Science Assessment Framework

Version 1.4September 2012

Table of Contents

Context........................................................................................................................................................................................................................................ 3

Overview...................................................................................................................................................................................................................................... 4

Biodiversity and interdependence (01, 02 & 03) Progression..................................................................................................................................................... 5

Significant aspects of learning- Biodiversity and interdependence (01, 02 & 03)................................................................................................................... 7

Energy sources and sustainability (04) Progression.................................................................................................................................................................. 10

Significant aspects of Learning - Energy sources and sustainability (04)............................................................................................................................. 11

Processes of the planet (05) Progression................................................................................................................................................................................. 13

Significant aspects of Learning – Processes of the Planet (05)............................................................................................................................................. 14

Space (06) Progression............................................................................................................................................................................................................ 16

Significant aspects of Learning – Space (06)........................................................................................................................................................................ 17

Forces (07 & 08) Progression................................................................................................................................................................................................... 19

Significant aspects of Learning – Forces (07&08)................................................................................................................................................................. 20

Electricity (09 & 10) Progression............................................................................................................................................................................................... 22

Significant aspects of Learning – Electricity (09&10)............................................................................................................................................................. 23

Vibrations and waves (11) Progression.................................................................................................................................................................................... 26

Significant aspects of Learning – Vibrations and Waves (11)................................................................................................................................................ 27

Body systems and cells (12 & 13) Progression.......................................................................................................................................................................... 30

Significant aspects of Learning – Body Systems and Cells (12&13)..................................................................................................................................... 31

Inheritance (14) Progression...................................................................................................................................................................................................... 33

Significant aspects of Learning – Inheritance (14)................................................................................................................................................................. 34

Properties and uses of substances (15 & 16) Progression....................................................................................................................................................... 36

Significant aspects of learning – Properties and Uses of Substances (15&16)..................................................................................................................... 37

Materials (17) Progression......................................................................................................................................................................................................... 40

Significant aspects of learning – Materials (17)..................................................................................................................................................................... 41

Chemical Changes (18 & 19) Progression................................................................................................................................................................................. 43

Significant aspects of learning – Chemical Changes (18&19)............................................................................................................................................... 44

Context

The Science Assessment Framework has evolved through the work of practitioners, in all sectors, over the last three years. It continues to be a ‘work in progress’ where further development of the detail will emerge through practitioner use, but the main shape and intention is now fairly firm.

It should be emphasised that the Assessment Framework is not intended to replace the Experience and Outcomes but to provide an assessment subtext for the teacher which will allow them to ensure that whatever exciting and motivating experience they plan and develop with and for learners in science, the activities will allow the learners to demonstrate they have achieved the expected outcomes.

The main purpose of the Assessment Framework is to provide a basis for teachers conversations about continuity and progression of the major ‘ideas’ in science and the level of understanding which would be expected from learners at each of the levels.

The Assessment Framework has been derived from the national documents in science relating to Principles and Practice, Experience and Outcomes and Concept Development. It consists of 4 parts:An OverviewProgression Sheets for each line of developmentAssessment and moderation planning sheets for each experience and outcomeSignificant Aspects of Learning sheets for each line of development.

OverviewThis is an A3 sheet which indicates the significant aspects of learning within each Line of Development. These significant aspects of learning are the ‘big ideas’ or important concept areas which learners should develop and understand as they progress their learning in science. The overview also illustrates a simplified statement of the progression pathway to indicate the increasing complexity of the understanding required and the integration and interdependence of the scientific ideas.

Progression SheetsAn A3 progression sheet exists for each line of development. It includes the overview statement from the Experience and Outcome document to present the teacher with the ‘big picture’ of the aspirations of this line of study. Alongside the relevant experience and outcomes it illustrates the progression of the significant aspects of learning through success criteria statements. The parallel location of the Experience and Outcomes and the criteria statements are to support the teacher in ensuring that the experience and outcome is used for the design of learning but the criteria guide the teacher in their understanding of what success will look like.

Assessment and moderation planning sheetsAn A4 sheet exists for each Experience and Outcome. This sheet is to support discussions around the understanding of the standard. It should be used as a basis for the focussed moderation between schools but will also support ongoing discussions of the standard within schools. The sheet allows teachers to fulfil the different stages of the NAR process. Included in the sheet are the E&O the significant aspects and a more detailed ‘steps to success’ for learners. These steps to success fulfil two main functions. They supply a scaffolding process for teachers who are not so confident in science and allow them to have next steps conversations with their learners, they also feature as the’ intended learning’ which appears in the Edinburgh version of the On Track with Learning package which is presently being piloted in some of our schools.

Significant Aspects of Learning SheetsAn A3 sheet exists for each line of development. This sheet further explores the progression pathways under each significant aspect of learning. Using the success criteria on the progression sheets it lists a number of statements which might be included in the learners experience as they carry out related activities. This list of statements provides two main functions. It supports practitioners in coming to a common understanding of what success will look like as defined in the assessment and moderation planning sheets; it also provides teachers with ideas as to what might be included in the learners’ experience. It’s important that the assessment framework doesn’t limit the science experience of the learners.

OverviewLine of Development

Significant Aspect of Learning

Progression PathwaysEarly Level First Level Second Level Third Level Fourth Level

Biodiversity and interdependence (01, 02 & 03)

Living Things

Characteristics and dependency.

Living and non-living things. Plants and animals.Food Chains

Identify & classify.Food chains, webs and keys.Conservation.

EcosystemsSample and identify Abiotic factors.

Ecosystem.Adaptation for survival. Natural hazards on biodiversity.

PlantsGrowing plants. Plants needs. Plants benefits.

Fertilisers.Chemicals in agriculture.

Propagation.Fertiliser design. The Nitrogen Cycle.

Photosynthesis PhotosynthesisGas exchange Aerobic Respiration.

