Edexcel GCSE (9–1) Chemistry (separate sciences)

2-year scheme of work

This document provides a scheme of work for teaching the Pearson Edexcel GCSE (9-1) Chemistry specification in 2 years.

Bold text indicates that the content is for Higher Tier only. An asterisk indicates that you may have covered the specification point if
you have been using our transition materials.

The document currently contains exemplar teaching activities and notes on differentiation for C1–8 and the Combined Science content
only. We will update it with this level of detail for the remainder of the course over the coming months. The suggested length for each
lesson is indicated next to the title.

Not all of the suggested practicals from the specification have been covered in this scheme of work. Alternative suggested practicals
could be substituted into the lessons given here.
Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C1 States of matter
Lesson SC1a: States of matter (1 hour)
Specification points Exemplar teaching Differentiation Maths skills Practicals
activities
● *C2.1: Describe the Starter Exploring ● Make estimates of Teacher
arrangement, movement and In pairs, students draw and Support: Show a heating curve for the results of demonstration of
the relative energy of particles write what they know about water but without particle diagrams. simple calculations sublimation and
in each of the three states of the particles in the three Stretch: Challenge students to think ● Translate deposition of iodine.
matter: solid, liquid and gas states of matter. about the limitations of the particle information (See Explaining.)
● *C2.2: Recall the names used model diagrams. between graphical
for the interconversions between Exploring and numeric forms
the three states of matter, Students draw a cooling curve Explaining ● Visualise and
recognising that these are for water from its gas state to Support: Sublimation is usually easier represent 2D and
physical changes: contrasted its solid state. They add labels to explain than deposition, as energy 3D forms,
with chemical reactions that to show the state at each must be transferred from the including two
temperature range, where the surroundings to separate the particles. dimensional
result in chemical changes
state changes are happening Stretch: Introduce idea of molecules representations of
● *C2.3: Explain the changes in
and what they are, and sketch and weak intermolecular forces. 3D objects
arrangement, movement and
energy of particles during these particle diagrams for each Energy transferred to the surroundings
interconversions state. by heating from the store of chemical
● *C2.4: Predict the physical state energy in the particles.
of a substance under specified Explaining
conditions, given suitable data Teacher demonstration of
sublimation and deposition of
iodine. Discuss the changes in
arrangement, closeness and
movement of the particles in
the state changes.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C2 Methods of separating and purifying substances

Lesson SC2a: Mixtures (1 hour)
Specification points Exemplar teaching Differentiation Maths skills Practicals
activities
● C2.5: Explain the difference Starter Exploring ● Recognise and use Demonstrate the
between the use of ‘pure’ in Match the melting points to Support: Show a heating curve for expressions in difference between
chemistry compared with its the materials. water but without particle diagrams. decimal form the way pure and
everyday use and the Stretch: Challenge students to think impure samples of a
differences in chemistry Exploring about the limitations of the particle solid melt. (See
between a pure substance and a Students draw a cooling curve model diagrams. Explaining.)
mixture for water from its gas state to
● C2.6: Interpret melting point its solid state. They add labels Explaining
data to distinguish between pure to show the state at each Support: Show students a video of
substances which have a sharp temperature range, where the melting displaying the temperature
melting point and mixtures state changes are happening against time data for the substance
which melt over a range of and what they are, and used.
temperatures sketch particle diagrams for Stretch: Discuss how to extract data
each state. from a datalogger into a spreadsheet
and then present this in graphical form.
Explaining
Demonstrate the melting of a
pure and an impure
substance.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC2b: Filtration and crystallisation (1 hour)

Specification points Exemplar teaching Differentiation Maths skills Practicals
activities
● C2.7: Explain the experimental Starter Exploring n/a Demonstrate how
techniques for separation of Hold up a range of pieces of Support: Give students equal volumes to heat to
mixtures by apparatus and ask what each of salt solutions of different dryness safely.
... one is. Ask students to show concentrations. The task could then be (See Explaining.)
c) filtration how they would draw each as refocused on just the separation
d) crystallisation part of a diagram. technique.
... Stretch: Allow students to record the
● C0.6: Evaluate the risks in a Exploring mass of the rock salt before, and after
practical procedure and suggest Students plan an investigation crystallisation.
suitable precautions for a range to identify which one of three
of practicals including those samples of rock salt contains Explaining
mentioned in the specification the largest quantity of salt. Support: Ask students to note down
any words they do not understand as
Explaining you carried out the demonstration. Use
Demonstrate how to heat to these words as the basis for planning
dryness safely. Use the for the next lesson, to ensure full
demonstration to compare the understanding of these key words.
crystal sizes produced when Stretch: Challenge students to draw
forming crystals quickly, annotated diagrams to explain why
using a Bunsen burner, and crystals are bigger when their
those produced by slow crystallisation time is slower.
evaporation.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC2c: Paper chromatography (2 hours)

Specification points Exemplar teaching Differentiation Maths skills Practicals
activities
● C2.7: Explain the experimental Starter Exploring ● Understand and Core Practical:
techniques for separation of Pre-prepare a chromatogram. Support: Help students to write a use the symbols: Investigate the
mixtures by Show the chromatogram to simple plan for their investigation, and =, <>, >, ∝, ~ composition of inks
... students and ask them for check that their apparatus is set up ● Substitute using simple
e) paper chromatography key words to help in correctly to obtain suitable numerical values distillation and
● C2.9: Describe paper describing how this has been chromatograms. into algebraic paper
chromatography as the created. Stretch: Some of the pens provided equations using chromatography.
separation of mixtures of soluble could contain water-soluble inks and appropriate units (See Exploring.)
substances by running a solvent Exploring some could contain permanent inks. for physical
(mobile phase) through the Students use chromatography quantities Demonstrate to
mixture on the paper (the paper to compare the mixtures of Explaining ● Translate students how to use
contains the stationary phase), dyes in the inks used in black Support: Ask students to suggest why information chromatography to
which causes the substances to marker pens or felt-tip pens. water isn't used in the procedure – between graphical analyse mixtures of
move at different rates over the (Core Practical.) elicit the idea that different substances and numeric form amino acids. (See
paper may need different solvents to dissolve Explaining.)
● C2.10: Interpret a paper Explaining them.
chromatogram Demonstrate to students how Stretch: Ask students to list the
a) to distinguish between pure to use chromatography to differences between this procedure and
and impure substances analyse mixtures of amino the one they carried out in Exploring,
b) to identify substances by acids. and to suggest reasons for as many
comparison with known differences as they can.
substances
c) to identify substances by
calculation and the use of Rf
values
● C2.11: Core Practical:
Investigate the composition of
inks using simple distillation and
paper chromatography

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC2d: Distillation (2 hours)

Specification points Exemplar teaching Differentiation Maths skills Practicals
activities
● C2.7: Explain the experimental Starter Exploring n/a Core practical:
techniques for separation of Show students a bottle or Support: Demonstrate the procedure Investigate the
mixtures by flask containing a solution. first, showing how to clamp the flask composition of inks
… Ask students if you can and how to heat it gently. using simple
b) fractional distillation separate the water from the Stretch: Give students a list of distillation and
c) filtration dissolved solid by filtering the available apparatus and ask them to paper
… solution. Discuss why not. design their own set-up. chromatography.
● C0.6: Evaluate the risks in a (See Exploring.)
practical procedure and suggest Exploring Explaining
suitable precautions for a range Students use simple Support: You could ask students to Demonstrate the
of practicals including those distillation apparatus to purify write down one thing they feel they fractional distillation
mentioned in the specification ink. (Core practical.) know well and one thing about which process using a
● C2.11: Core practical: they would like further clarification. Liebig condenser
Investigate the composition of Stretch: Set a challenge for students to and an
Explaining
inks using simple distillation and make a quantitative estimate of the ethanol/water
Demonstrate the fractional
paper chromatography composition based on the density mixture. (See
distillation process using a
Liebig condenser and an figures given on the worksheet. Explaining.)
ethanol/water mixture.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC2e: Drinking water (1 hour)

Specification points Exemplar teaching Differentiation Maths skills Practicals
activities
● C2.8: Describe an appropriate Starter Exploring n/a Demonstrate a
experimental technique to In pairs, students write down Support: Give students an annotated simple solar still.
separate a mixture, knowing the ways in which tap water is diagram summarising the main stages (See Explaining.)
properties of the components of used. in water treatment.
the mixture Stretch: Challenge students to devise
● C0.6: Evaluate the risks in a Exploring their own organising squares activity.
practical procedure and suggest Complete an organising It must have a unique solution and the
suitable precautions for a range squares activity about the clues must be sufficient to solve the
of practicals including those main stages of the water puzzle.
mentioned in the specification treatment process.
● C2.12: Describe how: Explaining
a) waste and ground water can Support: Show the standard laboratory
Explaining
be made potable, including the equipment for simple distillation for
Demonstrate a simple solar
need for sedimentation, filtration comparison with the components of the
still.
and chlorination solar still.
b) sea water can be made Stretch: Challenge students to identify
potable by using distillation and evaluate the advantages and
c) water used in analysis must disadvantages of the solar still
not contain any dissolved salts compared with standard laboratory
apparatus.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C3 Atomic structure
Lesson SC3a: Structure of an atom (1 hour)
Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● *C1.1: Describe how the Dalton Starter Exploring ● Make estimates of n/a
model of an atom has changed Write the word ‘atoms’ in the Support: Some students may need the results of
over time because of the centre of the board, then write support by having access to drawings simple calculations
discovery of subatomic particles the words 'matter’, ‘elements’, of atomic models or one or two pre-
● *C1.2: Describe the structure of ‘compounds’, ‘particles’, prepared models to look at.
an atom as a nucleus containing ‘structure’ and ‘John Dalton’, Stretch: Some students could be
protons and neutrons, around them in a rough circle. asked to evaluate their model in
surrounded by electrons in Ask students to write down as terms of the relative size of the
shells many links as they can particles and spaces between them.
● *C1.3: Recall the relative charge between the term ‘atoms’ and
and relative mass of: the words around it. Explaining
a) a proton Support: Show students drawings of
b) a neutron Exploring the nuclear atom.
c) an electron Ask students to use a variety of Stretch: Challenge students to
● *C1.4: Explain why atoms resources to make an atomic suggest ways in which the model
contain equal numbers of model. The model should be could be altered to make it better.
protons and electrons three-dimensional and show
● *C1.5: Describe the nucleus of the arrangement of the
an atom as very small compared subatomic particles.
to the overall size of the atom
Explaining
Construct a model of an atom
for students to consider.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC3b: Atomic mass and number (1 hour)

