the scheme of work takes account of the fact that some pupils will be working at level 3 and others at level 5 when they start key stage 3. After a year most pupils should have progressed by about half a level and by the end of key stage 3 by a level and a half. So, most pupils who started at level 4/5 will have progressed to level 6.

The table below shows how the expectations of pupils at the end of each unit relate to national curriculum levels. The scheme of work is designed to be challenging and to raise expectations. Level 6, which is the expected attainment of most pupils at the end of year 9, is therefore slightly above the expectations in the national curriculum, which are pitched at levels 5/6. The purpose is to give teachers and pupils challenging targets while recognising that not all pupils will reach this standard.

Attainment levels during each year of key stage 3

Year	Less progress	Most pupils	More Progress
7	3/4	4/5	6
8	4	5	6/7
9	4/5	6	7/8

Teachers who use this scheme of work may find they need to adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.

The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:

• setting suitable learning challenges;
• responding to the diverse needs of pupils;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

To provide suitable learning challenges for all pupils to achieve as high a standard as possible, teachers may wish to modify the whole scheme of work, or parts of units.

If modifying the whole scheme, teachers may wish to consider whether:

• particular parts of the scheme should be emphasised or expanded;
• pupils should be given more time for particular aspects of the scheme or be given opportunities to progress more rapidly;
• particular pupils need opportunities to revisit knowledge and skills in different contexts;
• the attainments of pupils will provide a relevant structure for teaching science. If this is not the case, eg for pupils who have significant learning difficulties or groups able to work at a particularly challenging level, schools may wish to use the scheme as a resource for developing an alternative. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study.

• the expectations and learning objectives need modifying;
• there is a need to add challenge by increasing the requirements;
• there is a need to provide small steps, short, guided and more focused tasks and supporting structures to enable pupils working below the demands of learning objectives to undertake the activity;
• the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels;
• to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and with different lifestyles;
• the activities need to be adapted to provide support for pupils with difficulties in communication, language, literacy or drawing.

• using alternative and augmentative communication;
• reducing the amount of written work and reading;
• giving pupils the opportunity to clarify their ideas through discussion, modelling, role play and the use of tape recorders, video and photographs, rather than relying on written materials.

In addition, it may be necessary to use specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities. For pupils with emotional and behavioural difficulties, there may be a need to emphasise short-term goals and provide highly specific outcomes.

Opportunities for assessing pupils' progress are built into each unit. The learning objectives are pitched at an appropriate level for the year group identified. They show how pupils might demonstrate what they have learnt by doing each activity. The outcomes can be used to review progress and check whether pupils are ready to move on to the next activity or need more support or challenge. They also provide a framework for giving feedback to pupils. The expectation statements for each unit are related to the level descriptions in the national curriculum and the tasks set, and allow pupils' overall progress to be monitored.

The learning objectives are written primarily for teachers, but can be adapted and given to pupils as the objectives of a lesson or sequence of lessons. The objectives and expectations can also be used to help pupils review their own progress, and as a focus for planned intervention strategies used by teachers. These could include asking questions, listening to pupils talking, or observing pupils reading their work, as a way of providing valuable assessment information about the progress of pupils' learning. Feedback to pupils, which can range from providing informal oral comments to a whole class, to closely marked individual work, should relate to the objectives set.

The 'checking progress' points within the units, and the review and consolidation activities at the end of the units, can be complemented by tests, for example by using questions from previously published end-of-key-stage tests. A judgement based on both these kinds of evidence can then be used when considering pupils' achievements in relation to the unit expectations.

Pupils' performance in relation to the expectations, particularly those in the year 9 units, will provide evidence for teachers to make end-of-key-stage assessments against the level descriptions.

Each unit identifies opportunities for pupils to make connections between their science lessons and everyday contexts. These include television programmes and other media reports, visits to natural and work environments and to museums and leisure centres. Pupils' leisure activities, such as sport and music, can also enrich their school-based science. None of the possible teaching activities in the units requires these activities to be undertaken. They are not formal homework activities, though they could be developed to be so, eg from a visit, fieldwork, or newspaper reports of a particular science event.