Energy Transfer Simple energy types and changes.

Energy/sun/survival.Energy Types.

Transfer& EfficiencyConservation Law.

Harnessing wave wind solar etc.

Energy Sources Everyday sources Renewable and non-renewable

Benefits and problems

Advantages and disadvantages

Energy Uses Energy and work. Uses of energy. National Grid Connection/Efficiency/Location

Biomass/Nuclear power. Conservation

Heat Heat transfer.Insulation

Processes of the planet (05)

Water States of water. Simple water cycle. Detailed water cycle.

Model of matter Kinetic Theory and states of matter.

Boyle’s, Charles’ and Pressure Law.

Climate change Climate change The carbon cycle.

Space (06)

Solar SystemSun, moon and stars.Day and night.

Sun, moon and earth movement.Day, month & year.

The solar system. Life in space

Space observation Eye observation. Eye observation and recording.

Telescope observation.

Rockets and telescopes

Cosmology Planets Galaxies. Mars. Star birth & death.

Forces (07 & 08)

Balanced and unbalanced forces

Push or a pull. Movement and shape change.

Friction force Force and energy Newton’s first Law.

Force and speed A force can make an objects move.

Speed and direction change.

Friction effects. Reducing friction. Newton’s Second Law.

Force at a distance Non-contact forces. Magnetic, electrostatic, gravitational forces.

Weight and mass Electromagnets fields.

Flotation Flotation factors. Density and Upthrust

Electricity (09 & 10)

Electrical Energy Energy form. Supply sources. Energy in a circuit. Output factors. Battery construction.

Electrical Circuits Make things work. Single component circuits.

Multiple component circuits.

Series and parallel circuits.

Resistance and combined circuits.

Electrical Safety Basic electrical safety. Insulators. Voltage effect Fuse role. The human body and earths.

Electronics IPO and logic.

Vibrations and waves (11)

Sound Vibrations, Loudness and pitch.

Change frequency. Sound waves. Microphones and electrical signals.

LightImage production, shadow formation, colour mixing.

Eye, refraction andVisible spectrum.

Electromagnetic Spectrum

Electromagnetic spectrum.

Wave applications Uses.

Body systems andcells (12 & 13)

Senses Identify the senses. Explore the senses Sense organs

Body Systems & CellsSkeleton & major organs

Breathing, circulatory system, digestive system

Organ systems.Health & technology

Homeostasis.Learned behaviour.

MicroorganismsCommon diseases. Microorganisms. Microscopes & cells

Body’s defence & vaccines

Cell division. Stem cells.Uses of enzymes. Ethics.

Inheritance (14) Inheritance

Inherited characteristics

Life cycles.Inherited & non-inherited characteristics

Fertilisation.DNA.

Organisms.Sexual & asexual reproduction.Monohybrid crosses.

Properties and uses of substances (15 & 16)

Properties and Uses of materials

Recognise different types of materials.

Classify, describe,select materials.

Physical and chemical changes.

Mixtures and compounds.

Novel materials.

Solutions Soluble and insoluble solids.

Dissolving factors and diluting.

Rate of dissolving.Different solvents.

Ionic and covalent solutions.

Periodic Table Atomic theory, Element groups

Periodic table patterns.Valency.

Atomic Structure and Bonding

Compounds and mixtures.

Covalent, metallic and ionic bonding.

Atomic structure and bonding.Conservation of mass.

Materials (17)

Earth Structure Structure.Volcanoes.Soil types.

Erosion, weathering of landscape

Rocks Rock Cycle Characteristics of rocks.

Fossil fuels.

Minerals and OresUnreactive metals and reactive metals. Extraction.

Crude Oil and its Products

Crude oil and distillation.

Chemical Changes (18 & 19)

Water Water cycle.Purification.

Metals, acids and bases

pH scale.Neutralisation.

pH testing.Reactivity series.

Reactions and RatesChemical reactions produce new materials.

Word equations, signs and factors.Everyday reactions.

Catalytic converters.Exothermic and endothermic reactions.

Biodiversity and interdependence (01, 02 & 03) Progression

OverviewLearners explore the rich and changing diversity of living things and develop their understanding of how organisms are interrelated at local and global levels. By exploring interactions and energy flow between plants and animals (including humans) learners develop their understanding of how species depend on one another and on the environment for survival. Learners investigate the factors affecting plant growth and develop their understanding of the positive and negative impact of the human population on the environment.

Level 01 02 03Progression Pathways of the Significant Aspects of Learning

Living Things Plants Photosynthesis Gas exchange

Early I have observed living things in the environment over time and am becoming aware of how they depend on each other.

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I have helped to grow plants and can name their basic parts. I can talk about how they grow and what I need to do to look after them.

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I can describe the characteristics of living things and how they depend on each other.

I can describe how plants grow from seeds.

I can describe the basic structures of plants.

First I can distinguish between living and non living things. I can sortliving things intogroups and explain my decisions.

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I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.

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I can help to design experiments to find out what plants need in order to grow and develop. I can observe and record my findings and from what I have learned I can grow healthy plants in school.

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I can explain the differences between living and non-living things.

I can sort living things into plants and animals.

I can describe simple food chains and explain how livingthings depend on each other for food.

I can design an experiment to find out what plants need in order to grow and develop

Second I can identify andclassify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction.

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I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, foodchains and webs. I have contributedto the design or conservation of a wildlife area.

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Through carrying out practical activities and investigations, I can show how plants have benefited society.

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I have collaboratedin the design of an investigation into the effects of fertilisers on the growth of plants. I can express an informed view of the risks and benefits of their use.

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I can Identify & explain how livingthings can be classified

I can explain how energy flows between plants and animals in food chains and food webs.

I am able to use branching and paired statement keys

I can give examples and reasons why certain living things are extinct.

