What does the course cover? The programme of study and curriculum links

Working Scientifically content: 

Topics: 

• 1.0 Working Scientifically

• Make predictions using scientific 
  knowledge and understanding.
• Present observations and data using appropriate methods.
• Interpret observations and draw 
  conclusions.
• Evaluate data, showing awareness of potential sources of error. 

7TWSa.05 8TWSa.05 Present and 
interpret observations and 
measurements appropriately. 
9TWSa.05 Present and interpret 
results and predict results between 
the datapoints collected. 
7TWSa.02 8TWSa.02 Describe trends and patterns in results, including identifying any anomalous results.

Pages 8-19 

Health and Lifestyle content: 

• Compare the effects of a healthy and unhealthy 
  lifestyle on the human body.
• The human digestive system – structure and function. 
  The products of digestion and how to test for them. 

Topics: 

• 1.1 Nutrients
• 1.2 Food tests
• 1.3 Unhealthy diet
• 1.4 Digestive system
• 1.5 Bacteria and enzymes in digestion
• 1.6 Drugs
• 1.7 Alcohol
• 1.8 Smoking 

• The content of a healthy human diet and why each constituent is needed. 
• The consequences of imbalances in the diet, including obesity, starvation and deficiency diseases. 
• The tissues and organs of the human digestive system, including adaptations to function. 
• The effects of recreational drugs (including substance misuse) on  behaviour, health and life processes.
• The impact of smoking on the human gas exchange system. 

8Bp.01 Identify the constituents of a 
balanced diet for humans as including protein, carbohydrates, fats and oils, 
water, minerals (limited to calcium 
and iron) and vitamins (limited to A, C 
and D), and describe the functions of 
these nutrients. 

Note. Organs of the human digestive 
system are covered in the Cambridge 
Primary Science curriculum. 

8Bp.03 Discuss how human growth, 
development and health can be 
affected by lifestyle, including diet and smoking 

8Bp.02 Understand that carbohydrates and fats can be used as a store of energy in animals, and animals consume food to obtain energy and nutrients.

Pages 24-41

ASSIGNMENT ONE

Periodic table content: 

• What materials are like and why they behave as they 
  do.

Topics: 

• 2.1 Three elements
• 2.2 Physical properties of metals and non-metals
• 2.3 Chemical properties of metals and non-metals
• 2.4 Groups and periods
• 2.5 The elements of Group 1
• 2.6 The elements of Group 7
• 2.7 The elements of Group 0

• The varying physical and chemical 
  properties of different elements. 
• The principles underpinning the 
  Mendeleev Periodic Table and how 
  it is organised. 
• The Periodic Table: periods and 
  groups; metals and non-metals. 
• How patterns in reactions can be 
  predicted with reference to the 
  Periodic Table.

7Cp.01 Understand that all substances have chemical properties and physical properties. 

7Cm.02 Know that the Periodic Table 
presents the known elements in an 
order. 

7Cm.03 Know metals and non-metals as the two main groupings of  elements. 

9Cp.01 Understand that the groups 
within the Periodic Table have trends 
in physical and chemical properties, 
using group 1 as an example. 

Pages 88-103 

Separation techniques content: 

All about atoms and molecules and how we write chemical symbols and formulae. 

Topics:

• 2.8 Pure substances 
• 2.9 Mixtures 
• 2.10 Solutions 
• 2.11 Solubility 
• 2.12 Filtration 
• 2.13 Evaporation and distillation 
• 2.14 Chromatography 

• The concept of a pure substance. 
• Simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography. 

8Cm.04 Know that purity is a way to 
describe how much of a specific 
chemical is in a mixture. 

8Cp.02 Describe how paper 
chromatography can be used to 
separate and identify substances in a 
sample. 

8Cp.01 Understand that the concentration of a solution relates to how many particles of the solute are present in a volume of the solvent. 

8Cc.05 Describe how the solubility of different salts varies with temperature.

9Cc.03 Describe how to prepare some common salts by the reactions of metals with acids, and metal 
carbonates with acids, and purify 
them, using filtration, evaporation 
and crystallisation. 

Note. Separation of mixtures 
(filtration, evaporation) are covered in the Cambridge Primary Science curriculum.

Pages 106-119 

Practical 1 - combustion

• Make predictions using scientific knowledge and understanding. 
• 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 and record observations and measurements using a range of methods. 
• Apply mathematical concepts and calculate 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. 