Year 7	Cells and life processes	7A Cells
		cells are the basic units of life and are organised into tissues from which organs are made cell structure and differences between plant and animal cells some functions of cells
	Health	7B Reproduction
		extend earlier ideas about human reproduction how offspring are protected and nurtured compare reproductive patterns in other animals with that in humans relate the way bodies change during adolescence to knowledge about human reproduction, growth and the menstrual cycle
	Variation	7D Variation and classification
		variation within and between species why classification is important and introduction to scientific classification of animals patterns of variation in living things and ways of representing and explaining the occurrence of variations
	Ecology, environment, plants	7C Environment and feeding relationships
		how environments vary how plants and animals are adapted to live in a particular environment how plants and animals interact with their environment and with each other including the feeding relationships adaptations for feeding how to link food chains into webs
Year 8	Cells and life processes	8A Food and digestion
		different foods and how they can be combined to produce a balanced diet how food is broken down by digestion so it can be used by the body for energy, growth and repair
		8B Respiration
		how cells are supplied with the materials they need for respiration how cells in animals and plants release energy the process of respiration is similar in all cells
	Health	8C Microbes and disease
		micro-organisms share the characteristics of other living things growing micro-organisms to make products and the role of micro-organisms in infectious disease the body's defence systems and how immunisations can protect against microbial infections
	Ecology, environment, plants	8D Ecological relationships
		how organisms can be identified and sizes of populations compared how feeding relationships can be modelled quantitatively how living things within a community influence each other and are affected by the environment
Year 9	Health	9B Fit and healthy
		how the human respiratory, digestive and circulatory systems interact to maintain activity the functions of the skeleton the ways in which diet, exercise, smoking and drugs affect health
	Variation	9A Inheritance and selection
		characteristics are inherited and how this is used in selective breeding selective breeding is important variations arising from environmental differences
	Ecology, environment, plants	9C Plants and photosynthesis
		photosynthesis as the key process producing new plant biomass carbon dioxide for photosynthesis comes from the air and water is absorbed through the roots chlorophyll enables a plant to utilise light in photosynthesis the role of the leaf in photosynthesis the importance of photosynthesis to humans and other animals
		9D Plants for food
		humans as part of a complex food web factors affecting plant growth management of food production has implications for other animal and plant populations in the environment some of the issues involved in sustainable development of the countryside

Table 1b: Sc3 years 7-9

Year 7	Chemical reactions	7E Acids and alkalis
		acids and alkalis as classes of chemicals with distinct properties and uses use indicators to classify solutions as acidic, alkaline or neutral use the pH scale to compare the acidity and alkalinity of different solutions begin to explore neutralisation
		7F Simple chemical reactions
		chemical change results in new substances that are different from the ones from which they were made some simple chemical reactions of acids in which a gas is made burning as a chemical reaction involving gas, air or oxygen H2 and CO2 as substances made during some of these reactions work with gases to help understand that gases are real materials begin using word equations as shorthand descriptions of reactions
	Materials and particles	7G Particle model of solids, liquids and gases
		use the particle model to explain differences between solids, liquids and gases how experimental evidence relates to theories and models
		7H Solutions
		extend knowledge of dissolving and the separation of the components of a solution and relate this to particle theory distinguish between a 'pure' substance and a mixture apply the particle model of solids, liquids and gases in a range of contexts
Year 8	Materials and particles	8E Atoms and elements
		the huge range of materials is made from a relatively small number of elements each element is composed of one sort of atom only the characteristics of some elements how the particle model is used to describe what happens when elements combine
		8F Compounds and mixtures
		distinguish between elements and compounds and how they are represented by symbols and formulae chemical changes as a process in which atoms join together in new ways distinguish between compounds and mixtures distinguish between chemical reactions in which new compounds are formed and the formation of mixtures
	Geological changes	8G Rocks and Weathering
		rock texture as one of the key characteristics of different rock types model rock texture the processes of weathering, erosion, transportation and sedimentation relate processes involved in rock formation to processes observed in other contexts, eg evaporation and dissolving processes operating on different timescales
		8H The rock cycle
		the major rock-forming processes how rock-forming processes are linked by the rock cycle using the concept of rock texture as one of the key characteristics of igneous, sedimentary and metamorphic rocks model rock-forming processes relate processes observed in other contexts, eg crystallisation, to processes involved in the rock cycle processes operating on different timescales
Year 9	Chemical reactions	9E Reactions of metals and metal components
		the properties of metals and non-metals acids react in similar ways with metals, with metal carbonates and with metal oxides represent elements by symbols and compounds by formulae use word and symbol equations to describe these reactions
		9F Patterns of reactivity
		although metals react in a similar way with oxygen, water and acid some react more readily than others establish and use a reactivity series for metals represent chemical reactions by word and/or symbol equations
	Chemical reactions, materials and particles	9G Environmental chemistry
		rocks, soils and building materials have a variety of chemical characteristics chemical weathering alters rocks and building materials over time the atmosphere and water resources are affected by natural processes and human activity how environmental conditions are monitored and controlled distinguish between different environmental problems
		9H Using chemistry
		how chemical reactions can be used as an energy source how chemical reactions are used to make new materials model chemical reactions as the rearrangement of atoms, and use the model to explain that matter is not lost represent chemical reactions by word and/or symbol equations