I can explain the importance of conservation in a wildlife area.

I can explain how plants have benefited society.

I can design an investigation to find out the effect of fertilisers on plant growth and explain how fertilisers can benefit plant growth.

Third I can sample andidentify living things from different habitatsto compare their biodiversity and can suggest reasons for their distribution.

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I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth.

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Through investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production.

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I am able to use different examplesto describe the main parts of an ecosystem

I am to sample living things usingdifferent collection methods and be able to identify these using biological keys.

I am able to use simple equipmentto measure abiotic factors.

I can explain the importance of using trace elements for plant growth.

I can explain how differenttypes of chemicals can beused in agriculture and their impact on the world’sfood production

I can explain theprocess of photosynthesis and its importance in plant food production

Fourth I understand how animal and plant species depend on each other and how living things are adapted for survival. I can

I have propagated and grown plants using a variety of different methods. I can compare these methods and

Through investigating the nitrogen cycle andevaluating results from practical experiments, I cansuggest a design for a fertiliser,

I can describe and explain the main parts of an ecosystem.

I can explain how living things are adapted for

I am able to show plant growth using different methods of propagation.

I can explain the commercial use of plant growth and propagation.

I can explain howdifferent factors can affect aerobic Respiration.

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I can contribute tothe design of an investigation to show the effects of different factorson the rate of aerobic respiration and explain my findings.

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SCN 4-03aI can explain how population growth, competition and natural hazards can affect biodiversity.

I can explain the use of fertilisers and their environmental impact.

I can explain the Nitrogen Cycle.

Significant aspects of learning- Biodiversity and interdependence (01, 02 & 03)Overview

Level

Progression Pathways of the Significant Aspects of LearningLiving Things Plants Photosynthesis Gas exchange

EarlyI can describe the characteristics of living things and how they depend on each other.The things around us can be classified as living, non-living and once livingPlants and animals can be categorised as being living things.Human beings are classified as animalsLiving things can be identified as having specific characteristics i.e. movement, respiration, feeding, excretion, sensitivity, growth and reproductionAnimals have basic needs to remain healthy - food, water, heat, air, exercise etc

I can describe how plants grow from seeds. Plants are living thingsPlants have basic needs in order to remain healthy - water, heat, sunlight, and soil (nutrients)Growing plants from seeds

I can describe the basic structures of plants.Plant anatomy generally consists of - roots, stem, leaves, and flowerSeeds are found in the fruits produced by plants

FirstI can explain the differences between living and non-living things.

I can sort living things into plants and animals.Living things respire, move, reproduce, feed, excrete waste, are capable of growth and are sensitive to stimuli whereas non-living things cannot do all of these things. Living things which have died can do none of these things.Animals (including humans) are living thingsSome animals have hair or fur (humans have hair), others have wings, beak and feathersSome animals have scales List some of the special features of plants

I can describe simple food chains and explain how living things depend on each other for food.The Sun is the main source of energy and this energy can be taken in by green plantsGreen plants are the ultimate source of food for virtually all living thingsThe green plants in the food chain are known as the ‘producer’ & animals further up the food chain are known as ‘consumers’The energy living things need passes in one direction along the food chain. This is shown by arrows.All food chains lead back to a green plant and therefore rely on energy from the Sun.The terms " predator/hunter" and "prey/hunted".The term "habitat" to explain where an organism lives

I can design an experiment to find out what plants need in order to grow and developSeeds require water, warmth, air and stored food to germinate.Plants need light, water and air, to grow and develop.

SecondI can Identify & explain how living things can be classified Living things can be classified into animals and plantsAnimals can be classified into vertebrates(which have a backbone) and invertebrates(which do not)Mention the 5 vertebrate groups and their characteristicsMention the 7 invertebrate groups and some of their characteristics

I can explain how energy flows between plants and animals in food chains and food webs.

I am able to use branching and paired statement keys Feeding relationships between living things are represented as food chains and food webs.Green plants use light from the Sun to make food; they are the original source of food for virtually all living things and are known as producers.A consumer is an animal which eats other animals and/or plants – mention primary and secondary consumersExplain herbivores, carnivores and

I can explain how plants have benefited society.

Plants benefit society in many ways e.g. food, medicine, dyes, paper, construction(wood), fuels

I can design an investigation to find out the effect of fertilisers on plant growth and explain how fertilisers can benefit plant growth.Growing plants /seed germination in Petri dishes with and without fertilisers.

omnivores.A food chain shows the transfer of energy from the sun, through a series of living things.This transfer of energy is in one direction only and is represented by the use of arrows.

I can explain the importance of conservation in a wildlife area.

ThirdI am able to use different examples to describe the main parts of an ecosystem

I am to sample living things using different collection methods and be able to identify these using biological keys.

I am able to use simple equipment to measure abiotic factors.Identify habitat, animals and plants as the main parts of an ecosystem.Give an example of a technique which might be used for sampling organisms, and describe its use.Identify two abiotic factors eg light and moistureGive an example of a technique which might be used to measure an abiotic factor and describe its use

I can explain the importance of using trace elements for plant growth.

I can explain how different types of chemicals can be used in agriculture and their impact on the world’s food production Conditions for plant growth – attempt only ONE of these!Loam and loamless composts.• Make soils made from different proportions of humus or peat, grit, sand and perlite. Investigating the effect of different soils on plant growth to investigate drainage, water retention and humus. Properties of granular and liquid fertilisers.• Mineral ratios in fertilisers. The importance of trace minerals N, P and K as major plant minerals for leaf (N), root (P), flower and fruit growth (K)Investigate compost and chemical fertilisers.• Investigate and compare the growth of plants supplied with compost or chemical fertilisers – Baby Bio or other plant food.Watering• Watering plants to include supplying sufficient moisture by watering can, hose or others including use of capillary matting, water retentive gel and automatic irrigation systems to provide water; signs of over and under watering.

