iLowerSecondary Science Scheme of Work

Year 7 Biology

Topic iLowerSecondary objective Suggested activities

Structure and B7.1.1A Know the seven shared characteristics of Identify things as being alive or not; Recall the life processes:
function of living living things and be able to relate them to a wide movement, reproduction, sensitivity, growth, respiration,
organisms: Life range of organisms in the local and the wider excretion, nutrition using a mnemonic such as MRS GREN;
processes environment. State the meaning of and correctly use the term: ‘organism’.

Structure and B7.1.2A Know the structure of a typical animal Identify a cell as an animal cell; Identify the nucleus, cell
function of living cell. membrane and cytoplasm on diagrams/photomicrographs of
organisms: Cells B7.1.2C Understand the basic parts of a simple a variety of animal cells; Suggest reasons for differences between
and organisation light microscope and their functions. animal cells (in terms of their function); Justify the classification of
B7.1.2D Understand the level of cellular detail that an organism as an animal, based on cell structure.
can be seen with a simple light microscope.
B7.1.2E Identify the cell wall, cell membrane, Use apparatus that requires the manipulation of more than
cytoplasm, nucleus, permanent vacuole, one part (e.g. a light microscope); Look at prepared slides
mitochondria and chloroplasts in a range of and/or make temporary mounts (e.g. fish scales, hair,
familiar and less familiar animal and plant cells. newsprint) as an introduction to microscope work – students
B7.1.2F Know the functions of the cell wall, cell could draw or write about what they see; Compare the level of
membrane, cytoplasm, nucleus, permanent detail that can be seen with a microscope and with a hand
vacuole, mitochondria and chloroplasts. lens.
B7.1.2G Know the hierarchical organisation of
multicellular organisms from cells to tissues to Identify a cell as a plant cell; Identify the nucleus, cell
organs to organ systems to organisms. membrane, cytoplasm, cell wall, (large, permanent) vacuole
and chloroplasts, if present, on diagrams/photomicrographs
of a variety of plant cells or by making temporary mounts of
 B7.1.2H Know the major organs and organ e.g. onion skin stained with iodine solution; Observe and
systems of the human body and describe their tabulate differences between animal and plant cells; Relate
functions. differences between animal and plant cells to their structural
B7.1.2I Apply knowledge of human organs and features; Suggest reasons for differences between plant cells (in
organ systems to other vertebrates. terms of their function); Justify the classification of an organism as
a plant, based on cell structure.

Correctly use the terms: ‘cell’, ‘tissue’, ‘organ’ and ‘organ

system’; Understand that these terms are hierarchical and
look at examples of each to reinforce this. Distinguish
between the terms ‘unicellular’ and ‘multicellular’.

Identify the major organ systems of the human body i.e.

