Term 1: Organisms (Cells and Movement)
In this topic, students will learn how the body works and will look at the role of the skeletal system and muscles in movement. They will also study different types of cells using microscopy techniques to help them to identify different organelles. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Joints
Places where bones meet.
Bone marrow
Tissue found inside some bones where new blood cells are made.
Ligaments
Connect bones in joints.
Tendons
Connect muscles to bones
Cartilage
Smooth tissue found at the end of bones, which reduces friction between them.
Nucleus
Contains genetic material (DNA) which controls the cell's activities.
Vacuole
Area in a cell that contains liquid, and can be used by plants to keep the cell rigid and store substances.
Mitochondria
Part of the cell where energy is released from food molecules.
Cell wall
Strengthens the cell. In plant cells it is made of cellulose.
Cell membrane
A layer around the cell which helps control substances entering and leaving the cell.
Chloroplasts
Where photosynthesis happens-contain chlorophyll
Chlorophyll
a green substance which traps energy transferred from the Sun
Develop the individual:
Knowledge of how the human body works. Knowledge of what all living things are made of.
Create a supportive community:
Understanding scientific developments.
Term 1: Matter (Particle Model and Separating Mixtures)
Students will learn about different states of matter and relate the features of the particle model to the properties of materials in different states. They will also devise ways to separate mixtures, based on their properties. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Particle
A very tiny object such as an atom or molecule, too small to be seen with a microscope.
Particle model
A way to think about how substances behave in terms of small, moving particles.
Diffusion
The process by which particles in liquids or gases spread out through random movement from a region where there are many particles to one where there are fewer
Density
How much matter there is in a particular volume, or how close the particles are.
Condense
Change of state from gas to liquid when the temperature drops to the boiling point.
Solvent
A substance, normally a liquid, that dissolves another substance.
Solute
A substance that can dissolve in a liquid.
Evaporation
A way to separate a solid dissolved in a liquid by the liquid turning into a gas.
Chromatography
Used to separate different coloured substances.
Distillation
Separating substances by boiling and condensing liquids.
Gas pressure
Caused by collisions of particles with the walls of a container.
Filtration
Separating substances using a filter to produce a filtrate (solution) and residue.
Solution
Mixture formed when a solvent dissolves a solute.
Develop the individual:
Understanding of abstract ideas using particle model diagrams to show solids, liquids and gases.
Create a supportive community:
Appreciation of differing views and models plus historical understanding of how ideas evolve.
Term 2: Reactions (Metals & Non-Metals and Acids & Alkalis)
Student are introduced the pH scale, and will carry out experiments to investigate the pH of different foods and cleaning agents. They will learn about at chemical reactions and the properties of acids and alkalis. They will also learn about the properties of metals and non-metals, the reactivity series and displacement reactions. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
pH:
Scale of acidity and alkalinity from 0 to 14.
Indicators
Substances used to identify whether unknown solutions are acidic or alkaline.
Base
A substance that neutralises an acid – those that dissolve in water are called alkalis.
Concentration
A measure of the number of particles in a given volume.
Metals
Shiny, good conductors of electricity and heat, malleable and ductile, and usually solid at room temperature.
Non-metals
Dull, poor conductors of electricity and heat, brittle and usually solid or gaseous at room temperature.
Displacement
Reaction where a more reactive metal takes the place of a less reactive metal in a compound.
Oxidation
Reaction in which a substance combines with oxygen.
Reactivity
The tendency of a substance to undergo a chemical reaction.
Indicator
A chemical substance which can be used to identify acids and bases.
malleable
ability to be hammered into different shapes
ductile
the ability to be pulled into wires
brittle
breaks easily
Develop the individual:
Interaction of different substances. Students will develop their practical skills: using specialist equipment to take measurements, observe and investigate a range of chemical reactions using equipment appropriately, understand the importance of safety rules when working scientifically.
Create a supportive community:
Students will develop social skills through team work during practical experiments. They will also learn about the importance of health and safety, and consequences when these rules are not followed, when dealing with dangerous chemicals.
Term 2: Earth (Earth Structure and Universe)
Students will learn about the universe, planets, stars and galaxies. They will also learn how to explain day and year length, seasons and the visibility of objects from Earth. Students will study the rock cycle and understand rock formation. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Rock cycle
Sequence of processes where rocks change from one type to another
Weathering
The wearing down of rock by physical, chemical or biological processes.
Erosion
Movement of rock by water, ice or wind (transportation).
Strata
A layer of sedimentary rock formed by deposition of sediment.
Minerals
Chemicals that rocks are made from.
Galaxy
Collection of stars held together by gravity. Our galaxy is called the Milky Way.
Light year
The distance light travels in a year (over 9 million, million kilometres).
Stars
Bodies which give out light, and which may have a solar system of planets.
Orbit
Path taken by a satellite, planet or star moving around a larger body. Earth completes one orbit of the Sun every year.
