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Year Seven End of Year Expectations Guidance to your child’s learning and development in Year Seven

The information you will find documented in this booklet forms the expectations of the Prime Areas of Learning. We have shared them with you so that you are fully aware of the skills your child is expected to have developed by the end of their school year.

TABLE OF CONTENTS Table of contents

Art

Computing

Design technology

English

Geography

History

Mathematics

Music

P.E.

Science

ART Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Key Performance Indicators Developing Ideas

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● Painting

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● Collage

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Sculpture

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Age Related Expectations

Move ideas forward using a clear process and showing development and progression of techniques. Use a range of resources and research sources to develop ideas, understandably through the use of a sketchbook. Use a range of resources, ideas, media and techniques to bring research to life in the sketchbook. Look at a range of artists and develop from a variety of starting points. Be open minded to influences. Comment on their own work and that of others, using more advanced vocabulary. Plan carefully, taking into account layout, composition and perspective. Understand primary, secondary and complimentary colours and use these appropriately. Begin to select colours according to needs. Develop use of watercolours, acrylic and oil pastels to create well controlled pieces. Develop a more complex understanding of colours and their relation to each other, using complimentary colours. Understand tone and hue and their relevance. Develop texture through use of media. Use work from a range of resources, to develop own personal style. Combine textures, patterns, surfaces and create their own mix of surfaces to give visual interest. Work with a range of tactile surfaces and select these appropriately to the subject matter. Use a range of ceramic mosaic patterns, material, media and techniques to create texture. Show form, scale and proportion through sculpture and gain a sense of realism. Use a range of sculpting tools, to create texture, form, 3 dimensional effects and texture. Combine visual and tactile qualities to create interesting surfaces and textures. Develop the structure of sculptures using wire, moulds and supporting materials. Use frames and cover machetes in a controlled manner.

A year 7 student should use materials in a controlled way and include some of the formal elements of art: line, form, pattern, tone, colour, space and shape. Their presentation should be clear and labelled. They should develop observational drawings in their sketchbooks. They should use secondary drawings in order to create their designs. They should then combine this with research from the internet. They should develop their knowledge of line and mark making and become more experimental with mixed media. They should understand how to use acrylic, watercolours, pastel and mixed media to build an image. They should understand how to work with large pieces of clay in order to create a 3D piece. They should understand how to use clay shaping tools to create effects and develop knowledge of how the coil and slab techniques can also be used. They should manage their time effectively, practicing skills and enquiring how to improve. Their research and understanding of the ‘Creative Process’ should be secure and lead them to a creative outcome based on the original theme.

Drawing

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● Taking Inspiration from the greats

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Develop more complex skills, such as cross hatching, use of a rub to create light and start to show more skill in showing 3 dimension and light. Develop techniques that start to develop perspective and a greater sense of movement or proportion. Use this in a realistic way. Use a great range of styles to create different moods and feels when drawing. Create a range of impressions and feels. Develop more complex line and develop mark making to represent a variety of moods and situations. Use templates and layers to create more complex prints. Understand how to layer up colour. Develop more complex patterns and understand how to repeat patterns in a basic way. Use a range of techniques linked to printing, including multi-media and sewing techniques. Understand a range of historically famous artisans and start to look at the artists in modern society which have also taken inspiration from these artists. Understand how the work of those studies influenced the era and those art movements to come. Reflect on the impact of the movement and its significance. Create more innovative pieces that take inspiration from a movement but move the techniques and imagery further. Create your own reaction to the style or artist.techniques and imagery further. Create your own reaction to the style or artist.

COMPUTING A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate, able to use, and express themselves and develop their ideas through information and communication technology at a level suitable for the future workplace and as active participants in a digital world.

Key Performance Indicators Computer Science

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Understands a recursive solution to a problem repeatedly applies the same solution to smaller instances of the problem. Recognises that some problems share the same characteristics and use the same algorithm to solve both (generalisation). Understands the notion of performance for algorithms and appreciates that some algorithms have different performance characteristics for the same task. Uses nested selection statements. Understands and uses negation with operators. Has practical experience of a high-level textual language, including using standard libraries when programming. Detects and corrects syntactical errors. Understands how numbers, images, sounds and character sets use the same bit patterns. Performs simple operations using bit patterns e.g. binary addition.