I can explain the process of photosynthesis and its importance in plant food productionPhotosynthesis as the process of food production in sunlight.State that green plants make their own food which may be stored as starch.State that green plants convert light energy to chemical energy using chlorophyll.State that plants take in carbon dioxide from the air through pores (stomata) which can open and close.State that water vapour is lost through stomata.Describe the process of photosynthesis in terms of raw materials and products.

FourthI can describe and explain the main parts of an ecosystem.

I can explain how living things are adapted for survival

I can explain how population growth, competition and natural hazards can affect biodiversity

Describe what is meant by habitat, population, community and ecosystem.Describe what is meant by producer and consumer.Give an example of both a food chain and food web.State what is meant by biodiversity.Understand how populations of organisms in an ecosystem impact on each other Understand that increased biodiversity contributes to the stability of an ecosystem.Explain the possible effects of the removal of one species on the remaining species in a food web. (i.e. disrupting a food web) (credit outcome but relevant to this outcome)Describe the consequence to biodiversity of food webs being disrupted.How biodiversity can be reduced by natural disasters or human intervention e.g. forest fires, floods, and human intervention, monoculture, deforestation and pollution.State that competition occurs when organisms have a need for the same resources.Give some examples of competition and natural disasters on biodiversity.How to calculate population growth.How to make predictions on how natural hazards or population growth might affect biodiversity.

I am able to show plant growth using different methods of propagation.

I can explain the commercial use of plant growth and propagation.How plants are naturally propagated Know the stages in an angiosperm life cycleKnow the structure and function of an angiosperm flowerDescribe the processes of pollination , fertilisation, fruit formation and seed dispersalKnow the structure of the seedPlan investigations on the conditions needed for a seed to germinate.Propagate plants using at least one method of natural vegetative propagation Propagate plants using at least one method of artificial vegetative propagationArtificial propagation – related to commercial plant production.• Growing points.• Techniques of taking stem and leaf cuttings.• Methods of reducing water loss.• Layering and its advantages.The advantages and disadvantages of heat during propagationKnow the advantages and disadvantages of sexual and asexual reproduction to the commercial growerKnow the various reasons why plants are grown commercially

I can explain the use of fertilisers and their environmental impact.

Understand where nitrogen is present in organisms and in the non living parts of the ecosystem Understand that nitrogen is cycled around the living and non living parts of an ecosystem Understand the importance of soil decomposers in this recycling process Describe processes which increase

I can explain how different factors can affect aerobic Respiration.Understand the importance of the process of aerobic respiration Know the process of aerobic respiration naming requirements and products Write a word equation describing the process of aerobic respirationState three reasons why living cells need energy.State that cells need oxygen to release energy from food during aerobic respiration.State that carbon dioxide is given off by cells during tissue respiration & that heat energy may be released from cells during respiration.Explain why pulse rate and breathing rate increase with exercise.Measure the rate of respirationKnow the factors which affect the rate of aerobic respiration (e.g. temperature, availability of substrate, availability of oxygen)Plan and carry out an investigation into the effect of temperature or oxygen availability or availability of substrate on the rate of aerobic respiration

I can explain the Nitrogen Cycle.Explain the importance of nutrient cycles to the organisms of an ecosystem – using Nitrogen Cycles as an example?

nitrogen levels in the soil Understand how nitrogen passes through organisms in an ecosystem and back into the soilDescribe about processes which decrease nitrogen levels in soilKnow the components of a fertiliser and their importance to plants Investigate the effects on plant growth of a lack of nitrogen.Evaluate data from investigations Design of fertiliser with low environmental impact

Energy sources and sustainability (04) Progression

OverviewLearners explore types, sources and uses of energy and develop their understanding of how energy is transferred and conserved. They consider the relevance of these concepts to everyday life. They explore the nature and sustainability of energy sources and discuss benefits and assess possible risks to form an informed view of responsible energy use.

Level 04 Progression Pathways of the Significant Aspects of LearningEnergy Transfer Energy Sources Energy Uses Heat

Early I have experienced, used and described a wide range of toys and common appliances. I can say‘what makes it go’ and say what they do when they work.

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I can name simple types of energy and describe energy changes.

I can name simple sources of energy.

I can relate energy and work.

First I am aware of different types of energy around me and can show their importance to everyday life and my survival.

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I can describe the sun as our major source of energy. I can explain how we need energy to survive. I can namedifferent types of energy.

I can name everyday sources ofenergy.

I can identify different uses of energy.

Second By considering examples where energy is conserved, I can identify the energy source, howit is transferred and ways of reducing wasted energy.

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Through exploring non-renewable energy sources, Ican describe how they are used in Scotland today and express an informed view on the implications for their future use.

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I can identify energy transfer situations. I can explain energy efficiency and relate it to the Law of Energy Conservation.

I can identify renewable and non-renewable sources of energy including nuclear power. I candescribe energy production in Scotland.

I can describe the National Grid Distribution to homes, industry andschools. I can explain the issues of finite energy resources and pollution.

Third I can use my knowledge of the different ways in which heat is transferred between hot and cold objects and the thermal conductivity of materials to improve energy efficiency in buildings or other systems.

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By investigating renewable energy sources and taking part in practical activities to harness them, I can discuss their benefits and potential problems.

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I can explain the relative efficiencies of the different energy sources and the factors which influence their location.

I can explain how energy sources such as wave, wind,solar, etc. can be harnessed.

I can describe the benefits and potential problems of renewable and non-renewable energy sources.

I can explain the different methods by which heat can be transferred. I canexplain the use of insulation. I can explain how the methods of heat transfer influence building design.

Fourth By contributing to an investigation on different ways of meeting society’s energy needs, I can express an informed view on the risks and benefits of different energy sources, including those produced from plants.

