KS3 Science
Please see below Science Curriculum overview and I Can statements.
Curriculum Overview
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Year 7 |
Year 8 | Year 9 (GCSE) | |
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Autumn Term 1 |
Organisms
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Waves
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| Autumn Term 2 |
Organisms 2
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Reactions
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Spring Term 1 |
Particles and their behavior
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The Earth
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Spring Term 2 |
Forces
Motion and pressure
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Ecosystems processes
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Summer Term 1 |
Electromagnets
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Energy
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| Summer Term 2 |
Periodic Table
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Required practical’s
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Year 7, Autumn Term, Unit 1
| I can (Foundation)… |
I can (Developing)... |
I can (Secure)... | I can (Excellent)... |
|---|---|---|---|
| Label some parts of the microscope | Label all parts of the microscope and state what they do | Work out the magnification of a microscope |
Prepare a specimen to view under the microscope |
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Label some parts of a plant and animal cell
Know some features of at least 1 specialised cell |
Label all the plant and animal cells with some functions
Describe the features of at least 2 specialised cells |
Describe all the parts of the plants and animal cell and their function Be able to deduct features of specialised cells by knowing their function |
Compare a plant and animal cell and know why they have certain features
Apply the features of specialised cells to certain scenarios |
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State that particles can move from one area to another |
Describe what diffusion is using the correct keywords |
Explain what affects the rate of diffusion |
Apply diffusion to digestion and respiration |
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State the difference between multicellular and unicellular organisms |
Describe the structure of at least one unicellular organism |
Describe the structure of both unicellular organisms |
Compare the structures and functions of Amoebas and Euglenas |
Year 7, Autumn Term, Unit 2
| I can (Foundation)… |
I can (Developing)... |
I can (Secure)... | I can (Excellent)... |
|---|---|---|---|
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State the levels of organisation |
Describe the levels of organisation Label some organs in the body |
Link up organ systems to their functions Label all of the organs in the body |
Label all f the organs and describe their functions |
| Label the parts of the lungs | Describe the function of each part of the lungs | Describe how we breathe in and out | Compare breathing to a bell jar |
| Label some parts of the skeleton | Describe why we have a skeleton | Explain why cartilage and ligaments are important between bones | Explain certain diseases of cartilage/joints |
| Label some muscles in the body | Describe the function of some of the major muscle groups | Describe why muscles need to be in pairs |
Explain the effect of a certain muscle injury. Link muscle cell structure to function and respiration |
Year 7, Autumn Term, Unit 3
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I can (Foundation)… |
I can (Developing)... |
I can (Secure)... |
I can (Excellent)... |
|---|---|---|---|
| State the 7 food groups |
Give examples of the 7 food groups
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State the function of the 7 food groups State how to test for the different nutrients |
Explain what would happen when somebody is deficient in some food groups Know the results of the food test practical |
| Label some parts of the digestive system | Label all the digestive system and explain what each part does | Describe what enzymes are and their role in digestion | Explain the role of enzymes in digestion, where they are produced and give examples |
| Give examples of some drugs | Describe the difference between recreational and medicinal drugs | Describe the effect of alcohol on pregnancy | Interpret graphs and tables on data about drugs and alcohol |
| State the chemicals found in cigarettes | Describe some of the diseases caused by smoking | Interpret graphs and tables on data about smoking and describe the effect of smoking on pregnancy | Link the respiratory system to smoking and describe the effects on the different parts of the respiratory system |
Year 7, Autumn Term, Unit 4
| I can (Foundation)… |
I can (Developing)... |
I can (Secure)... | I can (Excellent)... |
|---|---|---|---|
| Describe some of the changes between males and females during puberty |
Describe all of the changes and what causes puberty Name some parts of the male and female reproductive system |
Respond to anther teenager having a problem and articulate to them what changes they are going through
Name all parts of at one of the reproductive systems |
Name all parts of both of the reproductive systems and explain the function of each part |
| State what fertilisation is | Describe where sperm and egg cell meet | What happens during sexual intercourse | I can explain the journey of the sperm to the egg in detail and why only 1-20 have a chance of reaching the egg |
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State what gestation is Label the placenta, amniotic fluid and the umbilical cord |
Describe which parts of a foetus develop first Describe the role of the placenta |
Explain the stage of development in the womb Describe the role of the placenta, amniotic fluid and the umbilical cord |
Explain problems a mother faces when she is pregnant and the effect on the foetus linking placenta, amniotic fluid and the umbilical cord |
| Define the term menstrual cycle and contraception |
Briefly describe why females menstruate Name one form of contraception |
Explain why females menstruate using some key words Name different forms of contraception |
Interpret data on the menstrual cycle
Describe the difference between physical and chemical contraception |
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Label some parts of a flower Identify what seeds need to grow |
Label all the parts of a flower
State the definition of pollination State the definition of plant fertilisation |
Identify the differences between insect and wind pollinated plants Describe what is in a seed |
Explain the difference between insect and wind pollinated plants Explain the stages of plant growth |
| State ways seeds can be dispersed | Describe how seeds can be dispersed by wind | Describe all the methods of how seeds can be dispersed | Explain how a seed is adapted to its method of dispersal |
Year 8, Autumn Term, Unit 1
| I can (Foundation)… |
I can (Developing)... |
I can (Secure)... | I can (Excellent)... |
|---|---|---|---|
| State that light travels in straight lines. State the speed of light |
Describe what happens when light interacts with different materials. Draw a diagram to show how we see objects |
Explain why transparent objects can appear dark |
Explain what is meant by a light year |
| State the law of reflection | Draw diagrams to show how images are formed in mirrors |
Explain the difference between specular reflection and diffuse scattering. |
