Science at Key Stage 3

In years 7 and 8 pupils will follow a programme of study which was developed by the Science Department to reflect recent proposed changes to the content of the national curriculum for Science.

A key part of this scheme is that it gives us the ability to deliver all of the content required at KS3 over 2 years, rather than 3 years as with traditional courses and develops ‘How Science Works’ skills in preparation for further study.

The following are a selection of the kinds of questions that pupils can expect to discuss during the course of Science lessons in Years 7 and 8:

  • What can be done if someone’s internal organs start to fail?
  • Why do children tend to look like close family members?
  • Is it only car-wheels that are made from alloys?
  • What happens when acids attack?!
  • Would a cat’s eyes glow in a perfectly dark room?
  • How does playing your iPod too loudly through earphones affect your ears?

Year 7

During year 7 you will cover 10 different topics in Science. Below is a list of the topics and the learning statements you will cover in each topic. To revise each learning statement click on it and it will take you to a website to help you.

Heat transfer

E2/E4/E5/E6 I can state that thermal energy is transferred by conduction in solids, convection in liquids and radiation in vacuums and transparent objects. I can state that thermal energy is transferred from hotter objects to colder objects
E8/E11 I can name some thermal insulators and describe some uses and applications of thermal insulators
E12/E14 I can describe and explain how thermal energy is transferred by conduction, in terms of particles
E15/E19 I can describe and explain how thermal energy is transferred by convection, in terms of particles
E16/E18 I can describe and explain how thermal energy is transferred by radiation, in terms of particles
E22 I can suggest how thermal energy transfer by convection, conduction and radiation may be changed
E23 I can suggest why thermal insulators reduce thermal energy transfer
PM1/PM4 I can name and describe the properties of the three states of matter
PM2/PM3 I can list the changes of states and describe how they may occur
PM5 I can represent the three states of matter with drawings of particles
PM6 I can explain changes of states of matter with reference to energy levels of particles
PM8 I can explain the properties of the three states of matter with reference to the particle model

 

Cells

C1 I can state that cells are the fundamental unit “building block” of organisms
C2 I can name some equipment that may be used to observe cells
C3/C6 I can list the main parts of cells (cell wall, cell membrane, nucleus, vacuole, mitochondria and chloroplasts) and identify them from a diagram
C4 I can list some tissues and organs
C7 I can accurately draw parts of cells when viewing them under a light microscope
C8 I can identify the structual adaptations of some unicellular organisms
C9/C13 I can describe a tissue, an organ and an organ system and describe how multicellular organisms are organised
C12 I can describe the functions of the main parts of cells, including the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
C14 I can compare and contrast animal and plant cells
D2/D3 I can name and describe the functions of some tissues and organs in the human digestive system
D5 I can outline the process of digesting food
S1 I can state that some muscles may be stronger than others
S2/S3 I can identify and describe the functions of parts of the skeletal and muscular systems

 

Energy

CS1 I can state that energy is always conserved
CS2/CS3 I can describe how energy may be wasted and/or dissipated, and I can explain situations that may change the amount of energy wasted
CS4 I can calculate energy efficiency
CS5/CS6 I can compare and contrast energy efficiencies and I can evaluate appliances in terms of their energy efficiency
E1 I can state that energy gives the ability to do things
E9 I can name different energy stores
E10 I can describe several situations where energy is transferred
E21 I can discuss how all materials have a store of energy inside them
EC3 I can list some energy resources
EC6 I can describe how the energy in different energy resources can be used
EC11 I can compare and contrast energy resources
EC15/EC16 I can use scientific principles to suggest and justify which energy resources may be most suitable

 