digestive, reproductive, breathing, musculo-skeletal, nervous
and excretory systems, linking their functions to life processes;
Identify the major organs of the body i.e. brain, heart, lungs,
liver, kidneys; Transfer knowledge of human organs and organ
systems to that of other vertebrates.
Plants: External B7.2.1A Identify the relative positions of roots, Identify the plant water transport system; State the function of
structure of plants stems and leaves in a variety of flowering plants in the roots, stem, leaves and xylem in water transport; Observe
the local and the wider environment. water uptake by plants e.g. using water containing coloured
B7.2.1B Know the functions of roots, stems and dye; Observe tree rings; Observe prepared slides showing the
leaves. structure of xylem or root hair cells to facilitate understanding;
B7.2.1C Apply knowledge of roots, stems and Teacher demonstration or computer simulation of potometer to
leaves to a variety of familiar and less familiar show water uptake/loss.
flowering plants.
B7.2.1D Know the simple external features of Locate and identify roots, stems and leaves in a variety of
plants living in different habitats. plants; Observe and describe how roots and stems in a variety
of plants are adapted for their function e.g. cacti, water lilies;
Observe, draw and describe a variety of leaves; Make and/or
 use a classification key for plants; Discuss how the features of
leaves and plant cells are adaptations for photosynthesis,
and/or prevention of water loss, in a variety of habitats;
Understand that plants make carbohydrates in their leaves
by photosynthesis and gain mineral nutrients and water from
the soil via their roots; Explain how particular adaptations
increase the chances of survival.
Humans and B7.3.1A Understand the structure and functions Observe bones and/or skeletons, either as specimens or in
animals: The of the human skeleton, to include support, drawings/photographs; Identify the skull, vertebrae, ribs,
musculo-skeletal protection, movement and making blood cells. sternum, and pelvis/hip bones; Relate the structure of these
system B7.3.1B Understand the function of antagonistic named bones to the functions of the skeleton; Research the
muscles in movement. names of other bones in the human skeleton; Compare and
B7.3.1C Explain the relationship between muscles contrast the human skeleton to that of other vertebrates.
and bones to bring about movement at the elbow
and shoulder. Understand the term ‘joint’ and observe the location and
B7.3.1D Compare the range of movement of a range of movement of a variety of joints; Describe the basic
variety of human joints. parts of a joint; Classify joints as different types; Understand
why antagonistic muscles are used to move bones in many
joints; Make a model to show the action of the biceps and triceps
as an example of an antagonistic pair; Use a knowledge of bones
and joints to identify problems with them.
Organisms and B7.4.1A Understand the terms ‘producer’, ‘primary Observe/count a variety of organisms using pictures or in the
their environment: consumer’, ‘secondary consumer’, ‘tertiary field; Make/use simple identification keys; Group animals
Interactions consumer’ and ‘decomposer’. according to their diet using the terms ‘carnivore’, ‘herbivore’,
between living B7.4.1B Know the interdependence of organisms ‘omnivore’; Use information/observations to construct food
organisms in the environment in terms of feeding chains and food webs; Identify food chains within food webs;
relationships by drawing and interpreting food Use a food web to identify: producers, consumers, predators,
chains and food webs. prey.
Organisms and B7.4.2A Know how living organisms are adapted Identify abiotic and biotic factors, ideally by investigating a
their environment: to their habitat, relating these principles to a familiar, local habitat; Describe the adaptations of a range of
Interactions with range of organisms in the local and the wider organisms to a diverse range of habitats; Explain how
the environment environment. particular adaptations increase the chances of survival;
B7.4.2B Know the difference between abiotic and Compare adaptations of plants and animals that live in similar
biotic factors, using examples of each. and in contrasting habitats; Identify and give examples of
B7.4.2C Understand the effect of changing inherited variation; Explain how inherited variation is caused
environmental conditions on the number and (does not include genes).
distribution of organisms in a variety of habitats.
Describe how physical environmental factors vary in a habitat,
both on a daily basis and seasonally; Identify and give
examples of environmental variation; Research physical and
behavioural adaptations of organisms to daily and seasonal
changes e.g. deciduous and evergreen trees, nocturnal organisms,
hibernation and migration.
Year 7 Chemistry

Topic iLowerSecondary objective Suggested activities

Matter: Particle C7.1.1A Know the term ‘particle’. State that all materials are made from particles; Describe,
model C7.1.1B Know the arrangement of particles in draw and recognise the arrangement of particles in solids,
solids, liquids and gases. liquids and gases; Describe how moving gas particles cause
C7.1.1C Explain the properties of solids, liquids pressure when they hit the walls of their container; Use the
and gases in terms of particles. particle theory to explain the properties of solids, liquids and
C7.1.1D Understand changes of state in terms of gases; Group materials using their states of matter as
arrangement, movement and energy of particles. justification; Recognise some effects and uses of pressure (e.g.
C7.1.1E Describe diffusion using the particle blowing up a balloon, vehicles tyres).
model.
Describe what happens during changes of state; Relate
theoretical knowledge to practical observations e.g. ice melting or
plotting a cooling curve for stearic acid.

Describe diffusion as the movement of one substance through

another without any external mixing; Understand that in
diffusion, particles move from an area of high concentration to
an area of lower concentration; Observe some everyday
examples of diffusion.
Matter: Hazards C7.1.2A Recognise common hazard symbols. Recall the purpose of hazard symbols; Recognise the hazard
and safety C7.1.2B Understand how to work safely in a symbols for: corrosive, toxic, explosive, flammable, caution,
laboratory. dangerous to the environment; Understand why symbols are
used rather than words.