Table 1c: Sc4 years 7-9

Year 7	Energy	7I Energy resources
		the concept of energy in the context of fuels as convenient and valuable sources the nature and origin of fossil fuels and renewable sources of energy and how their use has implications for the environment consolidate and extend ideas about energy resources for living things: food for people, sunlight for plants link the various sources of energy to the role of the Sun as the ultimate source of most of Earth's energy resources
	Electricity	7J Electrical circuits
		consolidate and extend circuit concepts use concepts of electric current flow and energy transfer to explain the working of circuits patterns in the measurements of current and voltage use the concept of resistance qualitatively build circuits in which current flow is usefully controlled the hazards of electricity for humans
	Forces	7K Forces and their effects
		consolidate and build on the concept of force and its measurement the origin of friction, air resistance, upthrust and weight distinguish mass and weight and describe situations in which these forces act use the concept of speed relate forces acting to changes in motion situations in which forces are balanced and unbalanced
	Earth and beyond	7L The solar system and beyond
		consolidate ideas about the Sun and Moon and using models of these to explain phenomena such as eclipses and the seasons planets and satellites are seen by reflected light and the Sun, as a star, emits light compare the Sun with other stars
Year 8	Energy	8I Heating and cooling
		the need for a temperature scale distinguish between heat (as energy) and temperature mechanisms of heat transfer - conduction, convection, radiation - and apply to familiar contexts expansion and change of state in solids, liquids and gases using the particle model to explain conduction, convection and change of state
	Electricity	8J Magnets and electromagnets
		identify magnetic materials, make a magnet and test the strength of a magnet use the concept of a magnetic field, of a permanent magnet and an electromagnet factors affecting the strength of an electromagnet explain the working of a number of devices that use magnets and electromagnets
	Light and sound	8K Light
		build on experiences of light and its effects how we see objects represent light as a ray and use this in explaining reflection and refraction the origin of coloured light, the effects of filters and coloured objects
		8L Sound and hearing
		build on experiences of sound and hearing sound travelling through media how the ear works, the harmful effects of loud noise, how this can be reduced
Year 9	Energy, Electricity	9I Energy and electricity
		useful energy transfers and transformations electricity as a transfer of energy to do things measure voltage and associate the concept with the transfer of energy in a circuit the voltage of cells electricity generation, with reference to environmental impacts energy conservation, identifying how energy is dissipated
	Forces	9K Speeding up
		the concept of speed the relationship between forces on an object, and its movement effects of water and air resistance on speed and streamlining use ideas of balanced and unbalanced forces to explain the movement of falling objects
		9L Pressure and moments
		pressure on solids and applications of this in everyday appliances hydrostatic pressure in fluids and an application the operation of levers including from the human body, which depend on the turning effect of a force the principle of moments
	Earth and beyond	9J Gravity and space
		about the gravitational pull between bodies; how it depends on the masses of bodies, and the distance between them relate the movement of planets around the Sun and satellites of Earth to gravitation artificial satellites observe the Earth and provide information about the solar system and the universe historical ideas about the nature of the solar system space exploration

Tables 2a, 2b and 2c: scientific enquiry

Tables 2a, 2b, and 2c show how the units cover scientific enquiry

Table 2a: scientific enquiry - year 7

These tables set out the focus of scientific enquiry for units 7A to 9M

‡ Investigative skills

Other views: year 8 | year 9

 