Atoms

A1/A4/A5 I can recognise an atomic model. I can label the subatomic particles and identify their relative masses and charges
A3 I can list examples of atoms, elements and compounds
A7 I can describe the differences between atoms, elements and compounds
A8 I can draw accurate diagrams of nuclei of atoms or particular elements using the periodic table
A10 I can draw accurate diagrams of the electron structure of atoms or particular elements using the periodic table
PT1 I can state that all elements currently known may be found listed in the periodic table
PT2/PT9 I can state that the modern periodic table was developed by Mendeleev and I can describe the changes that he made
PT3/PT5 I can state that the periodic table can be used to predict patterns in reactions and that elements in the same group of the periodic table will have similar patterns in reactions
PT4/PT7 I can state that the periodic table is arranged in periods and groups and I can identify these, as well as metals and non-metals, in the periodic table
PT8/PT12 I can list the properties of metals and non-metals and I can describe how these properties make them suitable for different uses
PT11 I can describe how elements with similar physical and chemical properties are grouped together
PT14 I can explain some of the properties of metals and non-metals with reference to their structure

 

Diet and Health

D1/D4 I can list the contents of a healthy human diet and describe why each part is needed
D6 I can explain the consequences of imbalances in the diet (obesity, starvation and deficiency-related diseases)
D11 I can make calculations of energy requirements in a healthy daily diet
EC8/EC9 I can calculate and compare energy values of different foods in kJ (using food labels)
H1/H2 I can list and describe some effects of recreational drugs on behaviour, health and life processes
H3 I can explain some effects of recreational drugs and substance misuse on behaviour, health and life processes

 

Chemical Reactions

CH2 I can state that different acids and alkalis may have different strengths
CH3/CH10 I can state the purpose of an indicator and describe how Universal indicator is used to find the strength of an acid or alkali using the pH scale
CH5/CH7 I can state that catalysts speed up chemical reactions and I can name some other ways to speed up chemical reactions
CH12 I can describe how using catalysts, increasing temperature, increasing concentrations or increasing surface area will affect reaction rate, with reference to particles and collisions
CH15 I can explain how collisions are random and must be successful in order for a reaction to occur
E1 I can state that during changes of state, there are energy changes
E2/E3 I can state that energy may be released or absorbed during chemical reactions, and I can describe how the temperature of the surroundings changes during a chemical reaction
E4 I can describe changes of states with reference to energy changes
E5 I can explain changes of state with reference to the energy levels of particles and whether a chemical reaction is exothermic or endothermic
E6 I can explain that during chemical reactions, energy may be absorbed or released during the making and breaking of bonds

 

Light

LW1 I can state that white light is a mixture of colours
LW2 I can state that pinhole cameras, cameras with lenses and the human eye form images from light
LW3 I can draw a diagram of specular reflection in a plane mirror, showing that the angle of incidence is always equal to the angle of reflection
LW8 I can state that convex lenses focus light
LW10 I can simply state the function of the human eye
LW11/LW12 I can label and state the functions of the main parts of the human eye: cornea, pupil, iris, lens, retina, optic nerve
LW13 I can list the colours of the spectrum of light in order
LW14/LW15/LW19 I can give some examples of when light is absorbed or reflected, and describe what is meant by absorbing and reflecting light
LW16 I can describe that we see different colours due to the different absorption and reflection of light by objects
LW17 I can describe refraction using a ray model diagram
LW18 I can describe the formation of an image from specular reflection in a plane mirror using a ray model diagram
LW21 I can describe how light behaves in relation to different materials using the words transparent, translucent and opaque
LW22 I can describe how the human eye forms an image using ray diagrams
LW23 I can describe how combinations of the primary colours of light result in the secondary colours of light
LW31 I can explain how we see different colours, with reference to the colour of the object and the colour of the light available

 

Formula and Equations

A2 I can state that mass is conserved during changes of state and chemical reactions
A6 I can represent elements using chemical symbols
A9 I can represent compounds using chemical formulae
A11 I can explain why mass is conserved during changes of state and chemical reactions
CH1 I can state neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids, as examples of chemical reactions
CH4 I can state that during chemical reactions reactants become products
CH6 I can state that during chemical reactions atoms are rearranged in order for reactants to become products
CH8/CH9 I can describe neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids, as examples of chemical reactions
CH11 I can represent chemical reactions using word equations
CH13 I can represent various chemical reactions using formulae and symbol equations
CH14 I can explain the conditions and uses of neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids, as examples of chemical reactions
CH16 I can represent chemical reactions using balanced symbol equations