Information Technology

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Knows the names of hardware e.g. hubs, routers, switches, associated with networking computer systems.

Digital Literacy

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Uses technologies and online services securely and knows how to identify and report inappropriate conduct. Identifies and explains how the use of technology can impact on society. Designs criteria for users to evaluate the quality of solutions, uses the feedback from the users to identify improvements and can make appropriate refinements to the solution.

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Age Related Expectations By the end of year 7 a child can confidently: Use technologies and online services securely, and knows how to identify and report inappropriate conduct Combine and use multiple digital devices, internet services and application software to achieve given goals. They can also clearly: Identify the individual role of the key hardware elements of standard network architecture. Compare the bit patterns used in a range of scenarios. In addition they can design, write, debug and then code algorithms, that: Apply the computational thinking techniques e.g. decomposition and computer science techniques e.g. selection to more than one programming language. Use a range of more complex techniques, to produce more efficient and effective coding solutions. Identify the issues associated with coding techniques and performance.

DESIGN TECHNOLOGY

At our school the students are encouraged to use creativity and imagination to design and make a variety of products that solve real and relevant problems. The students are encouraged to take design risks, be resourceful, innovative, enterprising and creative. Students use processes, machinery and hand tools to cut and shape different materials and to create quality products based upon their own designs. The students learn and develop their skills through making and creating.

Key Performance Indicators Design

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Use research and exploration to identify and understand user’s needs. Identify and solve their own design problems and understand how to reformulate problems given to them. Design innovative, functional and appealing products that respond to the needs of the intended user.

Age Related Expectations Students will be able to analyse a design problem and create a range of suitable design solutions. Students will be able to use research to inform designs and the needs of the user or client. Students will be able to use a variety of different drawing techniques to communicate their ideas.

Make

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Evaluate

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Select from and use specialist tools, techniques, processes, equipment and machinery precisely. Select from and use a wider range of materials, components and ingredients taking into account their properties and their intended use. Analyse the work of past and present designers and others to develop and broaden their understanding. Test, evaluate and refine their ideas and products against a design specification, taking into account the views of intended users and other interested groups.

Design and communicate ideas using simple sketching techniques and notes and labels to explain their idea fully. Students will be able to select from a range of materials and components considering function, aesthetics and suitability. They will also be able to select the most suitable tool or machine for a particular task. They will be able to evaluate their work against their original design analysis and suggest ways of adapting and improving their work.

ENGLISH The curriculum in Key Stage 3 builds on the knowledge and skills that pupils have been taught at Key Stage 2. Spoken language continues to underpin the development of pupils’ reading and writing during Key Stage 3 and pupils’ confidence and competence in this area will continue to develop. Pupils are expected to read whole books, to read in depth and to read for pleasure and information. Pupils should continue to develop their knowledge of and skills in writing, refining their drafting skills and developing resilience to write at length. They build on their knowledge of grammar and vocabulary through analysing more challenging texts.

Key Performance Indicators Speaking and Listening

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● ● Reading

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● ● ● Writing Composition

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Writing (vocabulary, punctuation and grammar)

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Talks and listens confidently in many different situations, including some formal situations. Considers the audience to make sure what is being said is appropriate. Interests listeners by varying expression and vocabulary. Listens to others very carefully and ask questions to help develop their ideas. Can perform a scripted scene making use of some dramatic techniques such as thought tracking and hot seating. Use different dramatic techniques to convey action, character, atmosphere and tension. Can devise a performance considering how to adapt the performance for a specific audience. Reflects on and evaluates their own presentations and those of others. Maintains a positive attitude to reading and recommends books to their peers, giving reasons for their choice. Identifies and comments on relevant points, information, ideas and events in texts supported by using some quotations. Makes correct inferences based on evidence from more than one place in the text. Learns new vocabulary and understands it with the help of context and a dictionary. Recognises a range of poetic conventions and can comment on how they have been used. Identifies the audience for and purpose of the writing. Plans writing by developing initial ideas, drawing on reading and research if needed. Writes clearly and appropriately for the audience and purpose. Writes using a variety of sentence lengths, structures and subjects and selects the most appropriate type for the task. Uses a wide range of devices to build cohesion within paragraphs. Uses expanded phrases and clauses to add detail and precision. Can make changes to vocabulary and punctuation to enhance effects and clarify meaning. Can establish and maintain a straightforward viewpoint. Sequences ideas with direction and control. Uses figurative language to develop descriptions. Moves between levels of formality through selecting vocabulary precisely. Understands the different situations for using Standard and other varieties of English. Selects the appropriate vocabulary to change and enhance meaning.