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Through investigation, I can explain the formation and use of fossil fuels and contribute to discussions on the responsible use and conservation of finite resources.

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I can explain the advantages and disadvantages of renewable and non-renewable energy sources including fossil fuels, and plants.

I can explain how different energy sources can meet the needs of society. I can explain ways of energy conservationin homes, industry and schools.

Significant aspects of Learning - Energy sources and sustainability (04) Overview

Level

Progression Pathways of the Significant Aspects of LearningEnergy Transfer Energy Sources Energy Uses Heat

EarlyI can name simple types of energy and describe energy changes.

Electricity, movement, heat and light are all types of energy.Energy changes when it makes things work.

I can name simple sources of energy.

Human beings, petrol, batteries and wind-up springs are sources of energy.

I can relate energy and work.

Many toys (and common appliances) need energy to work.

FirstI can describe the sun as our major source of energy. I can explain how we need energy to survive. I can name different types of energy.

The Sun is our main source of heat and light energy.Light energy is necessary to grow food for our survival.Sunlight is necessary for the growth of healthy bones.We use our sense of hearing and sight to detect information around us. This can be important to our survival.We need energy from food to move and keep warm.Heat energy is necessary for survival - body temperature, cooking food etc.

I can name everyday sources of energy.

Heat and light energy comes from the sun.Lights provide light energy.Musical instruments, voice, radio, telephone produce sound energy.

I can identify different uses of energy.

Energy from light sources help us to see.Our eyes detect light energy.Our ears detect sound energy.

SecondI can identify energy transfer situations. I can explain energy efficiency and relate it to the Law of Energy Conservation.

The law of conservation of energy states that energy can be converted from one form to another but cannot be created or destroyed.When work is done by humans or machines energy is transferred or transformed.When work is done energy is always lost – usually as heat.The less energy is lost then the more efficient it is.

I can identify renewable and non-renewable sources of energy including nuclear power. I can describe energy production in Scotland.

Energy sources can be either renewable or non-renewable. A non-renewable energy source will run out. A renewable energy source will not run out.Coal, oil and gas are non-renewable sources of energy, called fossil fuels, which are used to give heat to produce electrical energy.Energy from the Sun millions of years ago is stored in fossil fuels which can be accessed today for use in everyday life.Fossil fuels will eventually run out.Alternative sources of energy include: solar, wind, wave, geothermal and nuclear.

I can describe the National Grid Distribution to homes, industry and schools. I can explain the issues of finite energy resources and pollution.

Energy is used to heat, light and move appliances and equipment in the world around us.Most of our electrical energy is supplied from power stations.Electrical energy is delivered to our homes by the power lines called the National Grid.Fossil fuels have a limited life span and can cause pollution and contribute to the Greenhouse effect and Global warming.Nuclear fuels remain radioactive for a long time and need to be stored.Scotland’s energy needs are met through non-renewable and renewable sources.

ThirdI can explain the relative efficiencies of the different energy sources and the factors which influence their location.

Describe how different energy sources have different levels of efficiency.Renewable energy sources need to be located in suitable locations to maximise their efficiency.This needs to be balanced against the environmental effect.

I can explain how energy sources such as wave, wind, solar, etc. can be harnessed.

The movement generated by waves, tide, hydro and wind is used to generate electricity through a dynamo.The radiation from the sun is changed directly into electricity by a solar cell or panel.The heat from biomass or geothermal energy can be used directly or used to produce electricity.

I can describe the benefits and potential problems of renewable and non-renewable energy sources.

Non renewable fossil fuels can cause pollution and will eventually run out.Nuclear fuels will last longer and much less is required but they need long term storage.Non renewable sources have a low efficiency yield and can impact the environment and local ecology.

I can explain the different methods by which heat can be transferred. I can explain the use of insulation. I can explain how the methods of heat transfer influence building design.

Use the following terms correctly in context: temperature, heat and degree Celsius.Explain how heat energy is transferred through conduction. convection and radiation.State that heat loss in a given time depends upon the temperature difference between the inside and the outside of the house.Describe ways of reducing heat loss in the home due to conduction, convection and radiation.

FourthI can explain the advantages and disadvantages of renewable and non-renewable energy sources including fossil fuels, and plants.

Fossil fuels are transportable, relatively efficient and relatively safe.Fossil fuels are a finite resource but bring an environmental risk both with

I can explain how different energy sources can meet the needs of society. I can explain ways of energy conservation in homes, industry and schools.

A number of different sources have been used to produce a fuel for cars.

Overview

Level

Progression Pathways of the Significant Aspects of LearningEnergy Transfer Energy Sources Energy Uses Heat

access and use.Nuclear fuel for fission reactors is transportable, very efficient and has a longer lasting supply.Nuclear fuel has a risk associated with its use and the long term storage of the waste products.Nuclear fusion is a potential source of nuclear energy.Plants can be used to produce biomass but this has an environmental effect.Most renewable sources need to be located in a suitable position, they tend to be less efficient and effect the environment and ecology of these areas.

Nuclear power stations are used to sterilise medical equipment and small nuclear cells are used to provide power for different devices over a long period.Energy use can be reduced in transport, industry and homes in a range of ways.

Processes of the planet (05) Progression

OverviewLearners explore the changing states of matter and the physical and chemical processes which influence Earth’s atmosphere and oceans. They learn about climate change as a natural process in time as well as the result of human activity. Through connections with collaborative studies of landscape, weather and climate in social studies they build up an integrated picture of the dynamic nature of Earth.

Level 05 Progression Pathways of the Significant Aspects of LearningWater Model of matter Climate change

Early By investigating how water can change from one form to another, I can relate my findings to everyday experiences.SCN 0-05a

I can identify the different states of water. I can use simple words to describe water changing state.

