YEAR 7

Module 1  (1 – 8 weeks) Particles, Cells and Forces

Aims of Module:

In this module you will learn:
 How the particle model can be used to explain the difference between solids, liquid and gases and explore how experimental evidence relates to theories and models.
 Learn that cells are the building blocks of life and are organised into tissues that form organs.
 Explore cell structure and the differences between animal and plant cells and have some knowledge of the function of cells.
 Consolidate and build on the concept of a force and its measurement as well as identify the origin of friction, air resistance, upthrust, weight and describe situations in which these act.
 Distinguish between mass and weight and identify situations where forces are balanced and unbalanced.

Learning Outcomes:

This tells what you should be able to do at the end of the module:
 Classify materials as solids, liquids and gases and explain the classification of some difficult materials like glass.
 Begin to use the particle model to explain phenomena e.g.: mixing of liquids of the expansion of a hot object.
 Identify and name the features of plant and animal cells and be able to explain growth in tissue size as the division of cells to produce a larger number of cells.
 Describe how cells are grouped to form tissue and explain hoe the microscope has improved our understanding of cellular biology.
 Identify directions in which forces act and describe these situations and describe some ways of reducing friction.
 Be aware of the difference between mass and weight.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE. 
 Creative thinking    
 Information processing   
 Evaluation techniques   
 Reasoning     
 Scientific enquiry

Key Vocabulary:

Force Newton Mass Force Upthrust Extension Proportional Gravitational Lubricant Cell Membrane Cell wall Microscope Nucleus Tissue Cytoplasm Chlorophyll Photosynthesis Vacuole Compress Expand Particle Liquid Solid Diffuse Vibrate Gas   

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
         KS3 Level                       Effort Grade
32-48 Working towards Level 4  Working Towards
48-76 Working towards Level 5  Achieving
76+    Working towards Level 6  Working Beyond

Module 2  (9 – 16 weeks) Reproduction, Energy Resources and Electrical Circuits

Aims of Module:

In this module you will learn:
 To consider and compare reproductive patterns in other animals with humans and have a working knowledge of the male and female reproductive systems.  While relating what they know of the way their bodies change during adolescence to knowledge about human reproduction, growth and the menstrual cycle.
 To consolidate and extend their ideas about circuits and use concepts of electric current and energy transfer to explain the working of circuits, while explaining patterns in the measurements of current and voltage.
 To consider the nature and origin of fossil fuels and renewable sources of energy and how their use has implications for the environment and to consolidate and extend their ideas about energy resources for living things: food for people and sunlight for plants, and to link the energy resources to the role of the Sun as the ultimate source of most of the Earth’s energy resources.

Learning Outcomes:
 
This tells what you should be able to do at the end of the module:

 Identify and name the main reproductive organs and describe their function and describe the process of fertilisation as a fusion of two nuclei, and to explain how the foetus obtains the materials it needs for growth and be knowledgeable about the menstrual cycle.
 Use the concept of resistance qualitatively and build circuits in which current flow is usefully controlled and consider the hazards of electricity for humans. To construct a range of working electrical circuits and represent these in circuit diagrams and state that electric current is the same at all points in a series circuit and divides along the branches of a parallel circuit.
 Use a flow model to describe resistance and to distinguish between electric current and energy transfer in a circuit and compare and contrast the advantages of series and parallel circuits in use, e.g. fuses, ring main.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE. 
       
 Creative thinking    
 Information processing   
 Evaluation techniques   
 Reasoning     
 Scientific enquiry

Key Vocabulary:

Adolescence Cervix Penis Embryo Fertilisation Menstruation Period Battery Bulb Circuit   ComponentsVagina Pregnant Resistance Series Parallel Symbol Energy Geothermal Wind Renewable Placenta Non-Renewable Wave Tidal 

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
          KS3 Level                     Effort Grade
32-48 Working towards Level 4 Working Towards
48-76 Working towards Level 5 Achieving
76+   Working towards Level 6 Working Beyond

Module 3  (17– 24 weeks) Environment, Acids & Alkalis, and Chemical Reactions

Aims of Module:

In this module you will learn:
 How habitats vary and how plants and animals are adapted to live in a particular habitat, how plants and animals interact with their environment and with each other, including feeding relationships.
 About adaptations for feeding as well as how to link food chains to make webs.
 About acids and alkalis as classes of chemicals with distinct properties and uses, you will use indicators to classify solutions as acidic, alkaline or neutral and use the pH scale to compare the acidity and alkalinity of different solutions, while finally begin to explore neutralization.
 Use the idea that chemical change results in new substances that are different from the ones from which they were made.