Age Related Expectations A student should speak confidently and effectively through using Standard English confidently in a range of formal and informal contexts, including classroom discussion. They should give short speeches and presentations, expressing their own ideas and keeping to the point. They are able to improvise, rehearse and perform play scripts and poetry in order to generate language and discuss language use and meaning.

A student should be able to choose and read books independently for challenge, interest and enjoyment. A student should be able to understand increasingly challenging texts. They should read critically and make comparisons across texts.

By the end of year 7 a student should be increasingly able to write accurately, fluently, effectively and at length for pleasure. This will include non-fiction texts, stories and other imaginative writing. A student should understand how to organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. They should plan, draft, edit and proof-read considering how their writing reflects the audience and purpose for which it was intended.

A student is applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form.

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● ● Transcription and Spelling

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Applies the full range of punctuation taught at Key Stage 2 including brackets, colons, semicolons and dashes. Uses the subjunctive form when writing in a formal style. Understands the use of the passive to affect the presentation of information in a sentence. Can spell words with complex suffix formations (especially, responsible, probably). Knows the spelling of some words needs to be learnt specifically. Uses a variety of strategies for spelling that can be applied to previously unseen words. Can spell high frequency words with unstressed vowels (definitely, interesting, business). Uses prefixes and suffixes accurately.

A student is applying the spelling patterns and rules learnt in KS1 & KS2. They maintain legibility, fluency and speed in handwriting.

GEOGRAPHY Whilst studying geography at our school, each student will investigate a wide range of different places, as well as the people who can be found there. They will be taught to recognise the patterns which can be identified across the globe. We want the students to feel a sense of amazement at the world that we live in, and leave desperate to explore more of it.

Key Performance Indicators Locational Knowledge

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Place Knowledge

Human and Physical Geography

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Physical and human characteristics of a place Use a variety of scales to look at places (local, national, global) Physical geography and natural landscapes Knowing where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people Appreciating different scales, from personal and local to national, international and global. Making links between scales to develop understanding of geographical ideas Use of a variety of scales Physical and human worlds affected by events Physical geography and natural landscapes Study science in a variety of scales, appreciate the connections Technological developments Ethical and moral implications Social, economic, environment connections Sustainable development Interactions between people and their environments Variation Behaviour Human and physical processes in environment Inform responsible action Sustainability Understand that people live in different sized settlements Realise that settlements can be categorised according to size, services and function Recognise that there are different land use zones within settlements Appreciate that settlements may grow in size through time Understand that land use in settlements may change through time Identify some of the issues facing planners both in rural and urban areas Appreciate that areas within a settlement change significantly through time Appreciate that different people have different points of view with regard to a redeveloped region Understand that the sustainable development of an area within a city is about meeting the needs of all people who live and work in the area Understanding how sequences of events and activities in the physical and human worlds lead to change in places, landscapes and societies

Age Related Expectations By the end of year 7, students will be able to extend their locational knowledge and deepen their spatial awareness of the world’s countries. Using maps of the world to focus on Asia (including China and India) focusing on their environmental regions, key physical and human characteristics, countries and major cities.

By the end of year 7, students will be able to understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia. By the end of year 7 students will be able to understand, through the use of detailed placebased exemplars at a variety of scales, the key processes in: Physical geography relating to: ● geological timescales ● glaciation ● hydrology ● coasts Human geography relating to: ● population and urbanisation ● international development ● economic activity in the primary, secondary, tertiary and quaternary sectors ● The use of natural resources They will also understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

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Geographical Skills and Fieldwork

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Understanding that the physical and human dimensions of the environment are interrelated and together influence environmental change Transfer of energy Analysing evidence Collect and record information Understanding evidence Real and relevant contexts/ real life examples Various map-based activities Sharing developments Develop arguments Independent enquiry Enquiries Identify bias, opinion and abuse of evidence in sources when investigating issues find creative ways of using and applying geographical skills and understanding to create new interpretations of place and space use atlases, globes, maps at a range of scales, photographs, satellite images, visual media, GIS and other geographical data construct maps and plans at a variety of scales, using graphical techniques to present evidence Explore real and relevant contemporary contexts

By the end of year 7 students will be able to: Build on their knowledge of globes, maps and atlases and develop this knowledge routinely in the classroom and in the field. Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs. Use Geographical Information Systems (GIS) to view, analyse and interpret places and data use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data.