First By investigating how water can change from oneform to another, I can relate my findings to everyday experiences.

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I can describe the differentstates of water. I can use more complex words to describe the changes of state. I can recognise the factors causing changes ofstate. I can describe the water cycle in simple terms

Second I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time.

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I can explain the water cycle using appropriate scientific terms.

Third By contributing to experiments and investigations, I can develop my understanding of models of matter and can apply this to changes of state and the energy involved as theyoccur in nature.

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I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things.

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I can explain the kinetic theory and describe how it relates to the different states of matter.

I can explain some of theprocesses which contribute to climate change and the possible impact on living things.

Fourth I have developed my understanding of the kinetic model of a gas. I can describe the qualitative relationships between pressure, volume and temperature of gases.

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Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance ofgases in the air, considering causes and implicationsof changes in the balance.

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I can describe how the kinetic theory provides a basis for Boyle’s, Charles’ and the Pressure Law.

I can describe the carboncycle and how it has become unbalanced and consequently contributing to global warming.

Significant aspects of Learning – Processes of the Planet (05)Overview

Level

Progression Pathways of the Significant Aspects of LearningWater Model of matter Climate change

EarlyI can identify the different states of water. I can use simple words to describe water changing state.

Water exists in three states – solid (ice), liquid (water), gas (steam). NB Steam is not a true gas but children of this age will understand that it is neither a liquid nor a solidWater changes state.Ice melts, water freezes.Water boils, steam condenses.Water changes can be seen through everyday occurrences.

ice lolly melts in the summer heatpuddles evaporatepuddles ice over in the winter cold

FirstI can describe the different states of water. I can use more complex words to describe the changes of state. I can recognise the factors causing changes of state. I can describe the water cycle in simple terms

Water exists in three states – solid (ice), liquid (water), gas (steam). NB Steam is not a true gas but children of this age will understand that it is neither a liquid nor a solid.Solid keeps its shape.Liquids flow.Gases go everywhere.Ice melts to form liquid water.Water freezes to form ice.Water boils/evaporates to form water vapour/steam.Water vapour/steam condenses to form liquid water.The heat of the Sun makes standing water change into water vapour which will fall again as rain (liquid).

SecondI can explain the water cycle using appropriate scientific terms.

Water is one of the most important substances on the Earth. Water exists in 3 different states solid (ice), liquid (water), or gas (water vapour)Water boils at 100 °CWater freezes at 0°CIce melts at 0°CWater evaporates when heated.Water vapour condenses when cooled.The Water Cycle is a very important process in natureHeat from the Sun causes liquid water(sea, rivers, puddles) to evaporateWater as a gas (vapour) moves upwards and as it becomes colder, it condenses into droplets to form clouds.Wind moves clouds.Droplets accumulate which leads to precipitation (rain)Temperature plays an integral part in the water cycle i.e. high temperature causes evaporation lower temperature causes condensation

and precipitation very low temperature causes

precipitation to fall as snow or hailAnnotated diagrams are an effective way to display the mechanism of the water cycleWater is necessary for life e.g. growth of crops, drinking, river formation/flow etc.

ThirdI can explain the kinetic theory and describe how it relates to the different states of matter.

Matter is made up of small particles called atoms – atomic theoryThe small particles which make up matter are

I can explain some of the processes which contribute to climate change and the possible impact on living things.

Air is a mixture of gases. Air is approximately 80% nitrogen and 20% oxygen.The test for carbon dioxide is that it turns limewater

Overview

Level

Progression Pathways of the Significant Aspects of LearningWater Model of matter Climate change

always moving. – kinetic theoryThe speed of the particles and the space between the particles determines the state of the matter.Heat energy supplied to any state of matter will increase the speed (kinetic energy) of the particles and cause them to move further apart. The matter will expand.Heat energy supplied to matter at its melting or boiling point will break the bonds between the particles.Dilution occurs when 2 liquids are mixed so that their particles can move through each others spaces.Dissolving occurs when the particles of one liquid fits in the spaces of another liquid.Diffusion occurs when the particles of 2 gases move through each others spaces

milky.Carbon reacts with oxygen to produce carbon dioxide.Hydrocarbons burn in a plentiful supply of air to produce carbon dioxide and water. Plants use light energy to produce glucose from carbon dioxide and water in a process called photosynthesis; oxygen gas is also produced. During photosynthesis carbon dioxide is absorbed through the leaves of plants. The light energy required for photosynthesis is absorbed by the chlorophyll in the leaves.Animals obtain glucose by eating food which has come from plants.Animals require sources of energy for use in a number of ways, including warmth and movement.Animals can obtain energy by the reaction of glucose with oxygen to produce water and carbon dioxide in a process called respiration. Respiration is the reverse of photosynthesis. The processes of photosynthesis and respiration maintain constant amounts of oxygen and carbon dioxide in the air. Carbon dioxide in the atmosphere causes the greenhouse effect. Extensive clearing of forests reduces the amount of carbon dioxide removed from the atmosphere by photosynthesis. Increased levels of carbon dioxide in the air may also be due to increased combustion of fuels. An increase in the level of carbon dioxide in the atmosphere could cause the atmosphere to retain more of the sun’s energy as heat, a process known as global warming. Carbon dioxide dissolves in water to form acidic solutions.

FourthI can describe how the kinetic theory provides a basis for Boyle’s, Charles’ and the Pressure Law.

A gas consists of small unattached particles moving at high speeds in continual random motion. These particles collide elastically with each other and the sides of the containing vessel.The higher the temperature of the gas the greater the particles kinetic energy and the greater the force of collision.The smaller the container then the more often will the particles collide with the sides of the containing vessel and the greater the pressure.For a fixed mass of gas at constant temperature the pressure is inversely proportional to the volume. (Boyle’s Law).For a fixed mass of gas at constant pressure the volume is directly proportional to the temperature in kelvins. (Charles’ Law)For a fixed mass of gas at constant volume the pressure is directly proportional to the temperature in Kelvin’s. (Pressure law)Explain high and low air pressure weather systems in terms of a kinetic model and learn how to link to weather effects.Explain how reduction in volume by the application of pressure is used in internal combustion engines and other applications.Explain the use of heated steam in turbines.Explain the danger of heating closed cans.