Recognise common laboratory hazards and suggest ways of

ensuring they do not cause harm; State the meaning of hazard
and risk; Suggest how to control familiar risks.
Matter: Pure C7.1.3A Know the difference between a pure Describe the difference between a mixture and a pure
substances and substance and a mixture. substance; Describe what is seen when a solid dissolves, and
mixtures C7.1.3B Understand dissolving in terms of correctly use the terms: ‘dissolve’, ‘soluble’, ‘solute’, ‘solvent’,
particles. ‘solution’; Observe how some solids can be used to form a
C7.1.3C Know what is meant by the terms solution, and identify the solvent and solute.
‘solvent’, ‘solute’, ‘solution’, ‘saturated solution’ and
‘suspension’. Observe what happens when a liquid will not dissolve any
C7.1.3D Know what is meant by the term ‘colloid’. more of a solid, describing this using the terms: ‘solubility’ and
‘saturated solution’; Classify mixtures as suspensions, colloids
and solutions, based on what they look like and whether they
separate on standing.
Matter: Separating C7.1.4A Know methods of separation: filtration, Separate mixtures using a variety of simple practical
mixtures evaporation, simple distillation and paper techniques; Use knowledge of dissolving to decide how
chromatography. mixtures should be separated.

Understand when filtration is used; Give examples of mixtures

that could be separated by filtration; Identify a filter funnel
and filter paper.

Describe how evaporation is used to separate mixtures;

Describe how to obtain dry salt from a salt solution.

Describe how chromatography is used to separate mixtures,

with examples; Interpret simple chromatograms.

Describe how simple distillation is carried out and some

examples of its use.
Matter: Elements, C7.1.5A Understand the meaning of the terms State that all matter is made up of tiny particles called atoms;
atoms and ‘element’, ‘atom’, ‘compound’ and ‘molecule’. Describe the difference between an atom and a molecule;
compounds Draw and interpret particle models of mixtures, atoms,
molecules, elements and compounds.
Chemical reactions: C7.2.1A Understand the difference between Observe examples of chemical and physical changes;
Chemical reactions physical changes and chemical changes. Distinguish between a chemical and a physical change; State
introduction C7.2.1B Describe reactions in terms of what happens to mass in a physical change.
rearrangement of atoms to form new
substance(s)/compound(s). Observe a series of reactions to make compounds e.g. copper
C7.2.1C Understand the terms ‘reactants’ and and/or magnesium heated in the air and describe how atoms
‘products’. are rearranged in chemical reactions; Discuss observations
C7.2.1D Know combustion as an example of a that show a chemical reaction has taken place; Correctly use
type of reaction. the terms ‘reactants’ and ‘products’ and represent these using
C7.2.1E Understand what is meant by a thermal simple word equations; Identify the products and reactants
decomposition reaction. when given a word equation; Understand the term
C7.2.1F Describe the formation of carbon dioxide ‘combustion’; Observe and describe the formation of carbon
from the thermal decomposition of copper(II) dioxide from the thermal decomposition of copper(II)
carbonate. carbonate; Identify thermal decomposition reactions.