Specification points Exemplar teaching Differentiation Maths skills Practicals
activities
● C1.6: Recall that most of the Starter Exploring ● Change the n/a
mass of an atom is concentrated Students brainstorm Support: Some students may need subject of an
in the nucleus everything they know about reminding of the meaning of atomic equation
● *C1.7: Recall the meaning of the periodic table and number (Z) and mass number (A) and
the term mass number of an produce a diagram or bulleted may also need help in working out the
atom list of points. numbers of subatomic particles.
● *C1.8: Describe atoms of a Stretch: Challenge students to evaluate
given element as having the Exploring their models and suggest how they
same number of protons in the Students work in small groups could improve them in terms of scale.
nucleus and that this number is to role play the structure of
unique to that element atoms of simple elements Explaining
● C1.10: Calculate the numbers of (restrict to hydrogen, helium, Support: Some students may need
protons, neutrons and electrons lithium and beryllium). more detailed help with calculations of
in atoms given the atomic atomic numbers and mass numbers.
number and mass number Stretch: Ask students to construct a
Explaining
Display the nuclide notation GCSE-type question, and marking
( symbol) for some simple scheme, on atomic structures and
atoms on the board, and notations. The question should be in
initiate a class discussion on the form of a table with missing
how models of the nuclei of information to complete.
these atoms could be made.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC3c: Isotopes (1 hour)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● *C1.9: Describe isotopes as Starter Exploring ● Recognise and use n/a
different atoms of the same Write the following terms on the board: Support: Go through exemplar expressions in
element containing the same element, atom, nucleus, protons, calculations before encouraging decimal form
number of protons but neutrons, electrons and electron shells. students to do the remaining ● Use ratios, fractions
different numbers of Ask students to work in pairs to write calculations independently. and percentages
neutrons in their nuclei one sentence that contains all the terms. Stretch: Students could evaluate ● Make estimates of
● *C1.10: Calculate the the model they have used. the results of simple
numbers of protons, neutrons Exploring calculations
and electrons in atoms given Give students six boxes containing a set Explaining ● Understand and use
the atomic number and mass number of heavy gauge washers (e.g. 1 Support: Some students will the symbols: =, <,
number box containing 2 washers, 3 boxes need help wording their best <<, >>, >, ∝, ~
● *C1.11: Explain how the containing 4 washers and 2 boxes definition of an element to ● Change the subject
existence of isotopes results containing 6 washers). Tell students the include the idea of isotopes. You of an equation
in some relative atomic mass of the empty boxes. Working in could give them particular words ● Substitute numerical
masses of some elements not groups, students measure the masses to include in their definition. values into algebraic
being whole numbers of the boxes and work out the mass of Stretch: Challenge students to equations using
● *C1.12: Calculate the their contents. Students then carry out do some research to find out why appropriate units for
relative atomic mass of an calculations on the relative masses of some isotopes are described as physical quantities
element from the relative the contents of the boxes. being ‘stable’ and to find the
masses and abundances name of the element with the
of its isotopes largest number of stable isotopes
Explaining
Ask students to write down their (tin).
definition of an element. Then, using
polystyrene balls and sticky pads,
demonstrate the structure of the nuclei
of different isotopes of lithium (Li-6 and
Li-7). Electrons could be added to the
models but would need to be removed
before measuring their masses.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C4 The periodic table

Lesson SC4a: Elements and the periodic table (1 hour)
Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● *C1.13: Describe how Starter Exploring n/a Show samples of
Mendeleev arranged the Draw nine shapes on the board, Support: Work through the process of lithium, potassium,
elements, known at that time, in e.g. three squares, three circles making one prediction for the sodium, chlorine,
a periodic table by using and three triangles. For each students to use as a model in order to iodine, bromine.
properties of these elements and shape, leave one unshaded, complete the other predictions. (See Explaining.)
their compounds one half shaded, and one Stretch: Describe germanium as a
● *C1.14: Describe how completely shaded. Students 'semi-metal' or 'metalloid', and ask
Mendeleev used his table to sort the shapes into groups, the students to suggest what this
predict the existence and thinking about different ways of means.
properties of some elements not grouping.
then discovered Explaining
● C0.1: Recall the formulae of Exploring Support: Suggest why these
elements, simple compounds Students predict the properties properties were chosen for these two
and ions of three elements (sodium, groups.
germanium and bromine) using Stretch: Challenge students to
the properties of the two identify and evaluate the limits of
elements above and below these predictions.
them.

Explaining
Show how properties of an
element in groups 1 and 7 can
be predicted using the
properties of nearby elements
in the same group.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC4b: Atomic number and the periodic table (1 hour)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● *C1.15: Explain that Mendeleev Starter Exploring n/a Demonstration to
thought he had arranged Write key words to do with Support: Sow students how to compare the
elements in order of increasing atomic structure on the board; complete one of the squares using reactions of calcium
relative atomic mass but this students write (or match) the clues. and magnesium
was not always true because of definitions for the words. Stretch: Challenge students to devise with those of
the relative abundance of their own organising squares activity. aluminium and
isotopes of some pairs of Exploring It must have a unique solution and sulfur, to illustrate
elements in the periodic table Complete an organising the clues must be sufficient so that group properties
● *C1.16: Explain the meaning of squares activity about the the puzzle can be solved. and changes across
atomic number of an element in atomic numbers and the a period. (See
terms of position in the periodic periodic table. Explaining Explaining.)
table and number of protons in Support: Discuss the reasons for
the nucleus choosing these particular elements.
Explaining
● *C1.17: Describe that in the Stretch: Identify the products and
Demonstration to compare the
periodic table write equations for the reactions.
reactions of calcium and
a) elements are arranged in
magnesium with those of
order of increasing atomic
aluminium and sulfur, to
number, in rows called periods
illustrate group properties and
b) elements with similar
changes across a period.
properties are placed in the
same vertical columns called
groups
● *C1.18: Identify elements as
metals or non-metals according
to their position in the periodic
table, explaining this division in
terms of the atomic structures
of the elements

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC4c: Electronic configurations and the periodic table (1 hour)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● *C1.19: Predict the electronic Starter Exploring ● Translate n/a
configurations of the first 20 Draw diagrams to show the Support: Direct students to occupy information
elements in the periodic table electronic configurations for sodium a particular circle (‘shell’); e.g. by between graphical
as diagrams and in the form, and oxygen, and write their calling out the name of an element and numeric form
for example, 2.8.1 configurations as 2.8.1 and 2.6. and then reading out the number
● *C1.20: Explain how the Challenge students to spot the links of electrons in each successive ● Visualise and
electronic configuration of an between these models. shell. represent 2D and
element is related to its Stretch: Give groups of students 3D forms including
position in the periodic table Exploring an element, then they build their two-dimensional
Chalk four circles on the ground to electronic configuration without representations of
represent electron shells. Students assistance.
3D objects
occupy each circle following rules
for electronic configurations, to Explaining
illustrate given atoms. Support: Give students an 'easier'
element to do, e.g. H to Ne. Direct
Explaining students where to place their
Students produce element sheets sheets on the floor.
for the first 20 elements (one per Stretch: Give students a more
student) then the class arranges the 'difficult' element to do, e.g. Na
sheets into atomic number order. to Ca.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C5 Ionic bonding
Lesson SC5a: Ionic bonds (1 hour)
Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.21: Explain how ionic bonds Starter Exploring ● Use ratios, Demonstrate
are formed by the transfer of Demonstrate electrostatic forces Support: Show students what they fractions and electrostatic forces.
electrons between atoms to using polythene and acetate rods. are going to model, using a dot percentages (See Starter.)
produce cations and anions, and cross diagram on the board, ● Change the
including the use of dot and Exploring before they start their challenge. subject of an Demonstrate the
cross diagrams Students work in groups to devise Stretch: Ask students to model a equation electrolysis of
● C1.22: Recall that an ion is an a script for a role-play on the compound with multiple ionic ● Visualise and copper chloride
atom or group of atoms with a formation of ions. bonds rather than just MgO or represent 2D and solution. (See
positive or negative charge NaCl. 3D forms, Explaining.)
● C1.23: Calculate the numbers of including two
Explaining
protons, neutrons and electrons Explaining dimensional
Demonstrate the electrolysis of
in simple ions given the atomic Support: Some students will need representations of
copper chloride solution. Give
number and mass number help with using the information 3D objects
students the atomic number, mass
● C1.24: Explain the formation of (nuclide notation) to work out the
number and ion charges of the
ions in ionic compounds from number of protons, neutrons and
ions (6329Cu2+ and 3517Cl-). Ask
their atoms, limited to electrons.
students to write a description of
compounds of elements in Stretch: Ask students to find out
the change at each electrode by
groups 1, 2, 6 and 7 about ion electron half equations
writing symbols of ions and atoms,
● C0.1: Recall the formulae of and how they represent the
with numbers of protons, neutrons
elements, simple compounds changes that are occurring.
and electrons.
and ions

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC5b: Ionic lattices (1 hour)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.25: Explain the use of the Starter Exploring ● Use ratios, n/a
endings –ide and –ate in the Write up sets of key words on Support: Some students will need fractions and
names of compounds the board: help to follow the instructions and percentages
● C1.26: Deduce the formulae of atom/molecule/bond; start their models. ● Visualise and
ionic compounds (including element/compound /react; Stretch: Students make a poster to represent 2D and
oxides, hydroxides, halides, ions/electrons/atoms; explain the lattice to other students. 3D forms including
nitrates, carbonates and metal/non-metal/periodic two-dimensional
sulfates) given the formulae of table; atom/ion/noble gas. Explaining representations of
the constituent ions Students write a sentence Support: Some students may need 3D objects
● C1.27: Explain the structure of using the words in each set. help with the cross over method and
an ionic compound as a lattice working through additional examples
structure Exploring before attempting them on their own
a) consisting of a regular Students follow instructions or in small groups.
arrangement of ions and use information about ionic Stretch: Students carry out research
b) held together by strong bonds, ion size and to find out about the lattice structure
electrostatic forces (ionic bonds) electrostatic forces to make of more complex compounds.
between oppositely-charged ions and evaluate a model of the ion
● C0.1: Recall the formulae of structure in sodium chloride.
elements, simple compounds
and ions
Explaining
Demonstrate how ionic
formulae can be worked out
using the cross-over method.
Students work in groups to try
further examples.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC5c: Properties of ionic compounds (2 hours)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.33: Explain the properties of Starter Exploring ● Translate Demonstration to
ionic compounds limited to: Demonstration to show that Support: Students may need help in information show that solid
a) high melting points and solid sodium chloride crystals setting up the circuit, and in between graphical sodium chloride
boiling points, in terms of forces do not conduct electricity but recording their results. and numeric form crystals do not
between ions that sodium chloride solution Stretch: Students design their own conduct electricity
b) whether or not they conduct does. results tables and write their own but that sodium
electricity as solids, when conclusions. chloride solution
molten and in aqueous solution Exploring does. (See Starter.)
Investigation to identify ionic Explaining
compounds. (Suggested Support: Show a video of the Suggested practical:
practical.) experiment so you can stop it at Investigate the
intervals to give further explanation. typical properties of
Explaining Stretch: Challenge students to simple and giant
Demonstrate the electrolysis of suggest ways in which the model is covalent compounds
molten zinc chloride, and good and ways in which it is weak. and ionic
explain what happens during compounds.
the electrolysis using a model (Partially covered in
or digital animation. Exploring.)

Demonstrate the
electrolysis of
molten zinc
chloride, and
explain what
happens during
the electrolysis
using a model or
digital animation.
(See Explaining.)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C6 Covalent bonding
Lesson SC6a: Covalent bonding (1 hour)
Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.28: Explain how a covalent Starter Exploring ● Make estimates of n/a
bond is formed when a pair of Students compare sodium Support: Some students may need to the results of
electrons is shared between two chloride and carbon dioxide by be guided through the most difficult simple calculations
atoms writing down as much as they dot and cross diagrams. ● Visualise and
● C1.29: Recall that covalent can about them in three Stretch: Ask students to draw up represent 2D and
bonding results in the formation minutes. another table to include more 3D forms including
of molecules challenging examples. two-dimensional
● C1.30: Recall the typical size Exploring representations of
(order of magnitude) of atoms Students look at different ways Explaining 3D objects
and small molecules that molecules are represented Support: Some students may need to
● C1.31: Explain the formation of in textbooks and on the be given the dot and cross diagrams
simple molecular, covalent internet. They then fill in a for the molecules they are modelling.
substances, using dot and cross table with the names, Stretch: Ask students to revise their
diagrams, including: molecular formulae, dot and models to represent the different
a) hydrogen cross diagrams, structural sizes of atoms in the molecules.
b) hydrogen chloride formulae and 3D models of
c) water given simple molecules,
d) methane following an example.
e) oxygen
f) carbon dioxide
Explaining
Students work in groups using
sets of pipe cleaners and
coloured beads to model the
outer shells of electrons and
the formation of covalent
bonds.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C7 Types of substance
Lesson SC7a: Properties of covalent compounds (2 hours)
Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.34: Explain the properties Starter Exploring ● Translate Suggested practical:
of typical covalent, simple Show students molecular models of Support: Demonstrate how to information Investigate the
molecular compounds limited the following: hydrogen chloride, perform the practical for one set of between graphical typical properties of
to water, methane, carbon dioxide and readings - remind students how to and numeric form simple and giant
a) low melting points and poly(ethene). Tell students which use a thermometer and water bath ● Visualise and covalent compounds
boiling points, in terms of colours represent which type of correctly. Use a scaffolded set of represent 2D and and ionic
forces between molecules atoms and ask them to use this questions for students to answer 3D forms including compounds.
(intermolecular forces) information to identify the in order to record their results and two-dimensional (Partially covered in
b) poor conduction of molecules. draw conclusions. representations of Exploring.)
electricity Stretch: Challenge students to 3D objects
● C1.39: Describe, using Exploring draw up their own tables of
poly(ethene) as the example, Students explore the relationship results, draw conclusions and
that simple polymers consist of between chain length of straight- evaluate the experiment.
large molecules containing chain carbon-based molecules and
chains of carbon atoms melting point. They should set up a Explaining
water bath and measure the melting Support: Write key words/ideas on
points of the four substances, a display board as a prompt to
analyse their results and draw develop student confidence.
conclusions. (Suggested practical.) Stretch: Challenge students to
suggest ways in which the models
Explaining are good and ways in which they
Show students a model of a don’t represent the molecules
molecule, such as water, to accurately.
highlight the covalent bonds and the
weak forces of attraction
(intermolecular forces). Explain the
relative strengths of the forces and
what happens when ice melts and
when water freezes.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC7b: Allotropes of carbon (2 hours)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.35: Recall that graphite and Starter Exploring ● Visualise and Suggested practical:
diamond are different forms of Show students a graphite Support: You could provide examples represent 2D and Investigate the
carbon and that they are crystal and the structure of of the structures to help students, or 3D forms including typical properties of
examples of covalent giant graphite either in diagrammatic work through creating the models as two-dimensional simple and giant
molecular substances form or a 3D model. Ask a group. representations of covalent compounds
● C1.36: Describe the structures students to indicate the carbon Stretch: A model of C60 might be 3D objects and ionic
of graphite and diamond atoms and covalent bonds in harder to achieve, but not impossible. compounds.
● C1.37: Explain, in terms of the structure. If model kits are available these may (Partially covered in
structure and bonding, why also be used. Exploring.)
graphite is used to make Exploring
electrodes and as a lubricant, Students use models to Explaining
whereas diamond is used in represent the structures of Support: Go through each allotrope
cutting tools graphene, graphite and one at a time. Summarise the
● C1.38: Explain the properties of diamond. Modelling clay, discussion and check students’
fullerenes (e.g. C60) and straws and/or dry spaghetti understanding before moving on.
graphene in terms of their may be used in this activity, or Stretch: Ask students to justify their
structures and bonding other similar materials. responses when they suggest
(Suggested practical.) properties of a carbon allotrope.

Explaining
Use prepared models of some
allotropes of carbon including:
C60, graphite and diamond. Add
sticky notes to the models of
the allotropes with information
about structure, bonding,
properties and uses.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC7c: Properties of metals (2 hours)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.40: Explain the properties of Starter Exploring ● Visualise and Demonstrate the
metals, including malleability Demonstrate the difference in Support: Students may need help in represent 2D and difference in melting
and the ability to conduct melting points and electrical setting up the circuit. 3D forms including points and electrical
electricity conductivity for one metal and Stretch: Students design their own two-dimensional conductivity for one
● C1.42: Describe most metals as one non-metal. tables to record the results. They representations of metal and one non-
shiny solids which have high write their own conclusions from their 3D objects metal. (See
melting points, high density and Exploring results. Starter.)
are good conductors of Test the properties of a metal
electricity whereas most non- and a non-metal then test an Explaining Suggested practical:
metals have low boiling points unknown substance and deduce Stretch: Students write their own Investigate the
and are poor conductors whether it is a metal or a non- notes to explain the properties of properties of a
metal. (Suggested practical.) metals in terms of structure and metal, such as
bonding. electrical
Explaining conductivity.
Show that metal foil or wire can (See Starter and
be bent into different shapes Exploring.)
without breaking, and that a
metal conducts electricity. Use
these ideas to explain metallic
structure, then metallic
bonding.

© Pearson Education Ltd 2015.

 Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC7d: Bonding (2 hours)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.32: Explain why elements Starter Exploring ● Visualise and Suggested practical:
and compounds can be Ask students to classify the four Support: Demonstrate a represent 2D and Classify different
classified as: bonding models (A-D) and discuss how complete test for one or more of 3D forms including types of elements
a) ionic they are useful in explaining bonding, the substances before students two-dimensional and compounds by
b) simple molecular (covalent) structure and properties. complete the task. representations of investigating their
c) giant covalent A. ionic lattice model for sodium Stretch: Give students the 3D objects melting points and
d) metallic chloride names of some other substances boiling points,
and how the structure and B. covalent, simple molecular model e.g. wax, potassium nitrate, solubility in water
bonding of these types of of molecules of carbon dioxide silicon carbide and tungsten and and electrical
substances results in different C. covalent, giant molecular model of ask them to research their conductivity (as
physical properties, including lattice of diamond properties so they can decide solids and in
relative melting point and D. metallic lattice drawing of lattice of which type of bonding and solution) including
boiling point, relative solubility ions and freely moving electrons structure they contain. sodium chloride,
magnesium
in water and ability to conduct
Exploring Explaining sulphate, hexane,
electricity (as solids and in
Classify different types of elements and Support: Some students will liquid paraffin,
solution) silicon(IV) oxide,
compounds using their bonding and need extra help in order to
● C1.41: Describe the limitations copper sulphate,
structure through investigating their appreciate the limitations of
of particular representations and sucrose
melting points, solubility in water and space filling models in terms of
and models to include dot and (sugar).
electrical conductivity (as solids and in relative sizes of molecules.
cross, ball and stick models
solution). (Suggested practical.) Stretch: Ask students to
and two- and three-
research ‘bonding and solubility’
dimensional representations
Explaining and produce an explanation for
Use pre-prepared models and drawings the properties of lattice
of an ionic lattice structure, e.g. structures in terms of solubility
sodium chloride. Students should write in water.
down what each model tells us in terms
of how the bonds are formed and how
the properties can be explained.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C8 Acids
Lesson SC8a: Acids, indicators and pH (1 hour)
Specification points Maths skills Practicals
● C0.5: Describe the use of hazard symbols on containers ● Use ratios, fractions and tbc
a) to indicate the dangers associated with the contents percentages
b) to inform people about safe-working precautions with these substances in the
laboratory
● C3.1: Recall that acids in solution are sources of hydrogen ions and alkalis in solution are
sources of hydroxide ions
● *C3.2: Recall that a neutral solution has a pH of 7 and that acidic solutions have lower pH
values and alkaline solutions higher pH values.
● C3.3: Recall the effect of acids and alkalis on indicators, including litmus, methyl orange
and phenolphthalein
● C3.4: Recall that the higher the concentration of hydrogen ions in an acidic
solution, the lower the pH; and the higher the concentration of hydroxide ions in
an alkaline solution, the higher the pH

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC8b: Looking at acids (1 hour)

Specification points Maths skills Practicals
● C3.5: Recall that as hydrogen ion concentration in a solution increases by a ● Use ratios, fractions and tbc
factor of 10, the pH of the solution decreases by 1 percentages
● *C3.7: Explain the terms dilute and concentrated, with respect to amount of
substances in solution
● C3.8: Explain the terms weak and strong acids, with respect to the degree of
dissociation into ions

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC8c: Bases and salts (2 hours)

Specification points Maths skills Practicals
● C0.5: Describe the use of hazard symbols on containers n/a Core practical: Investigate
a) to indicate the dangers associated with the contents the change in pH on adding
b) to inform people about safe-working precautions with these substances in the powdered calcium hydroxide
laboratory or calcium oxide to a fixed
● *C3.9: Recall that a base is any substance that reacts with an acid to form salt and water volume of dilute
only hydrochloric acid.
● *C3.11: Explain the general reactions of aqueous solutions of acids with
…
b) metal oxides
…
to produce salts
● *C3.13: Describe a neutralisation reaction as a reaction between an acid and a base
● C3.15: Explain why, if soluble salts are prepared from an acid and an insoluble reactant:
a) excess of the reactant is added
b) the excess reactant is removed
c) the solution remaining is only salt and water
● C3.17: Core Practical: Investigate the preparation of pure, dry hydrated copper sulfate
crystals starting from copper oxide including the use of a water bath
● C0.1: Recall the formulae of elements, simple compounds and ions
● C0.2: Write word equations
● C0.3: Write balanced chemical equations, including the use of the state symbols (s), (l),
(g) and (aq)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC8d: Alkalis and balancing equations (2 hours)

Specification points Maths skills Practicals
● *C3.11: Explain the general reactions of aqueous solutions of acids with ● Translate information Suggested practical: Carry
… between graphical and out simple neutralisation
c) metal hydroxides numeric form reactions of acids, using
… ● Plot two variables from metal oxides, hydroxides
to produce salts experimental or other data and carbonates.
● C0.1: Recall the formulae of elements, simple compounds and ions
● C0.2: Write word equations
● C0.3: Write balanced chemical equations, including the use of the state symbols (s), (l),
(g) and (aq)
● *C3.10: Recall that alkalis are soluble bases
● C3.6: Core Practical: Investigate the change in pH on adding powdered calcium
hydroxide or calcium oxide to a fixed volume of dilute hydrochloric acid

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC8e: Alkalis and neutralisation (1 hour)

Specification points Maths skills Practicals
● *C3.11: Explain the general reactions of aqueous solutions of acids with n/a tbc
…
c) metal hydroxides
…
to produce salts
● C3.14: Explain an acid-alkali neutralisation as a reaction in which hydrogen ions (H +) from
the acid react with hydroxide ions (OH–) from the alkali to form water
● C3.16: Explain why, if soluble salts are prepared from an acid and a soluble reactant:
a) titration must be used
b) the acid and the soluble reactant are then mixed in the correct proportions
c) the solution remaining, after reaction, is only salt and water
● C3.18: Describe how to carry out simple acid-alkali titrations, using burette, pipette and a
suitable indicator, to prepare a pure, dry salt

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC8f: Reactions of acids with metals and carbonates (2 hours)

Specification points Maths skills Practicals
● *C3.11: Explain the general reactions of aqueous solutions of acids with: ● Use ratios, fractions and Suggested practical: Carry
a) metals percentages out simple neutralisation
… reactions of acids, using …
d) metal carbonates metal carbonates.
to produce salts
● C3.12: Describe the chemical test for: Suggested practical: Carry
a) hydrogen out tests for hydrogen and
b) carbon dioxide (using limewater) carbon dioxide.
● C0.1: Recall the formulae of elements, simple compounds and ions
● C0.2: Write word equations
● C0.3: Write balanced chemical equations, including the use of the state symbols (s), (l),
(g) and (aq)
● C0.4: Write balanced ionic equations

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC8g: Solubility (2 hours)

Specification points Maths skills Practicals
● C3.19: Recall the general rules which describe the solubility of common types of ● Use ratios, fractions and Suggested practical: Prepare
substances in water: percentages an insoluble salt
a) all common sodium, potassium and ammonium salts are soluble by precipitation.
b) all nitrates are soluble
c) common chlorides are soluble except those of silver and lead
d) common sulfates are soluble except those of lead, barium and calcium
e) common carbonates and hydroxides are insoluble except those of sodium, potassium
and ammonium
● C3.20: Predict, using solubility rules, whether or not a precipitate will be formed when
named solutions are mixed together, naming the precipitate if any
● C3.21: Describe the method used to prepare a pure, dry sample of an insoluble salt
● C0.1: Recall the formulae of elements, simple compounds and ions
● C0.2: Write word equations
● C0.3: Write balanced chemical equations, including the use of the state symbols (s), (l),
(g) and (aq)
● C0.4: Write balanced ionic equations

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C9 Calculations involving masses

Lesson SC9a: Masses and empirical formulae (2 hours)
Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.43: Calculate relative Starter: Exploring: ● Recognise and use Suggested practical:
formula mass given relative Ask students to work out the Support: Give students a written copy expressions in Determine the
atomic masses number of atoms in 5 of the experimental method decimal form empirical formula of a
● C1.44: Calculate the formulae of compounds, including some Stretch: Students write up the ● Use ratios, simple compound.
simple compounds from reacting with brackets, e.g. MgCl2, Li2O, experiment in their own words, fractions and
masses and understand that CuSO4, Ca(NO3)2, (NH4)2CO3. design their own results tables, write percentages
these are empirical formulae a conclusion and evaluation ● Use an appropriate
● C1.45: Deduce: Exploring: number of
a) the empirical formula of a Determine the empirical Explaining: significant figures
compound from the formula of formula for magnesium oxide. Support: You may wish to use
its molecule (Suggested practical.) different methods of determining
b) the molecular formula of a empirical formulae.
compound from its empirical Stretch: Give the students an
Explaining:
formula and its relative empirical formula to calculate where
Work through examples
molecular mass they are given percentages by mass
showing how to calculate
● C1.46: Describe an experiment of each element
empirical and molecular
to determine the empirical
formulae for compounds from
formula of a simple compound
reacting masses.
such as magnesium oxide

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC9b: Conservation of mass (2 hours)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.47: Explain the law of Starter: Exploring: ● Recognise and use Demonstrate the
conservation of mass applied Demonstrate the law of Support: Give students a written copy expressions in law of conservation
to conservation of mass with a of the experimental method. decimal form of mass with a
a) a closed system including precipitation reaction. (Suggested Stretch: Students write up the ● Use ratios, precipitation
a precipitation reaction in a practical.) experiment in their own words, design fractions and reaction. (See
closed flask their own results tables, write a percentages Starter.)
b) a non-enclosed system Exploring: conclusion and evaluation. ● Use an
including a reaction in an Investigate the decomposition of appropriate Investigate the
open flask that takes in or copper carbonate. (Suggested Explaining: number of decomposition of
gives out a gas practical.) Support: Divide the students into significant figures copper carbonate.
● C1.48: Calculate masses of pairs to work through the ● Change the (See Exploring.)
reactants and products from calculations. subject of an
Explaining:
balanced equations, given Stretch: Ask the students to make up equation
Work through calculations Suggested practical:
the mass of one substance a question using a more complex ● Substitute
involving masses of reactants and Investigate mass
● C1.49: Calculate the balanced equation e.g. Fe3O4 + 4H2 → numerical values
products using the ‘reacting mass’ changes before and
concentration of solutions in 3Fe + 4H2O into algebraic
method. after reactions. (See
g dm–3 equations using
Starter and
appropriate units
Exploring.)
for physical
quantities

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC9c: Moles (1 hour)

Specification points Exemplar teaching activities Differentiation Maths skills Practicals
● C1.52: Explain why, in a Starter: Exploring: ● Recognise and use n/a
reaction, the mass of product Try to measure the mass of 1 Support: Explain each type of expressions in
formed is controlled by the small item, then repeat using calculation. decimal form
mass of the reactant which is 20 to find the average mass of Stretch: Challenge students to write ● Recognise and use
not in excess 1. Estimate how many items notes to explain the calculations to a expressions in
● C1.53: Deduce the there are for a handful using student who has missed the lesson. standard form
stoichiometry of a reaction mass. ● Use ratios,
from the masses of the Explaining: fractions and
reactants and products Exploring: Support: Divide the students into percentages
● C1.50: Recall that one mole Students work through pairs to work through the ● Use an appropriate
of particles of a substance is calculations converting masses calculations. number of
defined as: into moles and vice -versa, Stretch: Challenge students to significant figures
a) the Avogadro constant calculations involving the answer a question with a more ● Understand and
number of particles (6.02 x Avogadro constant, a complex balanced equation e.g. 112g use the symbol: =
1023 atoms, molecules, calculation with a limiting of iron reacts with 106.5g of chlorine ● Substitute
formulae or ions) of that reactant and determining a to produce 218.5g of an iron chloride. numerical values
substance balanced equation from into algebraic
b) a mass of ‘relative particle reacting masses. equations using
mass’ g appropriate units
● C1.51: Calculate the number for physical
Explaining:
of: quantities
Work through calculations
a) moles of particles of a ● Change the
finding the number of moles of
substance in a given mass of subject of an
each reactant, finding the
that substance and vice equation
simplest ratio, then deducing
versa
the balanced equation.
b) particles of a substance in
a given number of moles of
that substance and vice
versa
c) particles of a substance in
a given mass of that
substance and vice versa

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C10 Electrolytic processes

Lesson SC10a: Electrolysis (1 hour)
Specification points Maths skills Practicals
● C3.22: Recall that electrolytes are ionic compounds in the molten state or dissolved in ● Use ratios, fractions and tbc
water percentages
● C3.23: Describe electrolysis as a process in which electrical energy, from a direct current
supply, decomposes electrolytes
● C3.24: Explain the movement of ions during electrolysis, in which:
a) positively charged cations migrate to the negatively charged cathode
b) negatively charged anions migrate to the positively charged anode
● C3.27: Write half equations for reactions occurring at the anode and cathode in
electrolysis
● C3.28: Explain oxidation and reduction in terms of loss or gain of electrons
● C3.29: Recall that reduction occurs at the cathode and that oxidation occurs at
the anode in electrolysis reactions

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC10b: Products from electrolysis (2 hours)

Specification points Maths skills Practicals
● C3.25: Explain the formation of the products in the electrolysis, using inert electrodes, of ● Recognise and use Core practical: Investigate the
some electrolytes, including: expressions in decimal form electrolysis of copper sulfate
a) copper chloride solution ● Translate information solution with inert electrodes
b) sodium chloride solution between graphical and and copper electrodes
c) sodium sulfate solution numeric form
d) water acidified with sulfuric acid ● Understand that y = mx + c Suggested practical:
e) molten lead bromide (demonstration) represents a linear Investigate the electrolysis of:
● C3.26: Predict the products of electrolysis of other binary, ionic compounds in the molten relationship a) copper chloride solution
state ● Plot two variables from b) sodium chloride solution
● C3.30: Explain formation of the products in the electrolysis of copper sulfate solution, experimental or other data c) sodium sulfate solution
using copper electrodes, and how this electrolysis can be used to purify copper ● Determine the slope and d) water acidified with
● C3.31: Core practical: Investigate the electrolysis of copper sulfate solution with inert intercept of a linear graph sulfuric acid
electrodes and copper electrodes e) molten lead bromide
(demonstration).

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C11 Obtaining and using metals

Lesson SC11a: Reactivity (2 hours)
Specification points Maths skills Practicals
● *C4.1: Deduce the relative reactivity of some metals, by their reactions with water, acids n/a Suggested practical:
and salt solutions Investigate simple oxidation
● C4.2: Explain displacement reactions as redox reactions, in terms of gain or loss and reduction reactions, such
of electrons as burning elements in
● *C4.3: Explain the reactivity series of metals (potassium, sodium, calcium, magnesium, oxygen or competition
aluminium, (carbon), zinc, iron, (hydrogen), copper, silver, gold) in terms of the reactivity reactions between metals and
of the metals with water and dilute acids and that these reactions show the relative metal oxides.
tendency of metal atoms to form cations

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC11b: Ores (2 hours)

Specification points Maths skills Practicals
● *C4.4: Recall that: n/a Suggested practical:
a) most metals are extracted from ores found in the Earth’s crust Investigate methods for
b) unreactive metals are found in the Earth’s crust as the uncombined elements extracting metals from
● *C4.7: Explain why the method used to extract a metal from its ore is related to its their ores.
position in the reactivity series and the cost of the extraction process, illustrated by
a) heating with carbon (including iron)
b) electrolysis (including aluminium)
(knowledge of the blast furnace is not required)
● C4.8: Evaluate alternative biological methods of metal extraction (bacterial and
phytoextraction)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC11c: Oxidation and reduction (1 hour)

Specification points Maths skills Practicals
● C4.2: Explain displacement reactions as redox reactions, in terms of gain or loss n/a tbc
of electrons
● C4.5: Explain oxidation as the gain of oxygen and reduction as the loss of oxygen
● *C4.6: Recall that the extraction of metals involves reduction of ores
● C4.9: Explain how a metal’s relative resistance to oxidation is related to its position in the
reactivity series

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC11d: Recycling (1 hour)

Specification points Maths skills Practicals
● *C4.10: Evaluate the advantages of recycling metals, including economic implications and n/a tbc
how recycling can preserve both the environment and the supply of valuable raw
materials
● C4.11: Describe that a life time assessment for a product involves consideration of the
effect on the environment of obtaining the raw materials, manufacturing the product,
using the product and disposing of the product when it is no longer useful
● C4.12: Evaluate data from a life cycle assessment of a product

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C12 Reversible reactions and equilibria

Lesson SC12a: Dynamic equilibrium (2 hours)
Specification points Maths skills Practicals
● C4.13: Recall that chemical reactions are reversible and the use of the symbol ⇌ in n/a Suggested practical:
equations and that the direction of some reversible reactions can be altered by changing Investigate simple
the reaction conditions reversible reactions, such
● C4.14: Explain what is meant by dynamic equilibrium as the decomposition of
● C4.15: Describe the formation of ammonia as a reversible reaction between nitrogen ammonium chloride.
(extracted from the air) and hydrogen (obtained from natural gas) and that it can reach a
dynamic equilibrium
● C4.16: Recall the conditions for the Haber process as:
a) temperature 450°C
b) pressure 200 atmospheres
c) iron catalyst
● C4.17: Predict how the position of a dynamic equilibrium is affected by changes
in:
a) temperature
b) pressure
c) concentration

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C13 Transition metals, alloys and corrosion

Lesson SC13a: Transition metals (2 hours)
Specification points Maths skills Practicals
● C5.1C: Recall that most metals are transition metals and that their typical properties n/a Suggested practical: Carry
include: out an activity to show that
a) high melting point transition metal salts have a
b) high density variety of colours.
c) the formation of coloured compounds
d) catalytic activity of the metals and their compounds
as exemplified by iron

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC13b: Corrosion (2 hours)

Specification points Maths skills Practicals
● C5.2C: Recall that the oxidation of metals results in corrosion n/a Suggested practical:
● C5.3C: Explain how rusting of iron can be prevented by: Investigate the rusting of
a) exclusion of oxygen iron.
b) exclusion of water
c) sacrificial protection

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC13c: Electroplating (2 hours)

Specification points Maths skills Practicals
● C5.4C: Explain how electroplating can be used to improve the appearance and/or the n/a Suggested practical:
resistance to corrosion of metal objects Electroplate a metal object.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC13d: Alloying (2 hours)

Specification points Maths skills Practicals
● C5.6C: Explain why iron is alloyed with other metals to produce alloy steels ● Visualise and represent 2D Suggested practical: Make an
● C5.5C: Explain, using models, why converting pure metals into alloys often increases the and 3D forms including two- alloy or investigate the
strength of the product dimensional representations properties of alloys.
of 3D objects

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC13e: Uses of metals and their alloys (1 hour)

Specification points Maths skills Practicals
● *C5.7C: Explain how the uses of metals are related to their properties (and vice versa), n/a tbc
including aluminium, copper and gold and their alloys including magnalium and brass

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C14 Quantitative analysis

Lesson SC14a: Yields (2 hours)
Specification points Maths skills Practicals
● C5.11C: Calculate the percentage yield of a reaction from the actual yield and the ● Recognise and use Suggested practical: Prepare
theoretical yield expressions in decimal form a substance and calculate the
● C5.12C: Describe that the actual yield of a reaction is usually less than the theoretical ● Use ratios, fractions and percentage yield, given the
yield and that the causes of this include: percentages theoretical yield.
a) incomplete reactions ● Make estimates of the
b) practical losses during the experiment results of simple
c) competing, unwanted reactions (side reactions) calculations
● Use an appropriate number
of significant figures
● Find arithmetic means
● Construct and interpret
frequency tables and
diagrams, bar charts and
histograms

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC14b: Atom economy (1 hour)

Specification points Maths skills Practicals
● C5.13C: Recall the atom economy of a reaction forming a desired product ● Recognise and use tbc
● C5.14C: Calculate the atom economy of a reaction forming a desired product expressions in decimal form
● C5.15C: Explain why a particular reaction pathway is chosen to produce a ● Use ratios, fractions and
specified product, given appropriate data such as atom economy, yield, rate, percentages
equilibrium position and usefulness of by-products ● Make estimates of the
results of simple
calculations
● Use an appropriate number
of significant figures
● Substitute numerical values
into algebraic equations
using appropriate units for
physical quantities

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC14c: Concentrations (1 hour)

Specification points Maths skills Practicals
● C5.8C: Calculate the concentration of solutions in mol dm -3 and convert ● Recognise and use tbc
concentration in g dm-3 into mol dm-3 and vice versa expressions in decimal form
● Recognise and use
expressions in standard
form
● Use ratios, fractions and
percentages
● Make estimates of the
results of simple
calculations
● Use an appropriate number
of significant figures
● Change the subject of an
equation
● Substitute numerical values
into algebraic equations
using appropriate units for
physical quantities

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC14d: Titrations and calculations (2 hours)

Specification points Maths skills Practicals
● C5.10C: Carry out simple calculations using the results of titrations to calculate ● Recognise and use Core practical: Carry out an
an unknown concentration of a solution or an unknown volume of solution expressions in decimal form acid-alkali titration, using
required ● Use ratios, fractions and burette, pipette and a
● C5.9C: Core practical: Carry out an accurate acid-alkali titration, using burette, pipette percentages suitable indicator.
and a suitable indicator ● Use an appropriate number
of significant figures
● Find arithmetic means
● Understand and use the
symbols: =, <, <<, >>, >,
∝, ~
● Change the subject of an
equation
● Substitute numerical values
into algebraic equations
using appropriate units for
physical quantities

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC14e (1 hour)

Specification points Maths skills Practicals
● C5.16C: Describe the molar volume, of any gas at room temperature and ● Recognise and use tbc
pressure, as the volume occupied by one mole of molecules of any gas at room expressions in decimal form
temperature and pressure (The molar volume will be provided as 24 dm 3 or ● Use ratios, fractions and
24000 cm3 in calculations where it is required) percentages
● C5.17C: Use the molar volume and balanced equations in calculations involving ● Make estimates of the
the masses of solids and volumes of gases results of simple
● C5.18C: Use Avogadro’s law to calculate volumes of gases involved in a calculations
gaseous reaction, given the relevant equation ● Use an appropriate number
of significant figures
● Change the subject of an
equation
● Substitute numerical values
into algebraic equations
using appropriate units for
physical quantities

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C15 Dynamic equilibria and calculations involving volumes of gases

Lesson SC15a: Fertilisers and the Haber process (2 hours)
Specification points Maths skills Practicals
● C5.22C: Recall that fertilisers may contain nitrogen, phosphorus and potassium n/a Suggested practical: Prepare
compounds to promote plant growth a sample of ammonium
● C5.24C: Describe and compare: sulfate from ammonia
a) the laboratory preparation of ammonium sulfate from ammonia solution and dilute solution and dilute sulfuric
sulfuric acid on a small scale acid.
b) the industrial production of ammonium sulfate in which several stages are required to
produce ammonia and sulfuric acid from their raw materials and the production is carried
out on a much larger scale (details of the industrial production of sulfuric acid are not
required)
● C5.23C: Describe how ammonia reacts with nitric acid and with sulfuric acid to produce
salts that are used as fertilisers
● C5.19C: Describe the Haber process as a reversible reaction between nitrogen and
hydrogen to form ammonia

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC15b: Factors affecting equilibrium (1 hour)

Specification points Maths skills Practicals
● C5.20C: Predict how the rate of attainment of equilibrium is affected by: n/a tbc
a) changes in temperature
b) changes in pressure
c) changes in concentration
d) use of a catalyst
● C5.21C: Explain how, in industrial reactions, including the Haber process,
conditions used are related to:
a) the availability and cost of raw materials and energy supplies
b) the control of temperature, pressure and catalyst used produce an acceptable
yield in an acceptable time

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C16 Chemical cells and fuel cells

Lesson SC16a: Chemical cells and fuel cells (1 hour)
Specification points Maths skills Practicals
● C5.25C: Recall that a chemical cell produces a voltage until one of the reactants is used n/a tbc
up
● C5.26C: Recall that in a hydrogen–oxygen fuel cell hydrogen and oxygen are used to
produce a voltage and water is the only product
● C5.27C: Evaluate the strengths and weaknesses of fuel cells for given uses

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C17 Groups in the periodic table

Lesson SC17a: Group 1 (1 hour)
Specification points Maths skills Practicals
● C6.1: Explain why some elements can be classified as alkali metals (group 1), halogens n/a tbc
(group 7), or noble gases (group 0), based on their position in the periodic table
● C6.2: Recall that alkali metals:
a) are soft
b) have relatively low melting points
● C6.3: Describe the reactions of lithium, sodium and potassium with water
● C6.4: Describe the pattern in reactivity of the alkali metals, lithium, sodium and
potassium, with water; and use this pattern to predict the reactivity of other alkali metals
● C6.5: Explain this pattern in reactivity in terms of electronic configurations
● C0.1: Recall the formulae of elements, simple compounds and ions
● C0.2: Write word equations
● C0.3: Write balanced chemical equations, including the use of the state symbols (s), (l),
(g) and (aq)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC17b: Group 7 (2 hours)

Specification points Maths skills Practicals
● C6.6: Recall the colours and physical states of chlorine, bromine and iodine at room ● Make estimates of the Suggested practical:
temperature results of simple Investigate displacement
● C6.7: Describe the pattern in the physical properties of the halogens, chlorine, bromine calculations reactions of halogens
and iodine, and use this pattern to predict the physical properties of other halogens ● Construct and interpret reacting with halide ions in
● C6.8: Describe the chemical test for chlorine frequency tables and solution.
● C6.9: Describe the reactions of the halogens, chlorine, bromine and iodine, with metals to diagrams, bar charts and
form metal halides, and use this pattern to predict the reactions of other halogens histograms
● C6.10: Recall that the halogens, chlorine, bromine and iodine, form hydrogen halides
which dissolve in water to form acidic solutions, and use this pattern to predict the
reactions of other halogens
● C0.1: Recall the formulae of elements, simple compounds and ions
● C0.2: Write word equations
● C0.3: Write balanced chemical equations, including the use of the state symbols (s), (l),
(g) and (aq)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC17c: Halogen reactivity (1 hour)

Specification points Maths skills Practicals
● C6.11: Describe the relative reactivity of the halogens chlorine, bromine and iodine, as ● Use ratios, fractions and tbc
shown by their displacement reactions with halide ions in aqueous solution, and use this percentages
pattern to predict the reactions of astatine
● C6.12: Explain why these displacement reactions are redox reactions in terms of
gain and loss of electrons, identifying which of these are oxidised and which are
reduced
● C6.13: Explain the relative reactivity of the halogens in terms of electronic configurations
● C0.1: Recall the formulae of elements, simple compounds and ions
● C0.2: Write word equations
● C0.3: Write balanced chemical equations, including the use of the state symbols (s), (l),
(g) and (aq)
● C0.4: Write balanced ionic equations

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC17d: Group 0 (1 hour)

Specification points Maths skills Practicals
● C6.14: Explain why the noble gases are chemically inert, compared with the other ● Make estimates of the tbc
elements, in terms of their electronic configurations results of simple
● C6.15: Explain how the uses of noble gases depend on their inertness, low density and/or calculations
non-flammability ● Construct and interpret
● C6.16: Describe the pattern in the physical properties of some noble gases and use this frequency tables and
pattern to predict the physical properties of other noble gases diagrams, bar charts and
histograms

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C18 Rates of reaction

Lesson SC18a: Rates of reaction (1 hour)
Specification points Maths skills Practicals
● C7.2: Suggest practical methods for determining the rate of a given reaction ● Use ratios, fractions and tbc
● C7.5: Interpret graphs of mass, volume or concentration of reactant or product against percentages
time ● Make estimates of the
● C7.4: Explain the effects on rates of reaction of changes in temperature, concentration, results of simple
surface area to volume ratio of a solid and pressure (on reactions involving gases) in calculations
terms of frequency and/or energy of collisions between particles ● Understand that y = mx + c
represents a linear
relationship
● Plot two variables from
experimental or other data
● Determine the slope and
intercept of a linear graph
● Draw and use the slope of a
tangent to a curve as a
measure of rate of change
● Calculate areas of triangles
and rectangles, surface
areas and volumes of cubes

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC18b: Factors affecting reaction rate (2 hours)

Specification points Maths skills Practicals
● C7.3: Explain how reactions occur when particles collide and that rates of reaction are ● Recognise and use C7.1: Core Practical:
increased when the frequency and/or energy of collisions is increased expressions in decimal form Investigate the effects of
● C7.4: Explain the effects on rates of reaction of changes in temperature, concentration, ● Use ratios, fractions and changing the conditions of a
surface area to volume ratio of a solid, and pressure (on reactions involving gases) in percentages reaction on the rates of
terms of frequency and/or energy of collisions between particles ● Make estimates of the results chemical reactions by:
● C7.1: Core Practical: Investigate the effects of changing the conditions of a reaction on of simple calculations a) measuring the production
the rates of chemical reactions by: ● Translate information of a gas (in the reaction
a) measuring the production of a gas (in the reaction between hydrochloric acid and between graphical and between hydrochloric acid
marble chips) numeric form and marble chips)
b) observing a colour change (in the reaction between sodium thiosulfate and ● Plot two variables from b) observing a colour change
hydrochloric acid) experimental or other data (in the reaction between
● Draw and use the slope of a sodium thiosulfate and
tangent to a curve as a hydrochloric acid)
measure of rate of change
● Calculate areas of triangles
and rectangles, surface areas
and volumes of cubes

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC18c: Catalysts and activation energy (2 hours)

Specification points Maths skills Practicals
● C7.6: Describe a catalyst as a substance that speeds up the rate of a reaction without n/a Suggested practical:
altering the products of the reaction, being itself unchanged chemically and in mass at the Investigate the effect of
end of the reaction potential catalysts on the rate
● C7.7: Explain how the addition of a catalyst increases the rate of a reaction in terms of of decomposition of hydrogen
activation energy peroxide.
● C7.8: Recall that enzymes are biological catalysts and that enzymes are used in the
production of alcoholic drinks

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C19 Heat energy changes in chemical reactions

Lesson SC19a: Exothermic and endothermic reactions (2 hours)
Specification points Maths skills Practicals
● C7.9: Recall that changes in heat energy accompany the following changes: n/a Suggested practical: Measure
a) salts dissolving in water temperature changes
b) neutralisation reactions accompanying some of the
c) displacement reactions following types of change:
d) precipitation reactions a) salts dissolving in water
and that, when these reactions take place in solution, temperature changes can be b) neutralisation reactions
measured to reflect the heat changes c) displacement reactions
● C7.10: Describe an exothermic change or reaction as one in which heat energy is given d) precipitation reactions.
out
● C7.11: Describe an endothermic change or reaction as one in which heat energy is taken
in

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC19b: Energy changes in reactions (1 hour)

Specification points Maths skills Practicals
● C7.12: Recall that the breaking of bonds is endothermic and the making of bonds is ● Recognise and use tbc
exothermic expressions in decimal form
● C7.13: Recall that the overall heat energy change for a reaction is: ● Use ratios, fractions and
a) exothermic if more heat energy is released in forming bonds in the products than is percentages
required in breaking bonds in the reactants ● Translate information
b) endothermic if less heat energy is released in forming bonds in the products than is between graphical and
required in breaking bonds in the reactants numeric form
● C7.14: Calculate the energy change in a reaction given the energies of bonds
(in kJ mol–1)
● C7.15: Explain the term activation energy
● C7.16: Draw and label reaction profiles for endothermic and exothermic reactions,
identifying activation energy

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C20 Fuels
Lesson SC20a: Hydrocarbons in crude oil and natural gas (1 hour)
Specification points Maths skills Practicals
● C8.1: Recall that hydrocarbons are compounds that contain carbon and hydrogen only n/a tbc
● C8.2: Describe crude oil as:
a) a complex mixture of hydrocarbons
b) containing molecules in which carbon atoms are in chains or rings (names, formulae
and structures of specific ring molecules not required)
c) an important source of useful substances (fuels and feedstock for the petrochemical
industry)
d) a finite resource
● C8.15: Recall that petrol, kerosene and diesel oil are non-renewable fossil fuels obtained
from crude oil and methane is a non-renewable fossil fuel found in natural gas

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC20b: Fractional distillation of crude oil (2 hours)

Specification points Maths skills Practicals
● C8.3: Describe and explain the separation of crude oil into simpler, more useful mixtures ● Translate information Suggested practical:
by the process of fractional distillation between graphical and Investigate the fractional
● C8.4: Recall the names and uses of the following fractions: numeric form distillation of synthetic crude
a) gases, used in domestic heating and cooking ● Plot two variables from oil and the ease of ignition
b) petrol, used as fuel for cars experimental or other data and viscosity of the fractions.
c) kerosene, used as fuel for aircraft
d) diesel oil, used as fuel for some cars and trains
e) fuel oil, used as fuel for large ships and in some power stations
f) bitumen, used to surface roads and roofs
● C8.5: Explain how hydrocarbons in different fractions differ from each other in:
a) the number of carbon and hydrogen atoms their molecules contain
b) boiling points
c) ease of ignition
d) viscosity
…

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC20c: The alkane homologous series (1 hour)

Specification points Maths skills Practicals
● C8.5: Explain how hydrocarbons … are mostly members of the alkane homologous series ● Use ratios, fractions and tbc
● C8.6: Explain an homologous series as a series of compounds which: percentages
a) have the same general formula ● Make estimates of the
b) differ by CH2 in molecular formulae from neighbouring compounds results of simple
c) show a gradual variation in physical properties, as exemplified by their boiling points calculations
d) have similar chemical properties ● Translate information
between graphical and
numeric form
● Plot two variables from
experimental or other data

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC20d: Complete and incomplete combustion (2 hours)

Specification points Maths skills Practicals
● C8.7: Describe the complete combustion of hydrocarbon fuels as a reaction in which: n/a Suggested practical:
a) carbon dioxide and water are produced Investigate the products
b) energy is given out produced from the complete
● C8.8: Explain why the incomplete combustion of hydrocarbons can produce carbon and combustion of a hydrocarbon.
carbon monoxide
● C8.9: Explain how carbon monoxide behaves as a toxic gas
● C8.10: Describe the problems caused by incomplete combustion producing carbon
monoxide and soot in appliances that use carbon compounds as fuels

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC20e: Combustible fuels and pollution (1 hour)

Specification points Maths skills Practicals
● C8.11: Explain how impurities in some hydrocarbon fuels result in the production of n/a tbc
sulfur dioxide
● C8.12: Explain some problems associated with acid rain caused when sulfur dioxide
dissolves in rain water
● C8.13: Explain why, when fuels are burned in engines, oxygen and nitrogen can react
together at high temperatures to produce oxides of nitrogen, which are pollutants

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC20f: Breaking down hydrocarbons (2 hours)

Specification points Maths skills Practicals
● C8.14: Evaluate the advantages and disadvantages of using hydrogen, rather than petrol, ● Use ratios, fractions and Suggested practical:
as a fuel in cars percentages Investigate the cracking of
● C8.16: Explain how cracking involves the breaking down of larger, saturated hydrocarbon paraffin oil.
molecules (alkanes) into smaller, more useful ones, some of which are unsaturated ● Construct and interpret
(alkenes) frequency tables and
● C8.17: Explain why cracking is necessary diagrams, bar charts and
histograms

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C21 Earth and atmospheric science

Lesson SC21a: The early atmosphere (1 hour)
Specification points Maths skills Practicals
● C8.18: Recall that the gases produced by volcanic activity formed the Earth’s early ● Construct and interpret tbc
atmosphere frequency tables and
● C8.19: Describe that the Earth’s early atmosphere was thought to contain: diagrams, bar charts and
a) little or no oxygen histograms
b) a large amount of carbon dioxide ● Understand and use the
c) water vapour symbols: =, <, <<, >>,
d) small amounts of other gases >, ∝, ~
and interpret evidence relating to this ● Translate information
● C8.20: Explain how condensation of water vapour formed oceans between graphical and
numeric form

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC21b: A changing atmosphere (2 hours)

Specification points Maths skills Practicals
● C8.21: Explain how the amount of carbon dioxide in the atmosphere was decreased when n/a Suggested practical:
carbon dioxide dissolved as the oceans formed Investigate the proportion of
● C8.22: Explain how the growth of primitive plants used carbon dioxide and released oxygen in the atmosphere.
oxygen by photosynthesis and consequently the amount of oxygen in the atmosphere
gradually increased Suggested practical: Carry
● C8.23: Describe the chemical test for oxygen out the test for oxygen.

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC21c: The atmosphere (2 hours)

Specification points Maths skills Practicals
● C8.24: Describe how various gases in the atmosphere, including carbon dioxide, methane ● Construct and interpret Suggested practical:
and water vapour, absorb heat radiated from the Earth, subsequently releasing energy frequency tables and Investigate the volume of air
which keeps the Earth warm: this is known as the greenhouse effect diagrams, bar charts and used up and products formed
● C8.25: Evaluate the evidence for human activity causing climate change, considering: histograms when candles are burned.
a) the correlation between the change in atmospheric carbon dioxide concentration, the ● Make order of magnitude
consumption of fossil fuels and temperature change calculations
b) the uncertainties caused by the location where these measurements are taken and ● Translate information
historical accuracy between graphical and
numeric form

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC21d: Climate change (2 hours)

Specification points Maths skills Practicals
● C8.26: Describe: n/a Suggested practical:
a) the potential effects on the climate of increased levels of carbon dioxide and methane Investigate the presence of
generated by human activity, including burning fossil fuels and livestock farming water vapour and carbon
b) that these effects may be mitigated: consider scale, risk and environmental dioxide in the atmosphere.
implications

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C22 Qualitative analysis

Lesson SC22a: Flame tests and photometry (1 hour)
Specification points Maths skills Practicals
● C9.1C: Explain why the test for any ion must be unique ● Translate information tbc
● C9.8C: Describe that instrumental methods of analysis are available and that these may between graphical and
improve sensitivity, accuracy and speed of tests numeric form
● C9.9C: Evaluate data from a flame photometer:
a) to determine the concentration of ions in dilute solution using a calibration curve
b) to identify metal ions by comparing the data with reference data
(no knowledge of the instrument or how it works is required)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC22b: Tests for positive ions (1 hour)

Specification points Maths skills Practicals
● C9.1C: Explain why the test for any ion must be unique n/a tbc
● C9.2C: Describe flame tests to identify the following ions in solids:
a) lithium ion, Li+ (red)
b) sodium ion, Na+ (yellow)
c) potassium ion, K+ (lilac)
d) calcium ion, Ca2+ (orange-red)
e) copper ion, Cu2+ (blue-green)
● C9.3C: Describe tests to identify the following ions in solids or solutions as appropriate:
a) aluminium ion, Al3+
b) calcium ion, Ca2+
c) copper ion, Cu2+
d) iron(II) ion, Fe2+
e) iron(III) ion, Fe3+
…
using sodium hydroxide solution

● C9.4C: Describe the chemical test for ammonia

● C9.7C: Identify the ions in unknown salts, using results of the tests above

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC22c: Tests for negative ions (2 hours)

Specification points Maths skills Practicals
● C9.5C: Describe tests to identify the following ions in solids or solutions as appropriate: n/a Core practical: Identify the
a) carbonate ion, CO32– using dilute acid and identifying the carbon dioxide evolved ions in unknown salts, using
b) sulfate ion, SO42– using dilute hydrochloric acid and barium chloride solution the tests for the specified
c) chloride ion, Cl–, bromide ion, Br–, iodide ion, I–, using dilute nitric acid and silver cations and anions in 9.2C,
nitrate solution 9.3C, 9.4C, 9.5C
● C9.7C: Identify the ions in unknown salts, using results of the tests above
● C9.6C: Core practical: Identify the ions in unknown salts, using the tests for the specified
cations and anions in 9.2C, 9.3C, 9.4C, 9.5C

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C23 Hydrocarbons
Lesson SC23a: Alkanes and alkenes (1 hour)
Specification points Maths skills Practicals
● C9.10C: Recall the formulae of molecules of the alkanes, methane, ethane, propane and ● Visualise and represent tbc
butane, and draw the structures of these molecules, showing all covalent bonds 2D and 3D forms including
● C9.11C: Explain why the alkanes are saturated hydrocarbons two-dimensional
● C9.12C: Recall the formulae of molecules of the alkenes, ethene, propene, butene and representations of
draw the structures of these molecules, showing all covalent bonds (but-1-ene and but-2- 3D objects
ene only)
● C9.13C: Explain why the alkenes are unsaturated hydrocarbons, describing that their
molecules contain the functional group C=C

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC23b: Reactions of alkanes and alkenes (2 hours)

Specification points Maths skills Practicals
● C9.14C: Recall the addition reaction of ethene with bromine, showing the structures of ● Visualise and represent Suggested practical: Test for
reactants and products, and extend this to other alkenes 2D and 3D forms including unsaturation using bromine
● C9.15C: Explain how bromine water is used to distinguish between alkanes and alkenes two-dimensional water.
● C9.16C: Describe how the complete combustion of alkanes and alkenes involves the representations of
oxidation of the hydrocarbons to produce carbon dioxide and water 3D objects

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C24 Polymers
Lesson SC24a: Addition polymerisation (1 hour)
Specification points Maths skills Practicals
● C9.17C: Recall that a polymer is a substance of high average relative molecular mass ● Visualise and represent tbc
made up of small repeating units 2D and 3D forms including
● C9.25C: Recall that: two-dimensional
a) DNA is a polymer made from four different monomers called nucleotides (names of representations of
nucleotides not required) 3D objects
b) starch is a polymer based on sugars
c) proteins are polymers based on amino acids
● C9.18C: Describe:
a) how ethene molecules can combine together in a polymerisation reaction
b) that the addition polymer formed is called poly(ethene)
(conditions and mechanisms not required)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC24b: Polymer properties and uses (1 hour)

Specification points Maths skills Practicals
● C9.19C: Describe how other addition polymers can be made by combining together other ● Visualise and represent tbc
monomer molecules containing C=C, to include poly(propene), poly(chloroethene) (PVC) 2D and 3D forms including
and poly(tetrafluoroethene) (PTFE) two-dimensional
(conditions and mechanisms not required) representations of
● C9.20C: Deduce the structure of a monomer from the structure of an addition polymer 3D objects
and vice versa
● C9.21C: Explain how the uses of polymers are related to their properties and vice versa:
including poly(ethene), poly(propene), poly(chloroethene) (PVC) and
poly(tetrafluoroethene) (PTFE)

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC24c: Condensation polymerisation (1 hour)

Specification points Maths skills Practicals
● C9.22C: Explain: ● Visualise and represent tbc
a) why polyesters are condensation polymers 2D and 3D forms including
b) how a polyester is formed when a monomer molecule containing two two-dimensional
carboxylic acid groups is reacted with a monomer molecule containing two representations of
alcohol groups 3D objects
c) how a molecule of water is formed each time an ester link is formed

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC24d: Problems with polymers (1 hour)

Specification points Maths skills Practicals
● C9.23C: Describe some problems associated with polymers including the: n/a tbc
a) availability of starting materials
b) persistence in landfill sites, due to non-biodegradability
c) gases produced during disposal by combustion
d) requirement to sort polymers so that they can be melted and reformed into a new
product
● C9.24C: Evaluate the advantages and disadvantages of recycling polymers, including
economic implications, availability of starting materials and environmental impact

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C25 Alcohols and carboxylic acids

Lesson SC25a: Ethanol production (2 hours)
Specification points Maths skills Practicals
● C9.33C: Describe the production of ethanol by fermentation of carbohydrates in aqueous n/a Suggested practical: Prepare
solution, using yeast to provide enzymes a solution of ethanol by
● C9.34C: Explain how to obtain a concentrated solution of ethanol by fractional distillation fermentation.
of the fermentation mixture

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC25b: Alcohols (2 hours)

Specification points Maths skills Practicals
● C9.26C: Recall the formulae of molecules of the alcohols, methanol, ethanol, propanol ● Recognise and use Core practical: Investigate
(propan-1-ol only) and butanol (butan-1-ol only), and draw the structures of these expressions in decimal the temperature rise
molecules, showing all covalent bonds form produced in a known mass of
● C9.27C: Recall that the functional group in alcohols is –OH ● Use ratios, fractions and water by the combustion of
● C9.32C: Recall members of a given homologous series have similar reactions because percentages the alcohols, methanol,
their molecules contain the same functional group and use this to predict the products of ● Construct and interpret ethanol, propanol, butanol,
other members of these series frequency tables and
as listed above
● C9.28C: Core Practical: Investigate the temperature rise produced in a known mass of diagrams, bar charts and
water by the combustion of the alcohols ethanol, propanol, butanol and pentanol histograms
● Visualise and represent
2D and 3D forms including
two-dimensional
representations of
3D objects

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Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC25c: Carboxylic acids (1 hour)

Specification points Maths skills Practicals
● C9.29C: Recall the formulae of molecules of the carboxylic acids, methanoic, ethanoic, ● Visualise and represent tbc
propanoic and butanoic acids, and draw the structures of these molecules, showing all 2D and 3D forms including
covalent bonds two-dimensional
● C9.30C: Recall that the functional group in carboxylic acids is –COOH representations of
● C9.31C: Recall that ethanol can be oxidised to produce ethanoic acid and extend this to 3D objects
other alcohols (reagents not required)
● C9.32C: Recall that members of a given homologous series have similar reactions because
their molecules contain the same functional group and use this to predict the products of
other members of these series

© Pearson Education Ltd 2015.

Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

C26 Bulk and surface properties of matter including nanoparticles

Lesson SC26a: Comparing properties of materials (1 hour)
Specification points Maths skills Practicals
● C9.38C: Compare, using data, the physical properties of glass and clay ceramics, ● Construct and interpret tbc
polymers, composites and metals frequency tables and
● C9.39C: Explain why the properties of a material make it suitable for a given use and use diagrams, bar charts and
data to select materials appropriate for specific uses histograms

© Pearson Education Ltd 2015.

Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC26b: Comparing uses of materials (1 hour)

Specification points Maths skills Practicals
● C9.38C: Compare, using data, the physical properties of glass and clay ceramics, ● Construct and interpret tbc
polymers, composites and metals frequency tables and
● C9.39C: Explain why the properties of a material make it suitable for a given use and use diagrams, bar charts and
data to select materials appropriate for specific uses histograms

© Pearson Education Ltd 2015.

Edexcel GCSE (9–1) in Chemistry scheme of work, 2 years

Lesson SC26c: Nanoparticles (1 hour)

Specification points Maths skills Practicals
● C9.35C: Compare the size of nanoparticles with the sizes of atoms and molecules ● Recognise and use tbc
● C9.36C: Describe how the properties of nanoparticulate materials are related to their expressions in standard form
uses including surface area to volume ratio of the particles they contain, including ● Use ratios, fractions and
sunscreens percentages
● C9.37C: Explain the possible risks associated with some nanoparticulate materials ● Make estimates of the results
of simple calculations
● Make order of magnitude
calculations
● Calculate areas of triangles
and rectangles, surface areas
and volumes of cubes

Written by Mark Levesley, Penny Johnson, Iain Brand, Nigel Saunders, John Ling and Steve Gray.

Some content is adapted from existing material originally authored by Sue Robilliard, Richard Grime and Peter Ellis. Used with permission.

© Pearson Education Ltd 2015.