I can describe the carbon cycle and how it has become unbalanced and consequently contributing to global warming.

State that the main components of air are oxygen and nitrogen in proportion of 1:4.State the tests for carbon dioxide and water.State that hydrocarbons burn completely to produce only carbon dioxide and water.State that photosynthesis is the process by which plants make carbohydrates from carbon dioxide and water, using light energy in the presence of chlorophyll; oxygen is released in the process.State that the role of chlorophyll in photosynthesis is to absorb light energy.State that the carbohydrates made in plants during photosynthesis are an important food for animals.Give examples of how energy can be used by animals.State that respiration is the process by which animals and plants obtain a supply of energy by breaking down carbohydrates (using oxygen) to give carbon dioxide and water.State that carbohydrates release energy, producing carbon dioxide and water when burned.Explain the importance of respiration and photosynthesis in maintaining the balance of carbon dioxide and oxygen in the air.Explain why the extensive clearing of forests could present dangers to life on earth.Understand where carbon is present in organisms and in the non living parts of the ecosystem Understand how carbon is cycled around the living and non living parts of an ecosystem Understand how plant organic materials pass into animals and microbes Describe how processes of burning, respiration and decomposition affect the balance of gases in the air Explain about the consequences of changes in the balance of gases in the air

Space (06) Progression

OverviewLearners develop their understanding of the Earth’s position within the universe while developing a sense of time and scale. They develop their understanding of how our knowledge of the universe has changed over time and explore ideas of future space exploration and the likelihood of life beyond planet Earth.

Level 06 Progression Pathways of the Significant Aspects of LearningSolar System Space observation Cosmology

Early I have experienced the wonder of looking at the vastness of the sky, and can recognise the sun, moon and stars and link them to daily patterns of life.SCN 0-06a

I can recognise the sun, moon and stars and link these to day and night.

I can observe the sun, moon and stars in the sky.

First By safely observing and recording the sun and moon at various times, I can describe their patterns of movement and changes over time. I can relate these to the length of a day, a month and a year.

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I can describe the relative movements ofthe Sun, moon and earth and link these today, month and year.

I can observe and record changes in the sun moon and stars in the sky.

Second By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it.

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I can describe the solar system in terms of size, scale, time and relative motion.

I can observe planets using a telescope.

I can explain the formation of the solar system and the existence of Satellites, asteroids, comets etc.

Third By using my knowledge of our solar system and the basic needs of living things, I can produce a reasoned argument on the likelihood of life existing elsewhere in the universe.

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I can explain why life exists on earth and not on other solar system planets.

I can describe the abundance and existence ofstar systems and galaxies.

Fourth By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time.

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. I can explain how rockets work and how they’ve been used. I can explain how astronomical and satellite telescopes operate.

I can explain the Big Bang theory and describe star formation and destruction and the creation of Black holes

Significant aspects of Learning – Space (06)Overview

Level

Progression Pathways of the Significant Aspects of LearningSolar System Space observation Cosmology

EarlyI can recognise the sun, moon and stars and link these to day and night.

The sun is seen in the sky during the day.The Sun gives us heat and light energy.The Moon is seen more clearly at night.The stars are as large as the sun, but appear to be smaller due to the vast distance between them and the Earth.

I can observe the sun, moon and stars in the sky.

The Sun, Moon and stars are seen in the sky.Many stars can be seen in the sky on a clear night.The stars look as if they are in groups which are called constellations.

FirstI can describe the relative movements of the Sun, moon and earth and link these to day, month and year.

The Earth is the planet we live on which circles the Sun.The Moon is a large rock which circles round the Earth.During the day the Sun gives us light energy. At night the light from the Sun does not reach us, so it is dark.The sun gives us heat and light energyThe Earth is round and it spins around an imaginary line through its centre called the AXIS.The time taken for one complete spin is 24 hours.The Earth takes 1 year to move round the SunThe Moon takes 1 month to move round the EarthAs the Earth moves round the Sun we get the seasonsThe seasons are called Spring, Summer, Autumn and WinterIn summer, the days are longer and usually warmer.In winter, the days are shorter and usually cooler

I can observe and record changes in the sun moon and stars in the sky.

The Moon appears to have different shapes in the sky at different timesThe sun appears in a different position of the sky during the day

SecondI can describe the solar system in terms of size, scale, time and relative motion.

The Sun is a star at the centre of our solar system it is a huge ball of hot gasOur solar system is a set of 8 planets in orbit around a central star which we call the Sun.The planets vary in: size, distance from the Sun, length of day, length of year, temperature, materials from which they are predominantly madeAny object that orbits a planet is called a satellite. The moon is a natural satellite

I can observe planets using a telescope.

The planets can be observed to move across the night sky.The stars are as large as the sun, but appear to be smaller due to the vast distance between them and the Earth

I can explain the formation of the solar system and the existence of Satellites, asteroids, comets etc.

The solar system was formed by the pull of gravity on a large cloud of rotating matter in space.Our Solar System is found in a Galaxy called the Milky WayThere are other bodies out in space such as; asteroids, meteors, comets, satellites and stars.

ThirdI can explain why life exists on earth and not on other solar system planets.

All life requires water, nutrients and energy.Organisms use either light or chemical energy to liveHabitable planets are able to provide organisms with a dependable supply of water, nutrients and energySunlight intensity influences surface temperatures and whether organisms can use light as an energy sourceThe possibility of life as we know it is extremely limited on some planets because of the lack of the fundamental requirements.