HISTORY The aim of History is to encourage interest in and enjoyment of the past. We wish to give the students an understanding of the development of the United Kingdom, Europe and the rest of the world over time, and the impact these developments have on their ‘present.’ Students are encouraged to creatively explore the events and people that have filled our past and will shape our future. The emphasis is not on learning facts but on developing the skills of an historian – to be a questioning detective, interpreting the evidence and making judgements. Critical thinking, thoughtful debate and sincere reflection are the keys to a successful student of history.

Key Performance Indicators To investigate and interpret the past

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To build an overview of world history

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To understand chronology

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To communicate historically

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A pupil can use sources of evidence to state a range of facts about the past. A pupil chooses evidence and gives reasons for the choice of sources. A pupil can find a wide range of appropriate evidence to justify ideas about the past. A pupil can explain that a source may be one-sided, inaccurate or propaganda. A pupil can explain that an historian needs to look at several pieces of evidence to gain a better view of the past. A pupil uses evidence to show how the local area has changed and explains reasons for the changes. A pupil can describe similarities and differences between periods of history in Britain and other parts of the world. A pupil can describe the social, ethnic, cultural or religious diversity of a past society. A pupil can explain the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. A pupil can create a timeline to organise events with appropriate evidence for detail. A pupil can describe the main changes in a period of history using accurate dates and facts. Words, such as social, religious, political, technological, cultural, are used appropriately. A pupil identifies a time of rapid change and contrasts it to a time of relatively little change. A pupil uses appropriate words in their work, such as: dates, time period, era, century, decade, change, chronology, continuity, and legacy. A pupil uses good literacy, numeracy and computing skills to present information. A pupil can choose from a selection of suggestions to present information and can adapt an idea to be more original.

Age Related Expectations Pupils can use sources of evidence to explain events in the past. They can explain why they chose those sources to justify their opinions and theories. Pupils explain why a source of evidence may not tell the full story, or may be biased or inaccurate. This will help them choose more appropriate sources to analyse and justify their ideas about the past. Pupils understand that this is how an historian needs to work. Pupils can explain how the locality has changed over time with justified reasons. Pupils compare different historical eras in Britain, making comparisons to the wider world. Pupils explore a past society in the wider world, including all aspects of society and people.

Pupils can arrange events in order and draw an appropriate timeline, including examples of evidence. Pupils can describe the main changes in a period of history, using correct historical terms. Pupils explore times of rapid change and slow change using appropriate evidence. Pupils use appropriate historical words and terms to communicate their ideas. Literacy, numeracy and computing skills are used accurately and appropriately. Pupils explore ways to present findings in an accurate, yet more original manner.

MATHEMATICS The curriculum in Key Stage 3 is more diverse and varied than Key Stage 2. The focus moves from number and calculation and broadens to include algebra, ratio & proportion and probability. Whilst all the elements of calculation, place value and fractions are still covered within Key Stage 3 they are instead under the heading, Number.