Learning Outcomes:
 
This tells what you should be able to do at the end of the module:
 Identify differences between different habitats and relate these to the organisms found in them and describe ways in which organisms are adapted to daily or seasonal changes in their environment and to their mode of feeding.
 Also be able to describe food chains within an environment and combine these into food webs
 Name some common acids and alkalis and classify solutions as acidic, alkaline or neutral, using indicators and pH values
 Describe what happens to the pH of a solution when it is neutralised and go on to describe some everyday uses of acids, alkalis and neutralisation.
 Identify that some new materials are formed during a chemical reaction and generalise that hydrogen is formed when acids react with metals, carbon dioxide when acids react with carbonates, and oxides when materials burn.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE. 
       
 Creative thinking    
 Information processing   
 Evaluation techniques   
 Reasoning     
 Scientific enquiry

Key Vocabulary:

Adaption Environment Habitat Feeding Relationship Predators Prey Consumer Food Chains Food Webs Population Hunting Carnivore Acid Alkali Hazard Caustic Concentrated Harmful Hydrogen Reactants Products Flammable Chemical Change

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
         KS3 Level                      Effort Grade
32-48 Working towards Level 4 Working Towards
48-76 Working towards Level 5 Achieving
76+    Working towards Level 6 Working Beyond

Module 4  (25– 34 weeks) Variation & Classification, Solutions and The Solar System

Aims of Module:

In this module you will learn:
 About the variation between species and consider why classification is important.
 Extend knowledge of dissolving and separation techniques and relate this to particle theory and begin to distinguish between a pure and mixed substance.
 Apply particle theory to a range of contexts.
 That planets and satellites are seen by the reflection of light and that the sun as a star emits light.  You will compare the sun to other stars.
 Use models to explain phenomena such as eclipses and the seasons.

Learning Outcomes:
 
This tells what you should be able to do at the end of the module:
 Identify similarities and differences in organisms of the same species and begin to attribute these to environmental or inherited factors.
 Explain the importance of classifying living things and identify some of the main taxonomic groups of animals.
 Classify solutions into soluble and insoluble and explain the meaning of the term saturated solution.
 Describe a range of separation techniques that can be used to separate solutions. And explain why mass is conserved in dissolving.
 Relate eclipses, phases of the moon and seasonal changes to a simple model of the solar system.
 Describe the relative positions of other planets to that of the earth from the sun and identify a light source and a light reflector.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE. 
 Creative thinking    
 Information processing   
 Evaluation techniques   
 Reasoning    
 Scientific enquiry

Key Vocabulary:

Breeding Reproduce Species Variation Variation Inherited Environmental Genetic Vertebrate Classification Dissolve Solute Astronomer Solvent Evaporation Filtration Saturated Condensation Chromatogram Axis Season Orbit Eclipse Galaxy Satellite 

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
         KS3 Level                      Effort Grade
32-48 Working towards Level 4 Working Towards
48-76 Working towards Level 5 Achieving
76+   Working towards Level 6 Working Beyond

YEAR 8

Module 1 – (weeks 1-8) Atoms & Elements, Compounds & Mixtures, & Food Digestion

Aims of Module:

In this module you will learn:
 Learn that the huge range of materials are made from a small number of elements and know that each element is made of only one type of atom.
 Distinguish between elements and compounds and use their symbols and recognise a chemical change as a process in which atoms combine.
 About how different foods can be combined to produce a balanced diet and how food is digested by the body

Learning Outcomes:
 
This tells what you should be able to do at the end of the module:
 Recognise that there is a small number of elements from which everything is made.
 Explain that compounds are made when different elements combine together.
 Begin to use chemical symbols and construct word equations.
 Understand the difference between elements, compounds and mixtures.
 Describe how some mixtures can be separated.
 Identify melting and boiling points as fixed temperatures at which a substance can change state.
 Use the particle model to explain change of state in matter.
 Name nutrients, fibre and water and the foods they are found in, as part of a balanced diet.
 Use a model to explain how large molecules are broken down during digestion.
 Describe how food is transported around the body.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE.  
 Creative thinking    
 Information processing   
 Evaluation techniques
 Reasoning
 Scientific enquiry