Chemical reactions: C7.2.2A Know names and occurrences of common Recall examples of everyday substances that are acids and
Acids, bases and acids, bases and alkalis. alkalis; Make simple indicators using plant materials such as red
alkalis C7.2.2B Know how to detect acids and alkalis cabbage, berries; Understand that indicators are used to
using indicators. distinguish between acidic, alkaline and neutral solutions;
C7.2.2C Know the pH scale as a scale from 0 to 14 Recall the colour changes associated with litmus indicator;
of acidity and alkalinity. Describe how universal indicator is used to distinguish
C7.2.2D Know the reaction between an acid and between acidic, alkaline and neutral solutions; Describe the
an alkali as neutralisation. main features of the pH scale (numbered scale that shows
C7.2.2E Know the general equation for reactions how acidic or alkaline a solution is, with solutions below pH 7
between acids and alkalis.
 C7.2.2F Know how to name salts from the names being acidic, those above pH 7 being alkaline and those at pH
of acids and alkalis and use these in word 7 being neutral).
equations.
Recall that acids react with alkalis and this is called
neutralisation; Model the reactions of acids with alkalis using
word equations (including the salts produced by hydrochloric,
sulphuric and nitric acids); Explain how everyday examples of
neutralisation are useful e.g. changing the pH of soils. Design a
fair test to investigate the pH change when different indigestion
remedies are added to acid.
Periodic table: C7.3.1A Know the names and chemical symbols of Recall that elements are often represented by symbols;
Periodic table some common elements. Explain why internationally agreed symbols and conventions
introduction C7.3.1B Understand how to identify an element as are necessary in science communication; Recognise some
a metal or a non-metal from its position in the symbols for common elements; Use the Periodic Table to look
Periodic Table. up symbols for elements; Understand the layout of the
C7.3.1C Know and describe the typical physical Periodic Table using the terms ‘group’ and ‘period’.
properties of metals and non-metals.
C7.3.1D Relate the physical properties of metals to Recall that different materials have different properties; Relate
their uses. the uses of different elements to their properties; Identify
C7.3.1E Know a vertical column of elements as a metals and non-metals by their physical properties; Identify
‘group’. the positions of metal and non-metal elements in the Periodic
C7.3.1F Know a horizontal row of elements as a Table.
‘period’.
Earth and C7.4.1A Know the approximate composition of Recall the names of the most abundant gases that are mixed
atmosphere: gases found in dry air. together in air and their relative proportions; Research the
Composition of air C7.4.1B Know uses of the gases found in air. main uses of the gases found in air.
Year 7 Physics