7A Cells	Ideas and evidence in science	how observations made with a microscope helped ideas about the structure of living things to develop
	‡ Planning	considering sample size in biological investigations
	‡ Obtaining and presenting evidence	using a microscope safely and effectively making and recording observations from microscopes
	‡ Considering evidence	comparing and interpreting information from microscopic observation drawing and explaining conclusions
	Complete investigation	investigating the growth of pollen tubes using appropriate sample size and controlling relevant variables
7B Reproduction	‡ Planning	considering sample size in biological investigations
	‡ Obtaining and presenting evidence	making measurements of environmental variables
	‡ Considering evidence	interpreting first-hand and secondary data
7C Environment and feeding relationships	‡ Planning	considering sample size in biological investigations
	‡ Obtaining and presenting evidence	making measurements of environmental variables
	‡ Considering evidence	interpreting the data about environmental variables
	Complete investigation	surveying the variety of living things within a habitat investigating the activity of a small invertebrate taking into account variables they cannot control
7D Variation and classification	‡ Planning	framing questions to be answered using first-hand or secondary data
	‡ Obtaining and presenting evidence	making and recording quantitative observations
	‡ Considering evidence	drawing and explaining conclusions
	Complete investigation	surveying variation between individuals of the same species using an appropriate sample size
7E Acids and alkalis	‡ Planning	recognising hazards and using information sources to assess risks
	‡ Obtaining and presenting evidence	making and presenting qualitative observations
	‡ Considering evidence	interpreting qualitative observations making comparisons and identifying patterns
	Complete investigation	investigating the effectiveness of different antacids controlling appropriate variables
7F Simple chemical reactions	‡ Obtaining and presenting evidence	testing for gases using equipment effectively and taking action to control risks presenting observations to enable patterns to be seen
	‡ Considering evidence	making generalisations from observations
	‡ Evaluating	comparing possible explanations of observations
	Complete investigation	investigating the role of air in the burning of a candle controlling appropriate variables
7G Particle model of solids, liquids and gases	Ideas and evidence in science	use the particle model to explore how scientific theories depend on evidence
	‡ Evaluating	judging whether evidence supports or refutes explanations of phenomena
7H Solutions	‡ Obtaining and presenting evidence	measuring temperature and mass
	‡ Considering evidence	describing and interpreting patterns in graphs and chromatograms making predictions from graphs and data about solubility
	‡ Evaluating	evaluating a method of preparation in terms of product obtained
	Complete investigation	devising a procedure for obtaining a sample of pure salt from rock salt
7I Energy resources	‡ Planning	recognising hazards and taking safety precautions deciding what variables are relevant and how to control these considering why to repeat measurements and observations
	‡ Obtaining and presenting evidence	using the Bunsen burner and thermometers safely and effectively making measurements of volume, mass and temperature
	Complete investigation	investigating the energy resource in foods controlling relevant variables
7J Electrical circuits	Ideas and evidence in science	explore early ideas about electrical current model current in a variety of ways
	‡ Planning	recognising hazards and planning safe procedures
	‡ Obtaining and presenting evidence	measuring current
7K Forces and their effects	‡ Planning	considering why it is important to repeat measurements
	‡ Obtaining and presenting evidence	measuring force, distance and time constructing line graphs
	‡ Considering evidence	interpreting line graphs and making predictions from these
	Complete investigation	investigating floating in water of varying salinity controlling relevant variables investigating friction between solids controlling relevant variables
7L The solar system and beyond	Ideas and evidence in science	explore early ideas about the solar system and phenomena such as eclipses use models to explain phenomena
	‡ Obtaining and presenting evidence	presenting data as a line graph
	‡ Considering evidence	interpreting a line graph using data from secondary sources to answer questions
	‡ Evaluating	evaluating the strength of evidence obtained

These tables set out the focus of scientific enquiry for units 7A to 9M

‡ Investigative skills

Other views: year 7 | year 9

 