Key Performance Indicators Number

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Algebra

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Geometry and Measures

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Statistics

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Order, sort and interpret any number (including decimals and negatives). Use place value to multiply and divide any number by powers of 10. Understand and apply the concept of multiples, factors and primes individual, pairs or groups of numbers. For example, finding the Lowest Common Multiples of a pair of numbers. Use formal methods for addition, subtraction, multiplication and division fluently including increasingly complex decimals. Explore and understand rules for adding and subtracting positive and negative integers. Multiply and divide negative numbers. Use and apply BIDMAS to the number system, ensuring the calculations are carried out in order. Round any number to any specified degree of accuracy, including decimals and measures. Understand the concept of percentages and use this to find percentages of a quantity. Compare the result of two percentage calculations. For example 15% of 40 and 10% of 50. Understand the interrelated nature of fractions, decimals and percentages, converting between them and ordering with increasing fluency. Add, subtract and multiply fractions fluently. Use and interpret algebraic notation including ab (a x b) 3y (3 x y), substituting numerical values into formula to find the value of an equation. Combine variables within an equation or expression and simplify by collecting like terms. Recognise and use the relationships between operations and use inverse to change the subject of a formula. Use and interpret bracket notation with algebraic equations, multiplying out a single bracket. Plot a linear function on a graph from an equation and interpret mathematically. Understand linear sequences and finding a formula to solve the next and nth terms. Use the properties and vocabulary of 3D shapes and their nets to solve problems. Calculate the area and perimeter of a variety of 2D and compound shapes, including triangles using a formula. Represent 3D shapes in 2D. Work with shapes on a 4-quadrant grid to translate, reflect and rotate in any direction or plane. Use a ruler and a protractor to draw accurately. Recognise, describe and name all common 2D shapes and apply angle facts to solve a variety of problems. Understand and use place value when using different measures of length, mass, time and volume changing freely between different units of metric measures. Create, use and interpret a variety of different tables and graphs to observe and analyse statistical

Age Related Expectations By the end of year 7 a student should be increasingly fluent in making meaningful connections between different mathematical concepts and apply them readily. A student should understand and solve a variety of algebraic equations; understanding how to manipulate expressions and equations fluently. A student is applying formulas and known rules to geometry and measures problems to find information.

● Ratio, Proportion and Rate of Change

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Probability

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information including stem and leaf diagrams, vertical line charts and pie charts. Use the mode, median, mean and range fluently to compare, describe and analyse groups of data. Understand and use ratio notation, including reducing it to its simplest form. Understand a relationship between two quantities and use this information to solve problems involving direct proportion. Record, describe and analyse the frequency of outcomes of simple probability experiments; understanding that the sum of all possible outcomes equals 1.

MUSIC Our school is dedicated to delivering a varied and inspirational musical journey through different eras and cultures for all of our students. Our well-equipped department allows students to explore their musical skills and creativity both individually and as part of a team. We encourage pupils to learn an instrument to support their education by offering high quality peripatetic teaching leading to various performances to showcase their progress and talent.

Key Performance Indicators Playing Music (includes singing)

Making Music (including improvisation)

Understanding Music (theory, culture, history, evaluation)

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Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression.

Improvise and compose and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions Identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. Listen with increasing discrimination to a wide range of music from great composers and musicians Develop a deepening understanding of the music that they perform and to which they listen, and its history.

Age Related Expectations A year 7 student should be able to sing with a good tone across the dynamic range with clear open vocals with a range appropriate to pupil’s voice. They should be able to play and instrument with a range of an octave or 4 chords with rhythmic playing and changes in tempo. A year 7 student should be able to create and notate a melody/song and harmonise using basic chords I IV V. They should be able to improvise and refine a melodic phrase (intros, bridges, outros). A year 7 student should be able to understand bars and bar lines, basic notation and variations of tempo. They should be able to understand music from different eras and from a fusion of styles demonstrating cross cultural influences and how music changes over time. They should be able to learn a piece of music or create a composition with increased independence, to take the lead and to respond the leadership of others.

PHYSICAL EDUCATION Physical Education is an essential part of a student’s educational development. We aim to develop a balanced curriculum offering a variety of activities to enhance skills in physical education. We expect pupils to have a positive outlook towards their PE lessons and strive to perform to the best of their abilities all the time. Active participation in physical education will enable students to increase self-esteem, independence and teamwork.