Topic iLowerSecondary objective Suggested activities

Energy: Energy P7.1.1A Understand that energy is something that Use the terms heat (thermal energy) and temperature
from food and fuels is needed to make things change or happen. correctly; Convert between joules and kilojoules; Use a variety
P7.1.1B Know joules (J) and kilojoules (kJ) as units of burning food samples to heat a known mass of water,
of energy. calculate and compare the energy released per gram of food;
P7.1.1C Understand that the energy we need is Evaluate the method used e.g. not all heat transferred to
obtained from food. water/incomplete combustion of sample.
P7.1.1D Know a simple method for comparing the
amount of energy stored in foods. Identify situations in which energy is stored and in what form;
P7.1.1E Understand that energy is stored in Recall some substances that are used as sources of energy.
different ways: thermal energy, chemical energy,
kinetic energy, gravitational potential energy,
elastic potential energy (strain energy) and
nuclear energy.
Energy: Energy P7.1.2A Understand that energy can be Recall the law of conservation of energy; Identify situations in
transfer transferred between energy stores but no energy which an energy transfer is taking place; Observe and
is created or lost. interpret practical examples showing the different ways in
P7.1.2B Know ways in which energy is transferred, which energy can be transferred; Construct and interpret
such as by light, heating, sound, electricity and energy transfer chains for given situations.
forces.
P7.1.2C Explain what a fuel is and know examples. Compare the temperature rise of water when some fuels are
P7.1.2D Know what fossil fuels are and how they burned; Understand the meaning of: ‘fuel’ biomass/biofuel’,
were formed. ‘renewable’, ‘non-renewable’; Recall examples of renewable
P7.1.2E Know the difference between renewable and non-renewable fuels and their sources; Tabulate
and non-renewable energy sources. advantages and disadvantages of different energy resources;
Understand the meaning of: ‘hydroelectricity’, ‘geothermal’,
 P7.1.2F Know how some renewable energy ‘solar energy’, ‘wind energy’, ‘tidal power’; Understand what is
resources can be used to generate electricity and meant by a power station; Research locations/equipment needed
provide heat. for different forms of energy resources and power stations e.g.
P7.1.2G Know some advantages and siting of solar panels or wind turbines.
disadvantages of renewable energy sources.
Electricity: Electric P7.2.1A Know electric current as a flow of negative Construct a circuit from instructions provided in the form of a
current charges or flow of electrons, which are negatively circuit diagram; Recall the link between current and bulb
charged particles. brightness and use this knowledge to make predictions about
P7.2.1B Know that current is measured in bulb brightness or current flow; Explain how switches and
amperes (A) using an ammeter connected in broken bulbs affect a circuit in terms of current flow; Describe
series. what the current is like at different points in a series circuit;
Connect an ammeter in series to measure current; Observe
how changing the number or type of components in a circuit
affects the current.
Electricity: Circuits P7.2.2A Understand that in a series circuit the Identify and draw common circuit components and their
current can only take one route and is the same symbols; Construct simple circuits and distinguish between a
everywhere. series circuit and a parallel circuit; Understand the differences
P7.2.2B Understand that in a parallel circuit there between how current behaves in series and parallel circuits;
are junctions where the current splits and takes Explain how switches can be used to control different parts of
different routes/branches. a parallel circuit; Explain why the lights in a house are wired in
P7.2.2C Understand that in a parallel circuit parallel; Predict which components will be on or off when
currents combine when routes/branches meet different combinations of switches are closed in a parallel
and the total current entering a junction is the circuit; Use an ammeter to measure current at different places
same as the total amount leaving. in a parallel circuit; Use information from ammeter readings to
predict values for current elsewhere in series and parallel
circuits.
Electricity: Voltage P7.2.3A Understand that a potential difference is Connect a voltmeter in parallel to measure the voltage
and potential needed to cause a flow of electrons (current) in a (potential difference) across a component; Use information
difference circuit. from voltmeter readings to predict values for voltage
 P7.2.3B Understand that a potential difference is (potential difference) elsewhere in series and in parallel
provided by a cell/battery/power pack and that it circuits; Observe how the current changes when the voltage of
is a measure of the energy provided by the the supply changes; Describe how voltage (potential
cell/battery/power pack. difference) and energy are linked; Use a model to explain the
P7.2.3C Understand that the higher the voltage, idea of voltage; Explain why the current increases when the
the more (negative) charges can be ‘pushed’ voltage of the supply is increased.
around the circuit, so the higher the current.
P7.2.3D Know that voltage and potential
difference is measured in volts (V) using a
voltmeter connected in parallel to the component
(across the component).
P7.2.3E Know that the potential difference across
two components connected in parallel is the
same.
Electricity: P7.2.4A Understand that the (electrical) resistance Use the term ‘resistance’ correctly. Investigate and describe
Resistance of a component is a measure of how hard it is for the relationship between resistance and current; Investigate
current to flow through a component. and describe how the resistance of a wire varies with its length
P7.2.4B Understand that components such as and thickness; Explain how a variable resistor works and discuss
bulbs and resistors that make it more difficult for uses of variable resistors; Research some applications of wires
a current to flow through have a high resistance; with low/ high resistance; Research thermistors and their uses.
components such as copper wire that are easy for
a current to flow through have a low resistance.