8A Food and digestion	Ideas and evidence in science	consider the extent to which current evidence about diet can lead to firm conclusions use a model to explore digestion
	‡ Obtaining and presenting evidence	using chemical test for different food types presenting data from secondary sources
	‡ Considering evidence	interpreting data from secondary sources drawing and explaining conclusions
	Complete investigation	using secondary sources to investigate a question about nutrition
8B Respiration	Ideas and evidence in science	explore earlier ideas about circulation and how and why these have changed and developed
	‡ Planning	considering how to deal with factors that cannot readily be controlled
	‡ Obtaining and presenting evidence	making and presenting observations in a suitable format
8C Microbes and disease	Ideas and evidence in science	how ideas about the transmission of infectious diseases have changed and are continuing to develop how scientists work together to investigate and reduce the transmission of infectious diseases
	‡ Planning	growing micro-organisms safely considering the number of measurements needed for reliable data identifying and controlling relevant variables
	‡ Evaluating	comparing proposed methods to decide on a common approach
	Complete investigation	investigating the activity of yeast controlling relevant variables
8D Ecological relationships	Ideas and evidence in science	modelling consequences of change within a habitat
	‡ Planning	consider how to obtain representative sample in biological investigations
	‡ Obtaining and presenting evidence	collecting data using fieldwork techniques
	‡ Considering evidence	interpreting and making further predictions from data
	Complete investigation	using a variety of fieldwork approaches to investigate the organisms within a habitat
8E Atoms and elements	Ideas and evidence in science	model differences between particles in elements and non-elements
	‡ Planning	choosing an approach for finding out whether a substance is an element or not
	‡ Considering evidence	organising and sequencing information from secondary sources
8F Compounds and mixtures	‡ Planning	deciding how many measurements are needed for reliable results
	‡ Obtaining and presenting evidence	presenting data as graphs
	‡ Considering evidence	interpreting and drawing conclusions from graphs
	Complete investigation	investigating temperature changes as liquids cool and freeze controlling relevant variables
8G Rocks and weathering	Ideas and evidence in science	consider how evidence from sedimentary layers and from fossils has led to changes in ideas about the development of the Earth
	‡ Planning	framing questions to be investigated
	‡ Obtaining and presenting evidence	making qualitative observations of gradual changes presenting qualitative data in an appropriate way
	‡ Considering evidence	explaining observations
	‡ Evaluating	comparing methods of observing and recording gradual changes
	Complete investigation	investigating a question about sedimentation controlling relevant variables
8H The rock cycle	Ideas and evidence in science	Modelling rock formation processes
	‡ Considering evidence	interpreting first-hand and secondary data
	‡ Evaluating	comparing different approaches to an investigation
	Complete investigation	investigating a technique for comparing the composition of limestone investigating differences between igneous rocks using first-hand and secondary data
8I Heating and cooling	‡ Obtaining and presenting evidence	presenting data on line graphs
	‡ Considering evidence	interpreting line graphs
	Complete investigation	surveying perceptions of temperature values investigating the effectiveness of different forms of insulation controlling relevant variables
8J Magnets and electromagnets	‡ Planning	making predictions about the behaviour of magnets and magnetic material using preliminary work to find out if an approach is practicable
	‡ Evaluating	considering the limitations of the data collected
	Complete investigation	investigating the strength of an electromagnet controlling relevant variables
8K Light	Ideas and evidence in science	considering why the spectrum described by Newton has seven colours
	‡ Planning	making predictions about the path of light
	‡ Obtaining and presenting evidence	measuring and recording angles
	‡ Considering evidence	identifying and making predictions from patterns in data
	Complete investigation	investigating reflection and refraction at a plane surface investigating the effects of coloured light on the appearance of objects, making qualitative observations
8L Sound and hearing	‡ Planning	deciding on a suitable question to investigate and what type of data to collect identifying relevant variables and how to control them or take account of them
	‡ Evaluating	comparing data collected to judge how strongly evidence supports alternative explanations
	Complete investigation	investigating the loudness of sounds using an appropriate strategy, eg survey, controlling variables

These tables set out the focus of scientific enquiry for units 7A to 9M

‡ Investigative skills

Other views: year 7 | year 8

 