Key Performance Indicators Athletics

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Dance

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Games

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Gymnastics

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OAA

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To compete and understand the role of tactics in a variety of races. To understand and start to use the correct technique, using the leading leg and trailing leg in hurdles. To be more confident high jumping over a variety of heights. Begin to understand the technique for shot, discus and javelin. Perform correct long jump technique from a short run up. To start changing over in the relay box at full pace. To make decisions about what to do to improve own performance and that of others. To move in time confidently to a regular beat. To choreograph a motif for others to perform. To understand the terms ‘canon’ and ‘unison’ and to use these terms accordingly. To work on different levels, using a variety of moves. Routines show flow. To attempt to pass, catch and control under pressure during match situations. Pupils are aware in the decisions they take when deciding to attack and defend. To attempt to strike the ball correctly according to the length of delivery. Use forehand and backhand when playing racket games. To attempt to change direction by passing the ball into the space and show an awareness of attacking and defending tactics. Pupils are aware of the different positions their body can form. Most of the gymnastic performances show consistent body tension. To plan a sequence for individuals and others to perform. To use some complex moves to link between moves in a sequence at a variety of levels. To perform in a solo or group sequence using some complex moves, showing clarity and stability in their moves Work confidently in familiar environments. Work cooperatively with others, making some contributions to the plans. Identify some activities that help prepare for a challenge. Choose and perform skills and strategies effectively. Find solutions to problems and challenges. Adapt the strategies as necessary; work increasingly well in a group or in a team where roles and responsibilities are understood. Identify some of the strengths and weaknesses in their performance. Suggest ways to improve performance and offer suggestions to solve the challenge.

Age Related Expectations A year 7 pupil will be able to understand the correct pace for running over a variety of distances. To show control in take-off and landings when jumping. To throw accurately and understand the combination of power and angle of release. Pupils begin to refine performance by analysing their technique and body shape. Pupils begin to show more control in their athletic events. Pupils compose creative and imaginative sequences that are becoming more complex and require strength and stamina. Pupils perform sequences that are expressive and begin to hold a strong body posture and have control over these. Pupils explore the most appropriate genre for their routine (for example grace or high energy). Pupils begin to show an awareness of tactical decisions. Pupils have an understanding of positional play. They have increased accuracy when striking, passing, catching or fielding a ball over a variety of distances. Year 7 pupils become more confident leaders. They gain in patience when there are team difficulties and try to find a solution to overcome these. They attempt to find strategies that will enable them to help others out.

SCIENCE The curriculum for science aims to ensure that all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics and develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

Key Performance Indicators Working scientifically Science attitudes

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Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility. Understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review.

Age Related Expectations A student should use and compare the information from the selection of resources given to complete the set research task. They identify and select the key data from at least one source. They should recognise the value of models to explain ideas. A student should use and compare the information from the selection of resources given to complete the set research task. They identify and select the key data from at least one source.

Working scientifically Experimental skills and investigations

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● Working scientifically Measurement s

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Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience Apply sampling techniques. Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements. Select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate. Make predictions using scientific knowledge and understanding. Understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature. Undertake basic data analysis including simple statistical techniques. Use and derive simple equations and carry out appropriate calculations.

Working scientifically Analysis and evaluation

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Apply mathematical concepts and calculate results. Identify further questions arising from their results. Present observations and data using appropriate methods, including tables and graphs. Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions. Present reasoned explanations, including explaining data in relation to predictions and hypotheses.

They should recognise the value of models to explain ideas. A student should construct a scientific question for an investigation where the variables are known. (How does changing the size of beaker affect the length of time a candle burns?) During an investigation the student should describe the action required to control a known risk. They should select the appropriate equipment to use from a range offered and describe and record observations and evidence systematically. They should recognise a range of variables involved in the investigation and decide how to control them. They should describe the expected outcome of the investigation with reasons for their ideas. A student should make decisions as to what to measure or observe in order to answer a question. They should use common units of measurement and be able to compare and order the data. They should calculate speed and complete word equations of chemical reactions and for respiration. A student should describe any patterns in their results and refer to the results as evidence for their ideas. They should identify and give reasons for any data that doesn’t fit the patterns. A student will use some technical terminology and specialist vocabulary. They may suggest a similar idea that could be investigated.

Biology Structure and function of organisms Cells

Biology Structure and function of organisms Nutrition and digestion

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The purpose and structure of cells. The function of parts of a cell. Movement of materials in and between cells. The organisation of multicellular organisms.

They should describe how substances move in and out of cells eg water in the root hair cell and gaseous exchange.

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Content of a healthy human diet. Food tests for starch, simple sugars, protein and fat. Calculations of energy requirements in a healthy daily diet. The consequences of imbalances in the diet. The tissues and organs of the digestive system. The importance of bacteria in the digestive system

Biology Structure and function of organisms Gas exchange

A student should identify and compare features of plant and animal cells, describing how some cells are adapted for their function.

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The structure and functions of the gas exchange system in humans. The mechanism of breathing. The impact of exercise, asthma and smoking on gas exchange The effects of drugs and substance misuse.