Key Vocabulary:

Chemical Change Reaction Compound Reactants Products Elements Boiling Point Melting Point Atom Carbohydrate Minerals Enzymes Balanced Diet Vitamins Protein

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
 KS3 Level         Effort Grade
32-50 Working towards Level 4 Working Towards
50-85 Working towards Level 5 Achieving
85+ Working towards Level 6 Working Beyond

Module 3  (17 – 25 weeks) Ecological Relationships, Magnets & Electromagnetism, & Light

Aims of Module:

In this module you will learn:
 How organisms can be identified and sizes of populations compared and feeding relationships can be modelled quantitatively.
 How to identify magnetic materials, make a magnet and test the strength of a magnet
 Be able to use the concepts of a magnetic field for a permanent magnet and an electromagnet and investigate factors affecting the strength of an electromagnet.
  To explain the working of a number of devices that use magnets and electromagnets.
 Be able to represent light as a ray and use this concept to explain reflection and refraction and find out about the origin of coloured light and the appearance of coloured objects.

Learning Outcomes:
 
This tells what you should be able to do at the end of the module:
 Classify some plant specimens into the main taxonomic groups of plants and identify and name organisms found in a particular habitat.
 Describe how they are adapted to the environmental conditions, explaining how the adaptations help survival and relate the abundance and distribution of organisms to the resources available within a habitat and begin to represent these using pyramids of numbers.
 Make a permanent magnet and an electromagnet and describe how the Earth’s magnetic field can be used for navigation.
 Describe how light is reflected and refracted at plane surfaces and explain the origin of colour in the dispersion of white light.  In addition describe the effects of coloured filters and different coloured lights on the appearance of coloured objects and give an example of how colour is important in everyday life.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE.  
 Creative thinking    
 Information processing   
 Evaluation techniques   
 Reasoning     
 Scientific enquiry

Key Vocabulary:
Amphibians Animals Classification Ecosystem Environment Habitat Photosynthesis Population 
Ray diagram Reflect Shadow Absorb Transmit Source Incidence Mirror Angle Attract Repel Magnetic Field Iron Periscope Image Bending Domain Theory Magnetised Shielding 

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of tests.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
 KS3 Level         Effort Grade
32-50 Working towards Level 4 Working Towards
50-85 Working towards Level 5 Achieving
85+ Working towards Level 6 Working Beyond

Module 2  (9 – 16 weeks) Heating & Cooling, Microbes & Disease, & Respiration

Aims of Module:

In this module you will learn:
 The need for a temperature scale and learn the difference between heat and temperature.
 How heat energy can be transferred by different mechanisms by applying your knowledge of particle theory.
 About the role of Microorganisms in disease as well as the body’s defence systems and how immunisation can protect against infection.
 How cells are supplied with the materials they need for respiration and how plants and animals release energy.
 How the process of  respiration is similar in all cells.

Learning Outcomes:
 
This tells what you should be able to do at the end of the module:
 Understand the difference between temperature and heat energy. 
 Describe energy flow as the result of temperature difference between two points and be able to describe some uses of good conductors and insulators.
 Be able to explain conduction, convection and Radiation in terms of particle model.
 Describe how some infectious diseases are transmitted and be able to classify bacteria, fungi and viruses as microorganisms.
 Describe the body’s self defence mechanism against microorganisms and how immunisation is a way of improving the body’s defences.
 Recognise that antibiotics are effective against bacteria but not viruses.
 Describe the role of blood in the transport of carbon Dioxide and oxygen around the body and explain why tissues need a good supply of oxygen.
 Understand and describe the process of aerobic respiration as a reaction with oxygen and descried the effects of inadequate oxygen levels.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE.  
 Creative thinking    
 Information processing   
 Evaluation techniques   
 Reasoning     
 Scientific enquiry

Key Vocabulary:

Celsius Degrees Thermometer Conducting Heat Energy Insulation Joules Thermal Energy Convection Radiation Expand Bacteria Microbes Organisms Cells Viruses Respiration Germs  Sterilised Fungi Carbon dioxide Energy Oxygen Arteries Blood Circulation Veins Glucose