 

Space

SP5 I can state that gravitational forces between objects are always attractive, and act from their centres
SP10 I can identify gravity as the cause of the force which exists between the Moon and the Earth and between the Sun and the Earth
SP11/SP16 I can describe a solar system as a collection of planets and other objects orbiting a star and I can list planets in our solar system in order
SP18 I can describe weight as the force an object experiences due to a gravitational field pulling on it
SP20 I can describe how the gravitational field strength of an object changes due to the size (mass) of the object
SP22 I can calculate weight when given mass and gravitational field strength
SP23 I can explain that our Sun is a star, and that there are other stars and solar systems in our galaxy and other galaxies in the Universe
PF1 I can state that pressure in liquids increases with a depth
PF2 I can state that atmospheric pressure decreases with an increase in height, due to decrease in weight of air
PF3/PF4 I can describe the effect of changing pressure on an object and describe ways of increasing and decreasing pressure
PF5 I can calculate pressure when given the force and area
SP2/SP3/SP4/SP13/SP14/SP15 I can define a day, a lunar month and a year with reference to Earth, and I can state how long each of these are on Earth
SP8 I can state that the Earth is tilted on its axis
SP12 I can list the seasons of the Earth in order
SP19 I can describe how the seasons are due to the orbit of the Earth around the Sun and the fact the Earth is tilted on its axis
SP27 I can explain how the different seasons occur in the northern hemisphere, with reference to the tilt of the Earth and proximity to the Sun
SP29 I can apply knowledge of the seasons in the northern hemisphere to explain why the southern hemisphere experiences seasons differently

 

Interdependence

RE1/RE2 I can state that all organisms in an ecosystem may affect each other and are affected by their environment, and I can describe how a change in the numbers of one rganism may affect another
RE3 I can construct and interpret simple food chains
RE4/RE5 I can describe and explain how organisms may be affected by their environment, with reference to adaptations
RE6 I can construct and interpret food webs
RE7 I can explain how a change in the numbers of one organism may affect another, with reference to competition and predation

 


Year 8

During year 8 you will cover 9 different topics in Science. Below is a list of the topics and the learning statements you will cover in each topic. To revise each learning statement click on it and it will take you to a website to help you.


Electricity and Magnetism

CE7/CE9/CE10 I can identify series and parallel circuits. I can state that electrical current is the same in all parts of a series circuit and that potential difference is shared
 I can identify and draw some common components of electrical circuits from the circuit symbol, and give their names I can identify some common components of electrical circuits from the circuit symbol, and give their names
CE2/CE4/CE8/CE12/CE13/CE15/CE16/CE17 I can name and give the symbols for the units used to measure potential difference, current and resistance. I can name the components used to measure potential difference and current
CE24/CE26 I can describe how to correctly connect an ammeter and a voltmeter to a circuit
CE19/CE21 I can describe electrical current as the flow of charge in a circuit. I can identify that electrical current flows from positive to negative in a circuit or a solution
I can describe how electrical current splits up at a branch in a parallel circuit and adds together when the branches join and that the potential difference is the same at each branch
I can state that the potential difference of a battery or cell is what causes the current to flow, and that a battery or cell of higher potential difference will cause more current to flow and the effect this has on the brightness of a bulb
CE29 I can discuss resistance in terms of electrical conductors and insulators
SE5 I can state whether objects will attract or repel each other due to electrostatic force
SE6 I can describe how the movement of electrons can result in objects becoming charged with static electricity
MG1/MG2/MG5 I can state that magnets may be temporary or permanent, that like poles repel and unlike poles attract, and I can name three magnetic materials
MG7/MG8/MG9 I can draw the field lines surrounding a bar magnet and add arrows to show their direction. I can label the north- and south-seeking poles of a magnet when given the field lines or details about repulsion or attraction
MG12/MG15 I can describe the relationship between strength and the distance between field lines, and I can describe how to find the shape of a magnetic field using a compass
MG6 I can list some uses of electromagnets
MG16/MG17 I can describe how to make an electromagnet and increase the strength of an electromagnet