Exoplanet
Planet that orbits a star outside our solar system.
Sedimentary rocks
Formed from layers of sediment, and which can contain fossils. Examples are limestone, chalk and sandstone.
Igneous rocks
Formed from cooled magma, with minerals arranged in crystals. Examples are granite, basalt and obsidian.
Metamorphic rocks
Formed from existing rocks exposed to heat and pressure over a long time. Examples are marble, slate and schist.
Develop the individual:
Develops reasoning skills and the awareness of others' beliefs.
Create a supportive community:
Students develop an awareness of the opinions of others. Students will also have a lesson about space exploration and astronauts, through learning about first moon landing and life and works of people such as Mae Jemison.
Term 3: Genes (Variation and Human Reproduction)
Students will learn about differences within, and between species and interpret data relating to variation and interdependence. They will also learn about the transfer of genes from parents to offspring, human reproduction and pregnancy.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Species
A group of living things that have more in common with each other than with other groups.
Variation:
The differences within and between species.
Continuous variation
Where differences between living things can have any numerical value.
Discontinuous variation
Where differences between living things can only be grouped into categories.
Gamete
The male gamete (sex cell) in animals is a sperm, the female an egg.
Fertilisation
Joining of a nucleus from a male and female sex cell.
Gestation
Process where the baby develops during pregnancy.
Menstruation
Loss of the lining of the uterus during the menstrual cycle.
Ovulation
Release of an egg cell during the menstrual cycle, which may be met by a sperm.
Foetus
After eight weeks of development, the embryo is called a foetus
Placenta
Organ that provides the foetus with oxygen and nutrients and removes waste substances.
Amniotic fluid
Liquid that surrounds and protects the foetus.
Umbilical cord:
Connects the foetus to the placenta.
Develop the individual:
Understanding of current ethical issues surrounding gene modification. Understanding the importance of communicating health advice to expectant mothers, and how alcohol and drugs can affect an unborn foetus.
Create a supportive community:
Students will learn about differences between biological sex and gender. This links with the school's PSHE and RSE curriculum and will reflect the diversity of today's Britian, through the discussion of LGBTQ+ communities.
Term 4: Waves (Sound and Light)
Students will learn about sound waves and will be able to link changes in the pitch and volume of a sound with its frequency and amplitude. They will also learn about how sound travels in different media and how we hear. Students will study light, use ray diagrams to model how light passes through lenses and transparent materials and gain an understanding on how we see.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Wavelength
Distance between two corresponding points on a wave, in metres.
Frequency
The number of waves produced in one second, in hertz.
Oscilloscope
Device able to view patterns of sound waves that have been turned into electrical signals.
Auditory range
The lowest and highest frequencies that a type of animal can hear
Incident ray
The incoming ray.
Reflected ray
The outgoing ray.
Refraction
Change in the direction of light going from one material into another.
Transparent
A material that allows all light to pass through it.
Translucent
A material that allows some light to pass through it.
Amplitude
Maximum displacement of a wave or oscillating object from its rest position.
Pitch
How low or high a sound is. A low (high) pitch sound has a low (high) frequency.
Volume
How loud or quiet a sound is, in decibels (dB).
Vacuum
A space with no particles of matter in it.
Longitudinal wave
Where the direction of vibration is the same as that of the wave
Scattering
When light bounces off an object in all directions.
Retina
Layer at the back of the eye with light detecting cells and where an image is formed.
Develop the individual:
Understanding of different phenomena which interact with the human body and the world around us and beyond. For example how different age groups can perceive sounds and/or people perceive colours and how new technologies are used to help people with hearing/eyesight problems.
Create a supportive community:
Allow discussions about the effects of particular ear/eye problems on a person’s hearing/eyesight and their wider communities.
Term 4: Energy (Energy transfers and Energy Costs)
Students will learn about energy stores and how how energy is transferred between energy stores in a range of real-life examples. Students will learn that when energy is transferred, the total energy is conserved, but some energy is dissipated into the environment. They will learn how to calculate power, the useful energy and the amount dissipated, given values of input and output. Students will also learn about renewable and non renewable energy resources and calculate the cost of home energy usage.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Non-renewable
Non-renewable: An energy resource that cannot be replaced and will be used up.
Renewable
An energy resource that can be replaced and will not run out. Examples are solar,
wind, waves, geothermal and biomass.
Chemical energy store
Emptied during chemical reactions when energy is transferred to the surroundings.
Kinetic energy store
Filled when an object speeds up.
Gravitational potential energy
Filled when an object is raised.
Elastic energy store
Filled when a material is stretched or compressed
Thermal energy store
Filled when an object is
warmed up.
Energy resource
Something with stored energy that can be released in a useful way.
Power
How quickly energy is transferred by a device (watts
Dissipated
Become spread out wastefully.
Fossil fuels
Fossil fuels: Non-renewable energy resources formed from the remains of ancient plants or animals. Examples are coal, crude oil and natural gas.