7TWSp.03 8TWSp.03 9TWSp.03 Make predictions of likely outcomes for a  scientific enquiry based on scientific knowledge and understanding. 

7TWSp.04 8TWSp.04 Plan a range of investigations of different types, while considering variables appropriately, and recognise that not all investigations can be fair tests. 

7TWSc.02 8TWSc.02 9TWSc.02 Decide what equipment is required to carry out an investigation or experiment and use it appropriately. 

7TWSc.07 8TWSc.07 Collect and record sufficient observations and/or measurements in an appropriate form. 

9TWSc.07 Collect, record and summarise sufficient observations and measurements, in an appropriate form. 

7TWSa.05 8TWSa.05 Present and interpret observations and measurements appropriately. 

9TWSa.05 Present and interpret results, and predict results between the data points collected. 

7TWSa.02 8TWSa.02 Describe trends and patterns in results, including identifying any anomalous results. 

9TWSa.02 Describe trends and patterns in results, identifying any anomalous results and suggesting why results are anomalous. 

7TWSa.03 8TWSa.03 Make conclusions by interpreting results and explain the limitations of the conclusions. 

9TWSa.03 Make conclusions by interpreting results, explain the limitations of the conclusions and describe how the conclusions can be further investigated. 

ASSIGNMENT TWO (Including Practical One)

Module Three: Electricity and Magnetism 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Content: 

• What is electricity and how circuits work. 

• Magnetic fields and magnetic attraction and repulsion. 

• Electromagnets and their uses. 

Topics: 

• 3.1 Charging up 

• 3.2 Circuits and current 

• 3.3 Potential difference 

• 3.4 Resistance 

• 3.5 Changing the subject 

• 3.6 Series and parallel  

• 3.7 Magnets and magnetic field 

• 3.8 Electromagnets 

• 3.9 Using electromagnets 

• Static electricity – separation of positive or negative charges when objects are rubbed together: transfer of electrons, between charged objects. 

• Electric current, measured in amperes. 

• Series and parallel circuits. 

• Potential difference, measured in volts. 

• The idea of electric field, forces acting across the space between objects not in contact. 

• Magnetic poles, attraction and repulsion. 

• Magnetic fields. 

• The magnetic effect of a current – electromagnets. 

7Pe.01 Use a simple model to describe electricity as a flow of electrons around  

a circuit. 

7Pe.03 Know how to measure the current in series circuits.   

7Pe.04 Describe how adding components into a series circuit can affect the current (limited to addition of cells and lamps).   

9Pe.02 Know how to measure current and voltage in series and parallel circuits, and describe the effect of adding cells and lamps.   

9Pe.01 Describe how current divides in parallel circuits. 

9Pe.04 Use diagrams and conventional symbols to represent, make and compare circuits that include cells, switches, resistors (fixed and variable), ammeters, voltmeters, lamps and buzzers. 

9Pe.03 Calculate resistance (resistance = voltage / current) and describe how resistance affects current. 

8Pe.01 Describe a magnetic field, and understand that it surrounds a magnet and exerts a force on other magnetic fields. 

8Pe.02 Describe how to make an electromagnet and know that electromagnets have many applications. 

8Pe.03 Investigate factors that change the strength of an electromagnet. 

Pages 164-184 

ASSIGNMENT THREE 

Module Four: Biological Processes & Ecosystems 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Content: 

• Why do organisms need energy to function effectively and how do they make that energy. 

• Interdependence of organisms in an ecosystem. 

• Organisms are affected by their environment as they in turn affect the environment. 

Topics: 

• 4.1 Photosynthesis 

• 4.2 Leaves 

• 4.3 Plant minerals 

• 4.4 Aerobic respiration 

• 4.5 Anaerobic respiration 

• 4.6 Food chains and webs 

• 4.7 Disruption to food chains and webs 

• 4.8 Ecosystems 

• Practical 2 – Population (National and Cambridge Curriculum links same as Practical 1) 

• The reactants in, and products of, photosynthesis. 

• The dependence of almost all life on Earth on photosynthetic organisms. 

• The adaptations of leaves for photosynthesis. 

• Aerobic and anaerobic cellular respiration. 

• The interdependence of organisms in an ecosystem. 