9A Inheritance and selection	‡ Planning	deciding what measurements are needed
	‡ Obtaining and presenting evidence	collecting and organising large data sets
	‡ Considering evidence	looking for patterns in data
	‡ Evaluating	comparing variation in different samples to evaluate the strength of evidence
	Complete investigation	investigating the effect of selective breeding on a plant variety taking account of variables that cannot be controlled
9B Fit and healthy	Ideas and evidence in science	how scientists relate diseases to a lack of specific nutrients how work of different scientists has contributed to medical advance
	‡ Planning	working collaboratively to collect sufficient valid and reliable data
	‡ Evaluating	considering conflicting evidence
	Complete investigation	investigating reaction time taking account of variables that cannot be controlled
9C Plants and photosynthesis	Ideas and evidence in science	how knowledge about gases in the air has led to development of ideas about photosynthesis
	‡ Considering evidence	interpreting data and graphs
	Complete investigation	investigating photosynthesis in pond weed controlling relevant variables
9D Plants for food	‡ Obtaining and presenting evidence	presenting first-hand and secondary data in appropriate tables and graphs
	Complete investigation	investigating the effect of fertiliser on plant growth controlling relevant variables and taking into account those which cannot be controlled surveying weeds in a habitat using an appropriate sampling technique
9E Reactions of metals and metal compounds	‡ Considering evidence	describing patterns in qualitative data using patterns in reactions to make predictions about other reactions
	‡ Evaluating	using the sample obtained to evaluate the technique used
	Complete investigation	investigating a technique for preparing a sample of a salt
9F Patterns of reactivity	‡ Planning	using a reactivity series to make predictions about reactions identifying relevant variables
	‡ Obtaining and presenting evidence	presenting qualitative data in a way which enables patterns to be described
	Complete investigation	investigating the relative reactivity of different metals controlling relevant variables
9G Environmental chemistry	Ideas and evidence in science	how scientists work to monitor the environment
	‡ Planning	deciding on the suitability of secondary sources for providing information
	‡ Evaluating	consider how evidence for climate and environmental change needs careful interpretation
	Complete investigation	investigating environmental change using evidence from secondary sources
9H Using chemistry	Ideas and evidence in science	how the particle model and knowledge of gases helped change earlier ideas about burning how scientists work to develop a new product
	‡ Obtaining and presenting evidence	making observations and measurements of temperature, mass and voltage
	Complete investigation	investigating changes in mass when magnesium burns using measurement of mass
9I Energy and electricity	Ideas and evidence in science	use models to explain observations related to electric current
	‡ Planning	framing a question for investigation
	‡ Obtaining and presenting evidence	measuring voltage
	‡ Considering evidence	identifying and drawing conclusions from patterns in measurements of voltage
9J Gravity and space	Ideas and evidence in science	consider different models of the nature of the Universe and evaluate them against relevant evidence
	‡ Considering evidence	making predictions from patterns in data
	‡ Evaluating	considering conflicting evidence
9K Speeding up	‡ Planning	considering a range of techniques for measuring time
	‡ Obtaining and presenting evidence	making measurements and calculating the speed of objects with appropriate precision constructing speed-time graphs
	‡ Considering evidence	interpreting speed-time graphs describing patterns or relationships
	‡ Evaluating	considering whether techniques chosen were appropriate for a particular situation
9L Pressure and moments	‡ Planning	deciding on an appropriate number of measurements
	‡ Obtaining and presenting evidence	making measurements with appropriate precision
	‡ Considering evidence	accounting for anomalous results
	‡ Evaluating	considering strengths and weaknesses of methods
	Complete investigation	investigating balance about a pivot
9M Investigating scientific questions	‡ Planning	identifying questions suitable for scientific enquiry using a variety of strategies for scientific questions of different kinds planning and setting targets for a piece of work
	‡ Evaluating	considering the strength of the evidence or the quality of the product comparing different investigative methods used
	Complete investigation	investigating a technique for finding out how much of an apple is water using a model to investigate why elephants throw water over themselves surveying how moisture level in soil affects variety and abundance of plants developing a classification system for plants growing in and around water using secondary sources to investigate factors that might affect the pH of rainwater