Explain why some surfaces aren’t reflective. |
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Give the definition for refraction |
Describe what happens when light passes through a lens |
Explain what happens when light is refracted |
Explain what the uses are of lenses |
| Label the parts of the eye |
Describe how the eye works |
Explain how a pinhole camera produces and image |
Link to how modern cameras work |
| Recite the order of the rainbow |
Describe what happens when light travels through materials |
Explain how filters and coloured materials subtract light |
Predict what would happen to white light through multiple Prisms |
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State the two types of waves. State that waves transfer energy from one place to another |
Describe the different types of waves and their features. Describe how sound waves travel |
Explain why the speed of sound is different in different materials | Compare the speed of sound and speed of light |
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State the hearing range of humans |
Describe how loudness and Amplitude are related. Describe the link between pitch and frequency | Predict what happens to the pattern of waves at different pitches and loudness | Compare different hearing ranges |
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Label the parts of the ear |
Describe what each part of the ear does | Explain how hearing can be damaged | Explain how microphones work |
Year 8, Autumn Term, Unit 2
| I can (Foundation)… |
I can (Developing)... |
I can (Secure)... | I can (Excellent)... |
|---|---|---|---|
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State what elements make up compounds |
Write the chemical names for simple compounds | Interpret word equations for different reactions |
Write and interpret chemical formulae |
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State What are polymers? |
Describe polymer properties | Explain how polymer properties make them suitable for their uses | Compare different polymers. |
| list which metal carbonates will thermally decompose State what is meant by the conservation of mass |
investigate whether all carbonates behave/ react in the same way. Describe what happens to the particles during a chemical reaction |
to conclude whether all carbonates behave/ react in the same way. Model what happens during a reaction |
Link balancing equations to conservation of mass |
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State the difference between endothermic and exothermic reactions |
Carry out an investigation into exothermic and endothermic reactions | Explain what is meant by and endothermic and exothermic reaction | |
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To be able to interpret word equations |
To be able to describe a chemical reaction using particles | To be able to write word equations for the reactions between metals and oxygen | Write balanced word equations for metals reacting with oxygen |
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State what happens when metals react with water |
Describe why certain metals can be used with water | Write word equations to show the reaction of metals with water | Compare the reactions of different metals with water |
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Recognise where metals go in the reactivity series. |
Describe how we put metals in the reactivity series. | Select metals and explain why they are useful for their jobs | Link where metals are in the periodic table to how reactive they are. |
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State what a displacement reaction is. |
Predict pairs of substances that react in displacement reactions | Use the reactivity series to explain displacement reactions. | Write balanced equations to show the reaction. |
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Use the reactivity series to decide which metals can be extracted from their ores by carbon |
Write a word equation to show how iron is extracted from its ore. | Explain how we extract metals from their ores. | Calculate the amount of metals in ores |
Year 8, Autumn Term, Unit 3
| I can (Foundation)… |
I can (Developing)... |
I can (Secure)... | I can (Excellent)... |
|---|---|---|---|
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Label the structure of the Earth |
Describe the composites of the Air |
Explain how we can find out what the Earth is made from |
Compare the different layers of the Earth |
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Give the properties of sedimentary rocks |
Describe the processes by which sedimentary layers are produced |
Explain how fossils are made | Relate sedimentary layers to the processes by which they are formed |
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State that igneous rocks are formed form volcanos. I can state where metamorphic rocks form |
Describe the characteristics of igneous rock Name types of and describe the characteristics of igneous, sedimentary and metamorphic rocks |
Explain how igneous rock is formed Describe and explain how sedimentary rock, metamorphic rock and igneous rock forms |
Explain in terms of the particle model how different rates of cooling lead to different crystal size Bring together physical and chemical processes to explain the formation of different types of rocks and the rock cycle |
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State the properties of ceramics |
Describe how their properties make them ideal for different uses | Draw a graph to identify ceramics | Suggest other uses for ceramics |
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Use the carbon cycle to identify stores of carbon |
Describe the process that occur in the carbon cycle | Explain why the concentration of carbon dioxide in the atmosphere did not change for many years | Link the processes of the carbon cycle |
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Show in a picture what global warming is |
State what global warming means |
Describe which factors create global warming Describe the evidence that makes people believe global warming is happening |
I can explain the effects of global warming |
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State what is meant by reduce, reuse and recycle |
Describe how recycling can help the environment | Explain how aluminium is recycled | Analyse the advantages and disadvantages of recycling |
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List the order of the seasons |
Describe the position of the Earth and Sun to make the seasons and day and night | Explain the motion of the sun, stars and moon across the sky | Link the Earth’s position to eclipses |
| List the phases the moon goes through | Draw a diagram to describe how we get different phases | Explain why we see eclipses. | Propose a solution to the question; why do some parts of the world see more eclipses than others? |
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List objects you would see in the night sky |
Describe objects you would see in the night sky | Describe what the universe looks like | Explain why when we look at the stars we are looking into the past |
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List the planets in order |
Describe some similarities and difference between objects in the solar system Describe what we thought the solar system use to look like |
Explain why it took so long for people to change their minds about the solar system | Evaluate the evidence used to change people’s mind about the solar system |