• How organisms affect, and are affected by, their environment, including the accumulation of toxic materials. 

9Bp.07 Know and use the summary word equation for photosynthesis (carbon dioxide + water -> glucose + oxygen, in the presence of light and chlorophyll).  

8Bp.04 Know that aerobic respiration occurs in the mitochondria of plant and animal cells, and gives a controlled release of energy.  

8Bp.05 Know and use the summary word equation for aerobic respiration (glucose + oxygen -> carbon dioxide + water). 

7Be.02 Construct and interpret food chains and webs which include microorganisms as decomposers.  

8Be.01 Identify different ecosystems on the Earth, recognising the variety of habitats that exist within an ecosystem. 

8Be.02 Describe the impact of the bioaccumulation of toxic substances on an ecosystem.  

8Be.03 Describe how a new and/or invasive species can affect other organisms and an ecosystem.  

9Be.01 Describe what could happen to the population of a species, including extinction, when there is an environmental change. 

9Bp.05 Know that plants require minerals to maintain healthy growth and life processes (limited to magnesium to make chlorophyll and nitrates to make protein).   

Pages 40-54 

Pages 56-62 

ASSIGNMENT FOUR (including Practical 2) 

Module Five: Metals and other materials 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Content: 

• Chemical reactions between metals and other chemicals including displacement reactions. 

• Different materials and where they come from. 

Topics: 

• 5.1 Metals and acids 

• 5.2 Metals and oxygen  

• 5.3 The reactivity series 

• 5.4 Metal displacement reactions 

• 5.5 Extracting metals 

• 5.6 Ceramics 

• 5.7 Polymers  

• 5.8 Composites 

• Reactions of metals with acids produce a salt and hydrogen. 

• Displacement reactions. 

• Properties of ceramics, polymers and composites. 

9Cc.03 Describe how to prepare some common salts by the reactions of metals with acids… 

9Cc.04 Describe the effects of concentration, surface area and temperature on the rate of reaction, and explain them using the particle model.   

9Cc.02 Identify examples of displacement reactions and predict products (limited to reactions involving calcium, magnesium, zinc, iron, copper, gold and silver salts). 

7Cp.06 Understand that alloys are mixtures that have different chemical and physical properties from the constituent substances. 

7Cp.07 Use the particle model to explain the difference in hardness between pure metals and their alloys.  

9Cc.04 Describe the effects of concentration, surface area and temperature on the rate of reaction, and explain them using the particle model.   

Pages 122–140

ASSIGNMENT FIVE 

Module Six: Energy  

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Content: 

• Energy can be transferred in several ways: as a fuel, as heat through conduction, convection and radiation and from sources like the sun and wind into electricity.  

• Equations to link work, energy and power  

• Topics: 

• 6.1 Food and fuels 

• 6.2 Energy resources 

• 6.3 Energy adds up  

• 6.4 Energy and temperature 

• 6.5 Energy transfer: particles  

• 6.6 Energy transfer: radiation  

• 6.7 Energy transfer: forces 

• 6.8 Energy and power 

• Practical 3 – Insulation (National and Cambridge Curriculum links same as Practical 1) 

• Comparing energy values of different foods (from labels) (kJ). 

• Conservation of energy. 

• Heating and thermal equilibrium. 

• Comparing power ratings of appliances in watts (W, kW). 

• Comparing amounts of energy transferred (J, kJ, kW hour). 

• Domestic fuel bills, fuel use and costs. 

• Simple machines give bigger force but at the expense of movement (and vice versa). 

9Pf.04 Know that thermal energy will always transfer from hotter regions or objects to colder ones, and this is known as heat dissipation.  

9Pf.05 Describe thermal transfer by the processes of conduction, convection and radiation. 

9Pf.02 Describe the difference between heat and temperature. 

9Cc.04 Describe the effects of concentration, surface area and temperature on the rate of reaction, and explain them using the particle model.   

Pages 186-204

ASSIGNMENT SIX (including Practical 3) 

Module Seven: Adaptation and Inheritance 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Content 

• Different individuals of the same species will have different features. Variation between organisms and adaptations.  

• Evolution, natural selection and how organisms try to avoid extinction. 