 

Reactions of Metals

M1 I can state that some materials (particularly metals) are more reactive than others
M2/M3 I can state that different materials have different properties and I can describe some of these properties
M6/M7 I can explain the differences in properties of different materials with reference to their structure and suggest uses for materials based on their properties
M4 I can describe simple displacement reactions when given the order of metals and carbon in the reactivity series
M5 I can explain how metals can be obtained from metal oxides using carbon, when given the reactivity series
M8 I can discuss and suggest methods that may be used to extract metals more reactive than carbon

 

Reproduction

R1/R3 I can name and describe the functions of some tissues and organs in the human reproductive systems
R5 I can describe the stages of pregnancy and birth
R6 I can describe the stages of the menstrual cycle
R8 I can explain how gametes are involved in fertilisation
R11 I can discuss the impact of maternal lifestyle on the foetus
R2/R4 I can name and describe the functions of some tissues and organs in the reproductive systems of plants
R7 I can names ways that seeds are dispersed

 

The Earth

EA2/EA5/EA11 I can name some resources that humans use from the Earth and I can describe what it means for these resources to be limited
EA20 I can suggest methods to extend the time left before various resources from the Earth become depleted
EA22 I can discuss the efficacy of recycling
EA6/EA12 I can list human activities that impact on the climate by producing carbon dioxide
EA17 I can explain the impact of human activities on the climate by producing carbon dioxide
EA19 I can suggest ways that the level of carbon dioxide in the atmosphere can be reduced
EA4/EA10/EA15 I can list and describe the parts that make up the Earth’s structure, and label these parts on a diagram
EA9/EA13 I can name and describe the composition of the Earth and atmosphere, with reference to elements
EA18 I can explain how the composition of the Earth and its atmosphere gives rise to characteristics of the Earth
EA1 I can state that there are different types of rocks
EA7/EA16 I can name the three different types of rocks and describe how these are formed
EA21 I can explain in detail how the three different types of rocks are formed, with reference to factors that may alter the appearance and properties of these rocks
EA23 I can link the formation of rocks together to describe and explain the rock cycle in detail

 

Forces

DM1 I can state that speed is a measurement of how fast an object is moving
DM2 I can describe simple changes in motion
DM3 I can describe changes in relative motion, such as trains and cars passing one another
DM4 I can explain factors that may affect an object’s speed
DM5 I can calculate the average speed of an object
DM6/DM7 I can interpret distance-time graphs to describe changes in motion and calculate speed
F1 I can state that forces act as a push or a pull, are either contact or non-contact, forces may occur when two objects interact and they are measured in newtons
F2 I can state that a force may affect the speed, direction or shape of an object and that motion may change depending on the size of the force
F3 I can list some forces
F6 I can describe forces using force arrows diagrams
F13 I can identify if a particular force is contact or non-contact (including gravity, magnetism and static electricity)
F10/F15 I can describe air and water resistance and explain ways of reducing or increasing air and water resistance
F5/F14/F19 I can describe friction. I can explain ways of reducing or increasing friction and discuss some applications of friction
F7/F16 I can describe what balanced forces are and explain when a force is balanced or unbalanced. I can describe what a resultant force is
F20 I can calculate a resultant force
F24 I can interpret resultant forces to predict the effect on an object’s motion

 

Variation

I1 I can state that genetic information is inherited
I2/I5 I can state that variation occurs within and between species, and I can describe how variation is caused by inherited and environmental factors
I3 I can state that due to variation, some individuals within a species will compete more successfully
I6 I can define biodiversity and heredity
I8 I can describe how more successful competition can result in extinction
I9 I can explain that variation can be continuous or discontinuous, including the use of data
I10 I can describe, in detail, the role of DNA, genes and chromosomes in heredity
I11 I can explain how variation and environmental pressures can drive natural selection and lead to evolution