They should observe cells using a microscope. They should describe how cells, tissues and organs function to support the 7 life processes, including growth by cell division and unicellular organisms. A student should use a model to describe how large food molecules are broken down during digestion and describe the role of blood in transporting products of digestion around the body. They should describe the role of the main nutrients in the body and identify and compare the nutrient and energy values of a variety of food. They should describe the health problems caused by deficiency of nutrients eg obesity, starvation disease, scurvy. A student should label the parts and their functions, required to get oxygen into and carbon dioxide out of the body. They should describe the steps for the mechanism of breathing, including how oxygen is diffused into the blood and the differences between inhaled and exhaled air. They should describe how asthma and smoking can reduce the amount of oxygen getting into the blood.

Biology Structure and function of organisms Reproduction

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The structure and function of the reproductive organs. Menstrual cycle (without details of hormones). Growth of the embryo.

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Role of the placenta.

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They should analyse data from investigations to describe how exercise affects breathing rate giving reasons. A student will name the main reproductive organs and describe their functions. They should explain how egg and sperm cells are specialised and describe fertilisation as the fusion of two cell nuclei, using scientific terms gametes and DNA chromosomes. They should describe the changes of the menstrual cycle, eg egg maturation, ovulation, and menstruation and calculate dates for ovulation, egg release and menstruation for a regular cycle. A student should describe how harmful substances and viruses can cross the placenta into the foetus and affect development.

Biology Respiration

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● Chemistry The nature of matter

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To understand the process of Aerobic respiration. To interpret the word summary for aerobic respiration. To understand the process of anaerobic respiration in humans and microorganisms, including the word equation for anaerobic respiration. To analyse differences between aerobic and anaerobic respiration. To know the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure. To understand changes of state in terms of the particle model.

They should describe differences between the gestation periods and the independence of the young of humans and other mammals A student should explain the process of aerobic respiration in plants and animals and how aerobic respiration is similar to the burning of fuels. A student should represent the process of respiration as a word equation and identify the reactant and product. They should compare anaerobic and aerobic respiration with examples, explaining the effects of anaerobic respiration on humans exercising. A student should compare the properties of solids, liquid and gases and relate this to the arrangement of particles.

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Chemistry To understand and compare pure and impure substances

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Chemistry Reactions

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To understand energy changes on changes of state (qualitative). To understand conservation of mass in changes of state and chemical reactions.

To investigate mixtures, including dissolving. To describe diffusion in terms of the particle model. To use simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography. To represent chemical reactions using formulae and equations. To explain combustion and oxidation. To explain exothermic and endothermic chemical reactions.

They should describe how change in temperature may slow down particles or speed up particles and how speed affects their arrangement, the state of matter and pressure in gas. They should list the characteristics of a physical and chemical reaction with examples. A student will select and describe the most appropriate method for separating mixtures and explain why in terms of particle behaviour and arrangement. They will use a model of particle arrangement and behaviour to describe diffusion and solutions. A student will know the fire triangle. They will describe how the size of a container can affect how long a candle will burn. They will describe patterns in simple reactions identifying the reactants and products, using this to predict the outcome of other reactions eg metals and carbonates in acid. They will describe how to test for oxygen, hydrogen and carbon dioxide gas.

Chemistry Acids and Alaklis

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Physics Energy

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Physics Forces

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To define acids and alkalis in terms of neutralisation reactions To use the pH scale for measuring acidity/alkalinity and indicators To explain reactions of acids with metals to produce a salt plus hydrogen To explain reactions of acids with alkalis to produce a salt plus water

To compare energy values of different foods (from labels) To compare power ratings of appliances in watts (W, kW) To compare amounts of energy transferred (J, kJ, kW hour) To have an awareness of domestic fuel bills, fuel use and costs. To understand the availability of fuels and energy resources. With prompts, sort a variety of foods by their energy values from labels and data from investigating burning food. With prompts, analyse data to compare the energy rating of appliances With prompts, uses data to calculate the value of energy transferred in appliances. With prompts, compare the increase in temperature of water to the energy output of different fuels. With prompts, identify the fuels used in their home. Calculate the amount of electricity oil or gas used in their home over a period of time. With prompts, name a range of fuels used domestically and in industry. Describe the use of renewable and non-renewable energy sources. To describe processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels. To calculate speed and use the quantitative relationship between average speed, distance and time (speed = distance ÷ time) To represent a journey on a distance-time graph