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
 KS3 Level         Effort Grade
32-50 Working towards Level 4 Working Towards
50-85 Working towards Level 5 Achieving
85+ Working towards Level 6 Working Beyond

Module 4  (25 – 32 weeks) Sound & Hearing, Rocks & Weathering, & The Rock Cycle

Aims of Module:

In this module you will learn:
 To explain how sound travels through media and give an explanation of how the ear works, find out about the harmful effects of loud noise and how loud noise can be reduced.
 About rock texture as one of the key characteristics of different rock types and learn about the processes of weathering, erosion, transportation and sedimentation.  While relating these processes, e.g. evaporation and dissolving, involved in rock formation to processes observed in other contexts.
 Learn about the major rock-forming processes and how rock-forming processes are linked by the rock cycle, while being able to use the concept of rock texture as one of the key characteristics of igneous, sedimentary and metamorphic rocks.
 Relate processes observed in other contexts, e.g. crystallisation, to processes involved in the rock cycle.

Learning Outcomes:
 
This tells what you should be able to do at the end of the module:
 Relate changes in pitch and loudness of sounds to changes in vibrations and explain how musical instruments can make these changes while relating these to an oscilloscope representation of waves.
 Recognise that sound needs a medium to travel through and that it travels at different speeds through different media and explain simply how the ear works.
 Relate these to features of the environment and describe and explain the processes by which layers of sediments are produced.
 Describe and explain how sediment becomes sedimentary rock and go on to describe the conditions under which metamorphic rock is formed and how igneous rocks crystallise from magma.
 Relate crystal size to rate of cooling and describe some distinctive features of igneous, sedimentary and metamorphic rocks and use these to distinguish between the rock types.

GCSE Skills:     

Some skills learned in this unit that will assist you in achieving a grade C at GCSE. 
 Creative thinking    
 Information processing   
 Evaluation techniques   
 Reasoning      
 Scientific enquiry

Key Vocabulary:

Medium Particles Vibrations Vacuum Amplitude Compression Energy Intensity Audible Range Fossils Minerals Sedimentation Pressure Crystals Igneous Eruption Compounds erosion Transportation  

Homework:

You will receive one homework each week, which will be a combination of:
1.  Completion of class work  2.  A teacher set homework

Assessment Breakdown:

You will be assessed through this module by a series of tests.  Your percentage score can be used to tell you what level you are working at:

Test Score (%)
 KS3 Level         Effort Grade
32-50 Working towards Level 4 Working Towards
50-85 Working towards Level 5 Achieving
85+ Working towards Level 6 Working Beyond

YEAR 9
FIT AND HEALTHY (9B); PATTERNS OF REACTIVITY (9F); GRAVITY AND SPACE (9J)

Aims of Module:

In this module you will;
• (9B) learn that fitness and health is related to the organs and organ system working together, learn that drugs can change the way a body functions.
• (9F)  learn that different metals will show different reactivity with oxygen and water. learn that a more reactive metal can displace a less reactive metal which is useful for extraction processes.
• (9J) learn that gravity is a force of attraction between masses learn that artificial satellites have many uses.                                                 

Learning Outcomes:

This tells what you should be able to do at the end of the module:

(9B) be able to explain how different systems work together in a healthy body, describe the ways how different drugs can affect the body, explain what a balanced diet is.
(9F) describe how different metals react with oxygen and water, explain the results of a displacement reaction and describe how the reactivity series can be used to extract metals from their ores.
(9J) describe why gravity is different on different planets; describe the different orbits taken by satellites and their uses.

GCSE Skills:

Some skills learned in this unit that will assist you in achieving a grade C at GCSE;

• Creative thinking
• Information processing
• Evaluation techniques
• Reasoning
• Scientific enquiry 

Key Vocabulary
Respiratory system, digestive system, circulatory system, drug,glucose,carcinogen,stimulant Reactivity, corrosion, reactivity series, oxidation,displacement, electrolysis, Extraction,ores Gravity,mass,gravitational force,attraction, Newton, weight, orbit, elliptical,satellite

Homework:
You will receive one homework each week, which will be a combination of:
1. Completion of class work  2. A teacher set homework.