Topics: 

• 7.1 Competition 

• 7.2 Adapting to change 

• 7.3 Variation 

• 7.4 Continuous and discontinuous  

• 7.5 Inheritance 

• 7.6 Natural selection 

• 7.7 Extinction 

• A simple model of chromosomes, genes and DNA. 

• That there are differences between species. 

• The variation between individuals within a species is continuous or discontinuous. 

• Measurement and graphical representation of variation. 

• The variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection. 

• Changes in the environment may leave organisms less well adapted to compete successfully and reproduce, which in turn may lead to extinction. 

• The importance of maintaining biodiversity and the use of gene banks to preserve hereditary material. 

9Bs.03 Know that chromosomes contain genes, made of DNA, and that genes contribute to the determination of an organism's characteristics. 

9Bp.03 Describe variation within a species and relate this to genetic differences between individuals. 

7Bp.04 Use and construct dichotomous keys to classify species and groups of related organisms.   

9Bp.04 Describe the scientific theory of natural selection and how it relates to genetic changes over time. 

9ESs.01 Describe the consequences of asteroid collision with the Earth, including climate change and mass extinctions 

Pages 64-68 

Pages 70-82 

ASSIGNMENT SEVEN 

Module Eight: The Earth 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Content: 

• Structure of the Earth, and the rocks of its crust. 

• The carbon cycle and climate change. 

• Earth’s finite resources and recycling. 

Topics: 

• 8.1 The Earth and its atmosphere 

• 8.2 Sedimentary rocks 

• 8.3 Igneous and metamorphic rocks 

• 8.4 The rock cycle 

• 8.5 The carbon cycle 

• 8.6 Global heating 

• 8.7 Climate change 

• 8.8 Recycling 

• The composition and structure of the Earth. 

• The rock cycle and the formation of igneous, sedimentary and metamorphic rocks. 

• The carbon cycle. 

• The production of carbon dioxide by human activity and the impact on climate. 

• Earth as a source of limited resources and the efficacy of recycling. 

7ESp.01 Describe the model of plate tectonics, in which a solid outer layer (made up of the crust and uppermost mantle) moves because of flow lower in the mantle. 

9ESp.02 Explain why the jigsaw appearance of continental coasts, location of volcanoes and earthquakes, fossil record and alignment of magnetic materials in the Earth's crust are all evidence for tectonic plates.  

7ESp.02 Describe how earthquakes, volcanoes and fold mountains occur near the boundaries of tectonic plates. 

9ESc.01 Describe the carbon cycle (limited to photosynthesis, respiration, feeding, decomposition and combustion). 

7ESp.03 Know that clean, dry air contains 78% nitrogen, 21% oxygen and small amounts of carbon dioxide and other gases, and this composition can change because of pollution and natural emissions. 

8ESc.02 Understand that the Earth's climate can change due to atmospheric change.  

9ESc.02 Describe the historical and predicted future impacts of climate change, including sea level change, flooding, drought and extreme weather events. 

8ESc.01 Understand that there is evidence that the Earth's climate exists in a cycle between warm periods and ice ages, and the cycle takes place over long time periods. 

8ESc.03 Describe the difference between climate and weather. 

Pages 142-160 

ASSIGNMENT EIGHT 

Module Nine: Motion and Pressure 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Content: 

• Using and understanding graphs of speed, distance and time. 

• Pressure in different substances and particle theory. 

• Turning forces (moments). 

Topics: 

• 9.1 Speed 

• 9.2 Motion graphs 

• 9.3 Pressure in gases 

• 9.4 Pressure in liquids 

• 9.5 Pressure in solids 

• 9.6 Turning forces 

• Speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time). 

• The representation of a journey on a distance–time graph. 

• Relative motion. 

• Atmospheric pressure decreases with increase of height as weight of air above decreases with height. 

• Moment pressure in liquids, increasing with depth; upthrust effects, floating and sinking as the turning effect of a force. 

• Pressure measured by ratio of force over area – acting normal to any surface. 

8Pf.01 Calculate speed (speed = distance / time). 

8Pf.02 Interpret and draw simple distance / time graphs.  

8Pf.06 Use particle theory to explain pressures in gases and liquids (qualitative only). 

8Pf.05 Explain that pressure is caused by the action of a force, exerted by a substance, on an area (pressure = force / area). 

8Pf.04 Identify and calculate turning forces (moment = force x distance). 

Pages 206-220 

ASSIGNMENT NINE