 

Separation Techniques

I1 I can state that genetic information is inherited
I2/I5 I can state that variation occurs within and between species, and I can describe how variation is caused by inherited and environmental factors
I3 I can state that due to variation, some individuals within a species will compete more successfully
I6 I can define biodiversity and heredity
I8 I can describe how more successful competition can result in extinction
I9 I can explain that variation can be continuous or discontinuous, including the use of data
I10 I can describe, in detail, the role of DNA, genes and chromosomes in heredity
I11 I can explain how variation and environmental pressures can drive natural selection and lead to evolution

 

Photosynthesis and Respiration

P1/P3 I can state that plants make starch (carbohydrates) in their leaves by photosynthesis and gain mineral nutrients and water from the soil via their roots
P5/P6 I can list the reactants and products of photosynthesis and summarise these in a word equation
P4/P7 I can describe some adaptations of plant leaves, including the role of stomata in gas exchange
P9 I can explain how some structural adaptations of plants’ leaves aid photosynthesis
CR1 I can state that organisms release energy from starch (carbohydrates) by respiration
CR2/CR3/CR4 I can name and describe the two types of respiration, and I can list the reactants and products of these
CR6 I can summarise the reactants and products of aerobic and anaerobic respiration using word equations
CR5 I can describe some applications of aerobic and anaerobic respiration
CR7 I can compare and contrast aerobic and anaerobic respiration
CR8 I can evaluate the implications of aerobic and anaerobic respiration for organisms based on the reactants and products

 

Sound and Hearing

SW2 I can state that sound cannot travel through a vacuum
SW3 I can state that sound waves may be reflected and absorbed
SW4 I can state that sound waves are longitudinal
SW5/SW6/SW8/SW9 I can describe what frequency is and state that it is measured in hertz. I can state the auditory range of humans and name some animals that have different auditory ranges to humans
SW1/SW7 I can state that sound is produced by vibrations and name some devices that detect sound, including microphones and ear drums
SW10/SW11 I can recognise and label a diagram of a longitudinal wave, including compressions and rarefactions
SW12/SW14 I can describe the reflection of a sound wave as an echo and describe some applications of echoes, including sonar, ultrasound and echolocation
SW15/SW16 I can describe how sound requires matter to travel, and I can explain which material sound will travel fastest through with reference to particle arrangement
SW18 I can explain what it means to describe sound as a longitudinal wave, with reference to the direction of vibrations and energy

 


Year 9

Year 9 follow a programme of study that covers the start of their Level 2 GCSE courses.
The units involved are outlined below:

Biology 1
Content:

Chemistry 1
Content:

Physics 1
Content:

Centre Assessed Unit
Content:

  • Keeping Healthy
  • Nerves and Hormones
  • Effects of Drugs
  • Adaptations
  • Atoms
  • Building Materials
  • Metals and their Uses
  • Crude Oil and Fuels
  • Heating and Cooling
  • Energy and Efficiency
  • Generating Electricity
  • Planning an Investigation
  • Testing Scientific Ideas
  • Collecting Data
  • Interpreting Data

 

As pupils are studying Level 2 content in year 9 then we do not set independent learning projects (ILPs) at regular intervals. Instead, Y9 will be set smaller, more regular homework tasks within Science at appropriate points throughout the course.

Students will be placed on an appropriate Science examination course at the start of Year 10, based upon their attitude to learning Science and internal assessments throughout Year 9.
For students that consistently perfom to the highest level in Year 9 there is the opportunity to study individual Science GCSE’s (Triple Science).

We encourage students to develop their independent learning skills by practising exam questions from the AQA website and using other revision materials outside of lessons.

If you wish to discuss the various routes available through KS4 Science at The Polesworth School, please contact either Miss A. Harris (Head of Science) or Miss J Robinson (KS3 Science Coordinator) on 01827 702205, or via email at a.harris@thepolesworthschool.com  or j.robinson@thepolesworthschool.com