Unit	Sc1 Scientific enquiry	Sc2 Life processes and living things	Sc3 Materials and their properties	Sc4 Physical processes
7A Cells	1a, 1c, 1e, 2a, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 2o	1a, 1b, 1c, 1d, 1e
7B Reproduction	2a, 2e, 2h, 2j, 2k	1b, 1c, 1d, 1e, 2f, 2g, 2h, 2m
7C Environment and feeding relationships	2a, 2d, 2e, 2g, 2h, 2j, 2k, 2o	5b, 5c, 5d, 5e		5b
7D Variation and classification	2a, 2b, 2e, 2f, 2g, 2i, 2j, 2k, 2o	4a, 4b
7E Acids and alkalis	2a, 2b, 2c, 2e, 2f, 2i, 2j, 2o		3d, 3f
7F Simple chemical reactions	1b, 2a, 2f, 2j, 2k, 2m, 2n, 2o		1f, 2h, 2i, 3a, 3e	5a
7G Particle model of solids, liquids and gases	1a, 1b, 2m		1b
7H Solutions	1c, 2c, 2j, 2l, 2p		1b, 1g, 1h, 2a, 2b
7I Energy resources	1c, 2c, 2d, 2e, 2f, 2h, 2j, 2l, 2n	2d, 3a, 5a	2i	5a, 5b, 5c
7J Electrical circuits	1a, 1b, 1e, 2c, 2f, 2j, 2l, 2m, 2p			1a, 1b, 1c, 5a
7K Forces and their effects	2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 2k, 2l, 2n, 2o, 2p			2a, 2b, 2c, 2d
7L The solar system and beyond	1a, 1b, 1c, 2a, 2b, 2g, 2j, 2k, 2o			3b, 4a, 4b, 4d, 4e
8A Food and digestion	2a, 2b, 2d, 2e, 2f, 2i, 2j, 2m, 2o	2a, 2b, 2c, 2d		5a
8B Respiration	1a, 1b, 2a, 2c, 2d, 2e, 2f, 2i, 2j, 2k, 2l, 2m	2c, 2d, 2i, 2j, 2k, 2l, 3e	1b	5a
8C Microbes and disease	1a, 1b, 1c, 2a, 2d, 2e, 2f, 2h, 2j, 2k	2h, 2j, 2n	2h
8D Ecological relationships	2a, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 2l, 2p	4b, 5a, 5b, 5c, 5d, 5e
8E Atoms and elements	1a, 1b, 2a, 2b, 2f		1a, 1c, 1d, 1e, 1f
8F Compounds and mixtures	2a, 2e, 2f, 2h, 2k, 2m, 2o		1a, 1c, 1d, 1e, 1f, 1g
8G Rocks and weathering	1a, 1b, 2a, 2c, 2g, 2i, 2k, 2l, 2m		1g, 2d, 2e, 2f, 3g
8H The rock cycle	2b, 2c, 2k, 2o, 2p		1b, 1g, 2e, 2f
8I Heating and cooling	1b, 2a, 2c, 2d, 2e, 2g, 2i, 2j, 2l, 2k, 2o		1a, 1b, 1d, 2c	5d, 5e, 5f
8J Magnets and electromagnets	2a, 2c, 2e, 2h, 2k, 2l, 2p		1d	1d, 1e, 1f
8K Light	1a, 1b, 2a, 2c, 2g, 2j, 2k, 2l, 2m			3a, 3b, 3c, 3d, 3e, 3f, 3i
8L Sound and hearing	2a, 2b, 2d, 2e, 2h, 2i, 2j, 2k, 2m, 2o, 2p		1b	3g, 3h, 3i, 3j, 3k
9A Inheritance and selection	2a, 2e, 2i, 2j, 2k, 2l, 2o	1c, 1d, 4a, 4c
9B Fit and healthy	1b, 1c, 2a, 2c, 2d, 2e, 2h, 2i, 2o	1c, 2a, 2d, 2e, 2i, 2m	2h
9C Plants and photosynthesis	1a, 2d, 2e, 2f, 2g, 2i, 2j, 2k, 2n	1e, 2k, 3a, 3b, 3c, 3d, 3e, 4a, 5a, 5c
9D Plants for food	2a, 2d, 2e, 2i, 2k, 2l, 2o, 2p	2a, 3a, 3c, 3e, 5c, 5d, 5e, 5f		5b
9E Reactions of metals and metal compounds	2b, 2c, 2f, 2j, 2l, 2p		1a, 1d, 1f, 2h, 3a, 3e, 3h	5f
9F Patterns of reactivity	2c, 2d, 2e, 2f, 2g, 2i, 2j, 2l, 2m, 2n		1d, 3a, 3b, 3c, 3d, 3h
9G Environmental chemistry	1c, 2b, 2e, 2o	3a, 3c	1g, 2e, 2i, 3a, 3e, 3f, 3g
9H Using chemistry	1a, 1c, 2c, 2e, 2i, 2j, 2l	5a	1e, 1f, 2a, 2g, 2h, 2i, 3b, 3h	5a
9I Energy and electricity	2b, 2d, 2e, 2m, 2n, 2o, 2p			1a, 1b, 1c, 5a, 5c, 5e, 5g
9J Gravity and space	1a, 1b, 1c, 2o			2b, 4c, 4e
9K Speeding up	1b, 1c, 2a, 2g, 2h, 2j, 2m, 2o		1b	2a, 2c, 2d
9L Pressure and moments	1a, 1b, 2e, 2i, 2k, 2m, 2n	2e		2e, 2f, 2g
9M Investigating scientific questions	2a, 2b, 2c, 2d, 2e, 2f, 2g, 2i, 2j, 2m, 2o, 2p