They will complete word equations for simple reactions, eg copper+ oxygen = copper oxide. A student will describe how to deal with hazards relating to acids and alkalis, name some common acids and alkalis and classify solutions using indicators and pH values. They will describe what happens to the pH of a solution when it is neutralised and describe some everyday uses of acids, alkalis and neutralisation. They will identify reactants and products in simple reactions with acids and know the test for different gases. A student should know the unit of energy. A student should describe the energy transfer in a variety of activities, produce energy transfer chains for these activities and identify the useful and wasted energies. They will sort a variety of foods by their energy values from labels and data from investigating burning food. They should analyse data to compare the energy rating of appliances and to calculate the value of energy transferred in appliances. A student should identify and compare renewable and nonrenewable energy sources and uses. They should identify the energy used in their home and calculate the amount of used.

A student will draw force diagrams that show the type and size of forces acting on an object. They will use these to calculate resultant force using N and describe the effect of balanced and unbalanced forces on the

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● ● ● ● Physics Sound

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● Physics Light

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Physics Electricity

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Physics Physical changes

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To understand forces as pushes or pulls, arising from the interaction between two objects To use force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces To understand that forces deform objects. To know that forces are measured in newtons. To understand measurements of stretch or compression as force is changed To understand the effects of non-contact forces. To know Hooke’s law To understand the effects of balanced forces To understand forces are needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only) To understand how things change depending on direction of force and its size. To explain the effects of pressure in liquids. To know that gravitational force is weight and is different on the moon. Weight = mass x gravitational field strength (g), on Earth g=10 N/kg. To understand frequencies of sound waves, measured in hertz (Hz). To explain echoes, reflection and absorption of sound. To understand sound needs a medium to travel. To explain the speed of sound in air, in water, in solids To understand sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal To compare the auditory range of humans and animals. To explore light waves travelling through a vacuum; speed of light The use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye To understand colours and the different frequencies of light, white light and prisms.

To understand that the electric current, measured in amperes, in circuits is a flow of charge. To explain the current flow in series and parallel circuits. To understand physical changes are reversible and mass is conserved. To identify similarities and differences, including density differences, between solids, liquids and gases. To explain diffusion in liquids and gases is driven by differences in concentration. To explain the difference between chemical and physical changes. To use the differences in arrangements, in motion and in closeness of particles to explain changes of state, shape and density. To explain how changes with temperature affect motion and spacing of particles.

speed, direction and shape of the object, including floating and sinking of objects. They should calculate speed for a variety of activities using the formula and use this formula to calculate distance travelled from the speed. They should interpret distance-time graphs and relate these to the forces acting on objects. They should describe, with reference to data, how the length of a spring changes as the force exerted on it changes and relate this to Hooke’s Law. They should compare mass and weight on the earth and the moon, using calculations of weight as examples.

A student should draw and interpret sound wave images. They should describe changes in pitch and loudness of sounds as changes in vibrations, relating pitch to frequency (hertz) of sounds and loudness to amplitude. A student should describe how different materials affect the direction and speed of sound waves. A student should describe how the ear works including ways in which hearing can be impaired and how noise pollution can be reduced, comparing hearing ranges of young and old humans and other animals. A student should give reasons for the difference of speed in light and sound and how speed is affected by the material through which the light travels. They should represent the path of light by rays and describe how light is reflected and refracted at plain surfaces. They should compare the path of light through the eye and a pinhole camera. They should describe how white light is dispersed to give coloured light and describe the effects of coloured filters and different coloured lights on the appearance of coloured objects. A student will use a model to demonstrate the flow of charge around a circuit. They should describe that the electric current is the same at all points in a series circuit and divides along the branches of a parallel circuit and compare and contrast the advantages of series and parallel circuit. A student should compare the properties of solids liquid and gases and relate this to the arrangement of particles. They should describe how change in temperature may slow down particles or speed up particles and how speed affects their arrangement, the state of matter and density of the material. They should list the characteristics of a physical and chemical reaction with examples. Using the example of salt solution, a student should explain how mass is conserved during a physical change. They should describe diffusion in liquids and gases.