P7.2.4C Understand that the higher the total
resistance of the components in a circuit, the
smaller the current that flows.
Electricity: P7.2.5A Explain how to reduce the risks when Recall some dangers of electricity; Recall some safety
Electricity in the using electrical appliances. precautions to be followed when using electricity; Identify
home P7.2.5B Know the purpose of fuses and circuit electrical hazards; Apply knowledge of voltage, current and
breakers. electrical safety to novel situations.
 Describe the job that fuses and circuit breakers do; Observe,
under supervision, how the different wires are connected in a
plug; Observe, under supervision, the different fuses that are
needed for different types of appliance.
Forces: Different P7.3.1A Understand that forces are pushes or Observe and describe the effects of forces on an object;
types of force pulls that can change the speed of an object or Identify and name different forces; Identify situations and
the direction it is moving in, or can change the places where different forces are likely to be found;
shape of something. Distinguish between contact and non-contact forces; Design
P7.3.1B Understand the difference between and conduct investigations that are comparative tests using a
contact forces, such as friction, upthrust, air and force meter; Understand how a force meter works and record
water resistance, and non-contact forces, such as force meter readings in newtons (N).
gravity, magnetism and forces due to static
electricity. Represent sizes and directions of forces using arrows;
P7.3.1C Know and describe the use of the Understand what is meant by balanced and unbalanced
extension of springs in force meters to measure forces; Predict the effects of balanced and unbalanced forces
forces. in simple situations; Identify the forces acting on moving and
P7.3.1D Know that the unit of force is the newton stationary objects, and the directions in which they act.
(N).
P7.3.1E Understand the use of different-sized Recall the direction in which gravity acts; Understand the
arrows to indicate the size and direction of action meaning of ‘gravitational field strength’; State what is meant
of a force. by ‘mass’ and ‘weight’ and distinguish between them; Explain
P7.3.1F Explain the effects of balanced and why the weight of an object changes, but not its mass, if it is
unbalanced forces. taken to the Moon.
P7.3.1G When discussing objects on or near the
Earth, know gravity (gravitational field strength, g) Observe and discuss simple examples of friction being helpful
as a force that always pulls things towards the (e.g. when writing with a pencil) or not helpful (e.g. when
centre of the Earth. slipping on ice); Research how knowledge of forces is used to
P7.3.1H Know the difference between mass and improve performance in skiing, ice skating, curling, bobsleigh,
weight. Formula 1 racing, cycling, etc.
 P7.3.1I Know that the force of gravity on a given
object is less on the Moon than on the Earth.
P7.3.1J Understand the origin of friction, air and
water resistance (drag) and upthrust, and know
situations in which these forces act.
P7.3.1K Know how forces of friction can be helpful
and unhelpful and how they can be changed.
Forces: Pressure P7.3.2A Understand that pressure is the amount Understand what is meant by pressure by observing and
of force acting on a certain area. describing examples; Recall that 1 Pa = 1 N/m2; Describe how
P7.3.2B Know that the unit of pressure is N/m2 or pressure depends on force and area; Describe the effects of
pascals (Pa). high or low pressure in simple situations; Explain applications
P7.3.2C Know simple situations where size of of pressure in different situations.
pressure is important.
Waves: Types of P7.4.1A Understand what is meant by a Distinguish between transverse and longitudinal waves, giving
waves longitudinal wave, using sound waves as an examples of each; Investigate transverse and longitudinal
example. waves using a variety of practical methods (e.g. slinky,
P7.4.1B Understand what is meant by a oscilloscope traces) to observe and model their properties;
transverse wave, using waves on the surface of Use the terms ‘frequency’, ‘amplitude’, ‘speed’ to describe
water as an example. waves; State the meaning of superposition, and give
P7.4.1C Know that all waves can be reflected. examples; Design fair and comparative tests to find the best
P7.4.1D Know what happens when waves meet material for sound proofing; Explain why the intensity of sound
and what superposition means. waves decreases with increasing distance from a source, in terms
of the waves spreading out.
Waves: P7.4.2A Understand what causes sound in terms Recall that sounds are made by vibrations; Relate the volume
Introduction to of vibrations of objects. of a sound to the size of the vibrations producing it;
sound P7.4.2B Understand the terms ‘volume’, ‘pitch’, Understand the terms: ‘pitch’, ‘volume’, ‘frequency’, ‘amplitude’
‘frequency’ (measured in hertz, Hz) and and be able to identify these on wave diagrams/oscilloscope
‘amplitude’, and the links between them. traces; Describe how to make different sources of sound
louder or quieter, and to make sounds of different pitches;
 Relate the size of a source of sound to the pitch of the sound it
produces; Research a variety of musical instruments and the
sounds they make.

Waves: Sound P7.4.3A Know how sound travels through a Recall that sound travels through different materials by
waves medium. vibrations, and needs a medium; Observe and describe how a
P7.4.3B Know how moving vibrations form a sound changes as distance from the source increases; Use a
wave. model incorporating the idea of vibrations to explain how sound
travels through different materials.
Waves: Sound P7.4.4A Know how animals use ears to detect Identify the ear as a sense organ that detects sound as
detection sound. vibrations; Apply knowledge of sound to new contexts, such as
P7.4.4B Know how a microphone converts sound the position/movement of animal ears.
into electrical signals.
P7.4.4C Know that sound waves transfer energy, Investigate how sounds can be detected using sound meters
and describe ways in which sound is used. and microphones; Describe how microphones convert sound
into electrical signals.

Understand that waves transfer energy without transferring

matter; Research ways in which sound and ultra sound are used.