Assessment Breakdown:
You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

FOR 5-7 TIER GROUPS (USUALLY SETS 1 AND 2)
TEST SCORE (%) KS3 LEVEL    EFFORT / ATTAINMENT GRADE
0-39                           4         WORKING TOWARDS
40-64                         5         ACHIEVING
65+                           6         WORKING BEYOND

PLANTS & PHOTOSYNTHESIS (9C); ENVIRONMENTAL CHEMISTRY (9G) ; SPEEDING UP (9K)

Aims of Module:

In this module you will;
• (9C) learn that plants make their food by photosynthesis and that the glucose made is converted to other materials.
• (9G)  learn that acid rain results from burning fossil fuels, greenhouse gases causes global warming and the protective ozone layer is  slowly being destroyed.
• (9K) learn that acceleration is a change in speed caused by unbalanced forces; objects can be streamlined to reduce the drag force.

Learning Outcomes:

This tells what you should be able to do at the end of the module:
(9C) describe the requirements for photosynthesis and describe the role of the leaf and root in this process, describe some of the evidence for photosynthesis and describe the importance of plants.
(9G) describe some of the consequences of acid rain and how it can be reduced, describe what global warming is and how it can be reduced, describe the role of the ozone layer and how it’s slowly being destroyed.
(9K) know how to calculate speed and interpret velocity/time graphs, describe how forces can alter the speed of an object, know how parachutes work in terms of the forces acting on it.

GCSE Skills:
Some skills learned in this unit that will assist you in achieving a grade C at GCSE;
• Creative thinking
• Information processing
• Evaluation techniques
• Reasoning
• Scientific enquiry 

Key Vocabulary
Photosynthesis, biomass, chlorophyll, glucose, starch, biomass, respiration, stomata,  minerals Acid rain, greenhouse gases, ozone, fossil fuels, pollutants, sulphur dioxide, nitrogen oxide, CFC’s Acceleration, velocity, speed, air resistance, force, friction, drag, thrust, deceleration

Homework:

You will receive one homework each week, which will be a combination of:
1. Completion of class work  2. A teacher set homework.

Assessment Breakdown:
You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

TEST SCORE (%) KS3 LEVEL    EFFORT / ATTAINMENT GRADE
0-39                               4      WORKING TOWARDS
40-64                             5      ACHIEVING
65+                                6     WORKING BEYOND

PLANTS FOR FOOD (9D) ; USING CHEMISTRY (9H) ; PRESSURE AND MOMENTS (9L)

Aims of Module:

In this module you will;
• (9D) learn that food webs and pyramids show how organisms depend on each other, learn that farmers change conditions of a habitat to produce maximum food (crop yield).
• (9H) learn that chemical reactions enable us to produce many new products, learn that mass is conserved in a chemical reaction.
• (9L) learn that pressure is dependent on force and area, learn that atmospheric pressure changes as you go above sea  level, moments are turning forces dependent on the force and distance from pivot.

Learning Outcomes:

This tells what you should be able to do at the end of the module:

(9D) be able to explain the meaning of producer, consumer, energy source and herbivore, be able to name some of the nutrients provided by photosynthesis explain how pesticides/herbicides affect crop yield.
(9H) describe how chemical reactions are used as sources of energy and how they are used to make new products, be able to describe what is meant by the conservation of mass and be able to write equations to describe chemical reactions.
(9L) be able to define pressure, to describe how forces can be spread to reduce pressure or focused to increase pressure, be able to explain the action of levers using moments (turning forces).

GCSE Skills:
Some skills learned in this unit that will assist you in achieving a grade C at GCSE;
• Creative thinking
• Information processing
• Evaluation techniques
• Reasoning
• Scientific enquiry 

Key Vocabulary

Food chains and webs, producers, pyramid of biomass, crop yield, herbicides, pesticides, DDT Combustion, oxidation, hydrocarbons, endothermic, exothermic, monomers, precipitation Pressure, compress, hydraulics, atmospheric pressure, moment, lever, turning effect, machine

Homework:

You will receive one homework each week, which will be a combination of:
1. Completion of class work  2. A teacher set homework.

Assessment Breakdown:

You will be assessed through this module by a series of test.  Your percentage score can be used to tell you what level you are working at:

FOR 3-6 TIER GROUPS (USUALLY SETS 3 AND 4)
TEST SCORE (%) KS3 LEVEL          EFFORT / ATTAINMENT GRADE
0-39                              4            WORKING TOWARDS
40-64                            5            ACHIEVING
65+                              6             WORKING BEYOND