Develop the individual:
Understanding the importance of energy resources, and how these can have an effective on the the environment.
Create a supportive community:
Develops problem solving skills and will allow students to evaluate the social, economic and environmental consequences of using a resource to generate electricity.
Term 5: Forces (Speed and Gravity)
Students will learn about speed. They will learn how to calculate speed using a mathematical formula and through using a distance-time graph. Students will also learn how to calculate weight if given the mass and the gravitational field strength, as well as how to compare their weights in different planets.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Weight
The force of gravity on an object (N).
Mass
The amount of stuff in an object (kg).
Gravitational field strength, g
The force from gravity on 1 kg (N/kg).
Average speed
The overall distance travelled divided by overall time for a journey.
Speed
How much distance is covered in how much time.
Relative motion
How fast one thing is travelling compared to another.
Gravitational field
The area where other objects feel a gravitational force.
Acceleration
How quickly speed increases or decreases.
Develop the individual:
Understand that the terms 'weight' and 'mass' are often used incorrectly in everyday life and to to learn how to correctly use them in different situations. To learn about gravity can change on different planets.
Create a supportive community:
Can be linked with how a speed camera works and the implications for the society.
Term 5: Ecosystem (Interdependence and Plant Reproduction)
Students will learn about the interaction of species within a certain area. They will also look at the impact of changes in a population of one organism on others in the ecosystem. Students will look at the role of plants within an ecosystem and understand how plants reproduce. Linked with this topic will be an opportunity to see local ecosystems in parks or at Kew Gardens, London.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Food web
Shows how food chains in an ecosystem are linked.
Food chain
Part of a food web, starting with a producer, ending with a top predator.
Ecosystem
The living things in a given area and their non-living environment.
Environment
The surrounding air, water and soil where an organism lives.
Population
Group of the same species living in an area.
Ovules
Female sex cells in plants found in the ovary.
Pollination
Transfer of pollen from the male part of the flower to the female part of the flower on the same or another plant.
Fertilisation
Joining of a nucleus from a male and female sex cell.
Fruit
Structure that the ovary becomes after fertilisation, which contains seeds.
Carpel
The female part of the flower, made up of the stigma where the pollen lands, style and ovary.
Producer
Green plant or algae that makes its own food using sunlight.
Consumer
Animal that eats other animals or plants.
Decomposer
Decomposer: Organism that breaks down dead plant and animal material so nutrients can be recycled back to the soil or water.
Develop the individual:
Understanding and appreciation of the world around us; how organisms interact e.g. predation and symbiosis.
Create a supportive community:
Respect for the world around us. Opportunities for discussion on effects of environmental changes or toxic materials on a species’ population and issues with human food supplies in terms of insect pollinators.
Term 6: Bronze CREST Award
During term 6, all students will take part in the Bronze CREST Award. Over the course of 10 hours, students will work in teams to design their own investigation and record their findings, giving them a taste of what it is like to be a scientist or engineer in the real-world. This will develop their skills in STEM project work, asking scientific questions, planning scientific investigations, recording, analysing, evaluating and presenting data. They will also spend time enhancing their mathematical skills within a science context, through making and interpreting their own graphs and using mathematical formulas.
Students will be assessed through successful completion of scientific investigations, leading to them passing the assessment criteria as set out by the CREST Award. In addition, students will complete homework tasks on working scientifically and tasks that include questions on working scientifically.
Discuss
Take into account all relevant information
Justify
To explain with good reasoning.
Examine
Inspect something thoroughly.
Investigate
Systematically carry out inquiry.
Hypothesise
To propose an explanation made on the basis of limited evidence as a starting point for further investigation.
Explain
Make something clear.
Calculate
To mathematically determine something.
Analyse
Examine something in order to interpret and explain it.
Construct
To create an answer or idea.
Critique
Evaluate in a detailed and critical way.
Linear relationship
When two variables are graphed and show a straight line which goes through the origin.
Outlier
A piece of data that does not fit the pattern.
Line of best fit
A straight or curved line drawn to show the pattern of data points.
Variable
A factor that can be changed, measured and controlled.
Independent variable
What you change in an investigation to see how it affects the dependent variable.
Dependent variable
What you record or observe in an investigation
Control variable(s)
One or more variable/s that are kept the same so that they don't affect the dependent variable.
Develop the individual:
This unit will help students to consolidate their investigative skills and become increasingly curious and look for meaning in natural/physical phenomena.
Create a supportive community:
Students will consolidate their social skills through taking responsibility for health safety of themselves and those around them, discussing findings and interpreting and evaluating the data they have collected.
Term 6: End of Year Assessment
During term 6, year 7 students will sit an end of year assessment, that tests their knowledge and understanding of all topics studied during the academic year. In class there will be an opportunity to revise these topics to aid students in maximising their assessment grade.
50 minute end of year examination.
Develop the individual:
Create a supportive community: