Curriculum Plan & Knowledge Mapping

SUBJECT: Science YEAR GROUP: 7

Curriculum Intent:
Our curriculum aims nurture students to appreciate and understand the Science in the world around us and develop an enquiring mind. We aim to leave students with
extensive substantive and disciplinary knowledge and understanding of key scientific concepts across the specialist disciplines of biology, chemistry and physics. Students
should be able to use key scientific vocabulary both in written and verbal form to illustrate their understanding and apply numeracy skills in a variety of contexts to
further deepen and demonstrate their understanding. Students will be introduced to the scientific method through practical work which will provide them another way
to make sense of key concepts as well as make their own observations and insight into how a scientist works. Our aim is to not only assist students in the attainment of
this knowledge, but to also develop them into scientifically literate citizens who are aware of the vast array of STEM related careers available and who are equipped with
the skills and knowledge necessary to pursue any they wish.

Key Knowledge and End Points for Academic Year:

Biology – Students should be able to: Identify the principal features of specialised cells and describe their functions, explore how the skeletal system and muscular
system in a chicken wing work together to cause movement, graph data relating to variation and explain how it may lead to the survival of a species, relate advice to
pregnant women to ideas about transfer of substances to the embryo, use a model to investigate the impact of changes in a population of one organism on others in the
ecosystem, and use models to evaluate the features of various types of seed dispersal.
Chemistry – Students should be able to: Relate the features of the particle model to the properties of materials in different states, devise ways to separate mixtures
based on their properties, and model the processes that are responsible for rock formation and link these to the rock features.
Physics – Students should be able to: Investigate variables that affect the speed of a toy car rolling down a slope, explain the way in which an astronaut’s weight varies on
a journey to the moon, relate changes in the shape of an oscilloscope trace to changes in pitch and volume, use ray diagrams to model how light passes through lenses
and transparent materials, compare the voltage drop across resistors connected in series in a circuit, compare and explain current flow in different parts of a parallel
circuit, compare the running costs of fluorescent and filament light bulbs, and explain the energy transfers in a hand-crank torch.
Term Termly Core Knowledge & Threshold No excuse Revisiting Depth and Breadth:
Focus Concepts vocabulary Opportunities and Links to wider
The minimum all students should know in Next Steps (e.g. curriculum & SMSC
order to access later concepts when past topics can (e.g. different subjects
be revisited) or key stages)
Autumn Biology –  Cells are the fundamental unit of living Organ, Cell, KS2 – Cells Maths – multiplication,
1 Movement and organisms, Unicellular, KS2 – Animals, including rearranging equations
Cells  How to observe, interpret and record cell Multicellular, Tissue, humans
structure using a light microscope Microscope, Appreciating the need for
 The functions of the cell wall, cell membrane, Magnification, Pupils will progress to use health and safety
cytoplasm, nucleus, vacuole, mitochondria and Nucleus, Cell and develop this
chloroplasts membrane, knowledge in “Variation Collaborative working to
 The similarities and differences between plant Cytoplasm, Vacuole, and Human Reproduction” develop social and
and animal cells Mitochondria, Cell, later in the year and communication skills.
 The role of diffusion in the movement of wall, Ribosomes, Biology topics throughout
materials in and between cells Adaptations, year 8.
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 The structural adaptations of some unicellular Skeleton, Joints,
organisms Ligaments, Tendons,
 The structure and functions of the human Cartlidge,
skeleton, to include support, protection, Antagonistic muscles
movement and making blood cells
 Biomechanics – the interaction between
skeleton and muscles, including the
measurement of force exerted by different
muscles
 The function of muscles and examples of
antagonistic muscles

 The properties of the different states of matter

Chemistry – (solid, liquid and gas) in terms of the particle Particle, Balance, KS2 – States of matter
States of Matter model, including gas pressure Measuring cylinder,
 Changes of state in terms of the particle model Thermometer, Mass, Pupils will progress to use
 Energy changes on changes of state Volume, Density, and develop this
 Conservation of material and of mass, and Brownian motion, knowledge in the
reversibility, in melting, freezing, evaporation, Diffusion, Gas “Substances” topic later in
sublimation, condensation, dissolving pressure, the year and throughout
 Similarities and differences, including density Temperature, Chemistry topics
differences, between solids, liquids and gases Evaporate, Melt, throughout year 8.
 Brownian motion in gases Freeze, Condense,
 The differences in arrangements, in motion and Sublime
in closeness of particles explaining changes of
state, shape and density; the anomaly of ice-
water transition
 Atoms and molecules as particles

 Speed and the quantitative relationship

between average speed, distance and time
Physics – Speed (speed = distance ÷ time) Force, Contact force, KS2 – Forces
and Gravity  The representation of a journey on a distance- Non-contact force,
time graph Balanced force, Pupils will progress to use
 Relative motion e.g. trains and cars passing one Unbalanced force, and develop this
another Gravity/Gravitational knowledge in “Sound and
 Forces are measured in newtons, force, Newton, Light” later in the year and
measurements of stretch or compression as Speed, Acceleration, the equation skills
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force is changed Relative motion, throughout science.
 Non-contact forces: gravity forces acting at a Resultant force,
distance on Earth and in space Weight, Mass,
 Forces are needed to cause objects to stop or Gravitational field
start moving, or to change their speed or strength
direction of motion
 Motion changes depending on direction of force
and its size
Autumn Physics – Speed  Speed and the quantitative relationship Force, Contact force, KS2 – Forces Maths – multiplication,
2 and Gravity between average speed, distance and time Non-contact force, rearranging equations
(cont.) (speed = distance ÷ time) Balanced force, Pupils will progress to use
 The representation of a journey on a distance- Unbalanced force, and develop this Appreciating the need for
time graph Gravity/Gravitational knowledge in “Sound and health and safety
 Relative motion e.g. trains and cars passing one force, Newton, Light” later in the year and
another Speed, Acceleration, the equation skills Collaborative working to
 Forces are measured in newtons, Relative motion, throughout science. develop social and
measurements of stretch or compression as Resultant force, communication skills.
force is changed Weight, Mass,
 Non-contact forces: gravity forces acting at a Gravitational field
distance on Earth and in space strength
 Forces are needed to cause objects to stop or
start moving, or to change their speed or
direction of motion
 Motion changes depending on direction of force
and its size
Chemistry –
Substances  The concept of a pure substance Element, Atom, KS2 – Properties and
 Mixtures, including dissolving Pure, Compound, changes of materials
 Diffusion in terms of the particle model Molecule, Mixture,
 Simple techniques for separating mixtures: Formulation, Pupils will progress to use
filtration, evaporation, distillation and Solvent, Solution, and develop this
chromatography Solute, Dissolve, knowledge in “Observing
 The identification of pure substances Soluble, Chemical Reactions” in
 Defining acids and alkalis in terms of Concentration, Year 8 and some of the key
neutralisation reactions Solubility, terms used throughout
 The pH scale for measuring acidity/alkalinity; Unsaturated science.
and indicators solution, Saturated
 Reactions of acids with metals to produce a salt solution, Insoluble,
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plus hydrogen Acid, Alkali, pH,
 Reactions of acids with alkalis to produce a salt Indicators, Filtration,
plus water Chromatography,
Mobil phase,
Stationary phase
Assessments
Spring 1 Biology –  Reproduction in humans (as an example of a Variation, Inherited KS2 – Living things and Appreciating the need for
Variation and mammal), including the structure and function variation, their habitats health and safety
Human of the male and female reproductive systems, Environmental KS2 – Evolution and
Reproduction the menstrual cycles, gametes, fertilisation, variation, Species, inheritance Collaborative working to
gestation and birth, to include the effect of Adaptation, develop social and
maternal lifestyle on the foetus through the Continuous Pupils will progress to use communication skills
placenta variation, and develop this
 Heredity as the process by which genetic Discontinuous knowledge in “Evolution
information is transmitted from one generation variation, and Inheritance” in Year 8.
to the next Population, Natural
 A simple model of chromosomes, genes and selection, Extinct,
DNA in heredity, including the part played by Biodiversity,
Watson, Crick, Wilkins and Franklin in the Competition,
development of the DNA model Evolution, Gamete,
 Differences between species Fertilisation, Penis,
 The variation between individuals within a Vagina, Ovary,
species being continuous or discontinuous, to Testicle, Oviduct,
include measurement and graphical Uterus, Ovulation,
representation of variation Menstruation,
 The variation between species and between Contraception,
individuals of the same species meaning some Fertilisation,
organisms compete more successfully, which Embryo, Foetus,
can drive natural selection Gestation, Placenta,
Contraception

 Frequencies of sound waves, measured in hertz

Physics – Sound (Hz); echoes, reflection and absorption of sound Vibration, KS2 – Sound
and Light Longitudinal, Wave, KS2 – Light
 Sound needs a medium to travel, the speed of
Vacuum, Absorption,
sound in air, in water, in solids
Echo, Volume, Pitch, Pupils will progress to use
 Sound is produced by vibrations of objects, in Amplitude, and develop this
loudspeakers, detected by their effects on Wavelength, knowledge in the
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microphone diaphragm and the ear drum; Frequency, “Electromagnetic Spectrum
sound waves are longitudinal Oscilloscope, and the Uses of Waves” in
 The auditory range of humans and animals Transparent, Year 8.
Translucent,
 The similarities and differences between light
Opaque, Incident
waves and waves in matter
ray, Reflected ray,
 Light waves travelling through a vacuum; speed Angle of reflection,
of light angle of incidence,
 The transmission of light through materials: Refraction,
absorption, diffuse scattering and specular Reflection, Convex,
reflection at a surface Concave, Retina
 The use of ray models to explain imaging in
mirrors, the pinhole camera, the refraction of
light and action of convex lens in focusing; the
human eye
 Light transferring energy from source to
absorber, leading to chemical and electrical
effects; photosensitive material in the retina
and in cameras
 Colours and the different frequencies of light,
white light and prisms; differential colour effects
in absorption and diffuse reflection
Spring 2 Biology –  Reproduction in plants, including flower Food chain, KS2 – Animals, including Appreciating the need for
Interdependenc structure, wind and insect pollination, Ecosystem, humans health and safety
e and Plant fertilisation, seed and fruit formation and Environment, KS2 – Plants
Reproduction dispersal, including quantitative investigation of Population, KS2 – Living things and Collaborative working to
some dispersal mechanisms Producer, Consumer, their habitats develop social and
 The interdependence of organisms in an Decomposer, Food communication skills
ecosystem, including food webs and insect web, Ovules, Seed, Pupils will progress to use
pollinated crops Fruit, Carpel, and develop this Listening to peers,
 The importance of plant reproduction through Pollination, knowledge in “Evolution observations during
insect pollination in human food security Fertilisation, Pollen and Inheritance” in Year 8. demonstrations
 How organisms affect, and are affected by, their
environment, including the accumulation of
toxic materials
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 Electric current as flow of charge, measured in
amperes
Physics –  Series and parallel circuits Electron, Charge, KS2 – Electricity
Electricity and  Currents add where branches meet and current Electric field,
Circuits as flow of charge Electrostatic force, Pupils will progress to use
 Potential difference, measured in volts, battery Current, Ammeter, and develop this
and bulb ratings Amperes, Series knowledge in “Magnetism
 Resistance, measured in ohms, as the ratio of circuit, Parallel and Electromagnets” in
potential difference (p.d.) to current circuit, Potential Year 8.
 Differences in resistance between conducting difference,
and insulating components Voltmeter, Volts,
 Separation of positive or negative charges when Resistance, Ohms,
objects are rubbed together: transfer of Conductor, Insulator
electrons, forces between charged objects
 The idea of electric field, forces acting across the
space between objects not in contact
Summer Chemistry –  The composition of the Earth Atmosphere, KS2 – Rocks Appreciating the need for
1 Earth Structure  The structure of the Earth Sedimentary, health and safety
 The rock cycle and the formation of igneous, Metamorphic, Pupils will progress to use
sedimentary and metamorphic rocks Igneous, Minerals, and develop this Collaborative working to
 The composition of the atmosphere Weathering, Erosion, knowledge in “Using develop social and
Assessments Rock cycle Materials” in Year 8. communication skills

Physics – Energy  Comparing energy values of different foods Energy, Joule,

Costs and (from labels) (kJ) Energy resource, KS2 – Energy
Transfers  Comparing power ratings of appliances in watts Fossil fuel, Non-
(W, kW) renewable, Pupils will progress to use
 Comparing amounts of energy transferred (J, kJ, Renewable, Watt, and develop this
kW hour) Power, Energy store, knowledge in “Work,
 Domestic fuel bills, fuel use and costs Thermal, Chemical, Heating and Cooling” in
 Fuels and energy resources Kinetic, Gravitational Year 8.
 Energy as a quantity that can be quantified and potential, Elastic
calculated; the total energy has the same value potential, Dissipated
before and after a change
 Comparing the starting with the final conditions
of a system and describing increases and
decreases in the amounts of energy associated
with movements, temperatures, changes in
 Curriculum Plan & Knowledge Mapping
positions in a field, in elastic distortions and in
chemical compositions
Summer Physics – Energy  Comparing energy values of different foods Energy, Joule, KS2 – Energy Appreciating the need for
2 Costs and (from labels) (kJ) Energy resource, health and safety
Transfers (cont.)  Comparing power ratings of appliances in watts Fossil fuel, Non- Pupils will progress to use
(W, kW) renewable, and develop this Collaborative working to
 Comparing amounts of energy transferred (J, kJ, Renewable, Watt, knowledge in “Work, develop social and
kW hour) Power, Energy store, Heating and Cooling” in communication skills
 Domestic fuel bills, fuel use and costs Thermal, Chemical, Year 8.
 Fuels and energy resources Kinetic, Gravitational
 Energy as a quantity that can be quantified and potential, Elastic
calculated; the total energy has the same value potential, Dissipated
before and after a change
 Comparing the starting with the final conditions
of a system and describing increases and
decreases in the amounts of energy associated
with movements, temperatures, changes in
positions in a field, in elastic distortions and in
chemical compositions