I can describe the abundance and existence of star systems and galaxies.

The vast number of stars significantly increases the possibility of extraterrestrial lifeThe likelihood of extraterrestrial life depends on a number of factors including, the existence of planets and their closeness to their star.

FourthI can explain how rockets work and how they’ve been used. I can explain how astronomical and satellite telescopes operate.

A rocket is pushed forwards because the exhaust gases are pushed backwards (Newton’s 3rd Law)A rocket’s motors doesn’t need to be on during interplanetary flight (Newton’s 1st Law)The time to travel to near and distant destinations can be calculatedStars can appear equidistant from the Earth but are

I can explain the Big Bang theory and describe star formation and destruction and the creation of Black holes

Development of ideas on the universe through time (Ptolemaic, Copernican, Brahe & Kepler, Galileo, Newton)Examples of types of telescope and how they operate (visible, radio etc). Space telescopes (Hubble, IRAS, ROSAT (RÖntgen satellite), COBE (Cosmic background explorer)

Overview

Level

Progression Pathways of the Significant Aspects of LearningSolar System Space observation Cosmology

actually not and this has an effect on space travelRockets have been used to put telescopes into space.

Optical astronomical telescopes can be reflecting or refracting.A concave or parabolic dish aerial works by reflection.Radio telescope’s are concave or parabolic dishes which can be used in space explorationWhite light can be split to produce a spectrum of coloursA line spectrum can be used to give us information about starsEmission spectra can give us information about stars

Exploration of the solar system (Apollo, Viking, Voyager, Magellan, Galileo) Star information and development. (Line Spectra to identify stars (absorption lines), Life cycle of a star)Use of satellites to explore and observe spaceThe Big Bang Theory tries to explain why the Universe is expanding.The universe consists of a number of galaxies all moving away from each other.A receding star is one which is moving away from the earth.Doppler Shift allows the speed of recession to be measured.Stars are continually forming and dying.A Black Hole is formed when stars of a certain size and type die.

Forces (07 & 08) Progression

OverviewLearners first develop an understanding of how forces can change the shape or motion of an object, considering both forces in contact with objects and those which act over a distance. They investigate the effects of friction on motion and explore ways of improving efficiency in moving objects and systems. Study of speed and acceleration of an object leads to an understanding of the relationship between its motion and the forces acting on it. This is linked to transport safety. Learners develop their understanding of the concept of buoyancy force and density.

Level 07 08Progression Pathways of the Significant Aspects of Learning

Balanced and unbalanced forces

Force and speed Force at a distance

Flotation

Early Through everyday experiences and play with a variety of toys and other objects, I can recognise simple types of forces and describe their effects.

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I can describe a force as a push or apull.

I can describe how a force can make an object move

First By investigating forces on toys and other objects, I can predict the effect on the shape or motion ofobjects.

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By exploring the forces exerted by magnets on other magnets and magnetic materials, I can contribute to the design ofa game.

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I can explain that a push and a pull are both forces and if they are equal (balanced) there is no movement. I candescribe how a force can change the shape of things

I can explain that different sizes of force produce different changes inspeed. I can describe that a force can stop a moving object or it can change the direction of a moving object.

I can describe how magnets can exert non-contact forces which can be attractive or repulsive.

Second By investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects.

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I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications.

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By investigating floatingand sinking of objects in water, I can apply my understanding of buoyancy to solve a practical challenge.

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I can explain that friction is caused bysurfaces rubbing together. I can explain that air resistance is a friction force

I can explain that friction is a force which tries to stop objects moving. And can describe ways in which friction forces can be reduced.

I can describe the existence of magnetic, electrostatic and gravitational forces and their effects.

I can describe factors which affect floating.

Third By contributing to investigations of energy loss due to friction, I cansuggest ways of improving the efficiency of moving systems.

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I have collaborated in investigations into the effects of gravity on objects and I can predict what might happen to their weight in different situations on Earth and in space.

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I can explain how the existence of a friction force leads to a loss of energy.

I can describe how lubrication and streamlining can beused to reduce the friction force and reduce the energy lost.

I can explain the relationship between weight andmass

Fourth I can use appropriate methods to measure, calculate and display graphically the speed of an object, and showhow these methods can be used in a selected application.

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By making accurate measurements of speedand acceleration, I can relate the motion of an object to the forces acting on it and apply this knowledge to transport safety.

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I can help to design and carry out investigations into the strength of magnets and electromagnets. From investigations, I can compare the properties, uses and commercial applications of electromagnets and supermagnets.

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Through experimentation,I can explain floating and sinking in terms of the relative densities of different materials.

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I can explain how an object stays at rest or moves at a constant speed in astraight line using Newton’s first Law.

I can explain how an object accelerates when an unbalanced force acts on it using Newton’s Second Law. I can explain and analysethe motion of an object using Speed~time graphs.

I can describe the factors which will increase the strength of an electromagnet. I can explain how a simple electric motor works.

I can explain how the density of a liquid effects the upthrust force and determines the flotation characteristics of anobject.

Significant aspects of Learning – Forces (07&08)Overview

Level

Progression Pathways of the Significant Aspects of LearningBalanced and unbalanced forces Force and speed Force at a distance Flotation

EarlyI can describe a force as a push or a pull.

A push is a force applied to move objects away from youA pull is a force applied to move objects towards you

I can describe how a force can make an object move

To move an object we need to apply a forceA ‘big’ push will cause an object to move further than a ‘small’ pushA bigger force is required to move a heavier object

FirstI can explain that a push and a pull are both forces and if they are equal (balanced) there is no movement. I can describe how a force can change the shape of things

Push and Pull are both forcesIf a push and a pull are equal to one another there is no movement (balanced forces)

A force can change the shape of some materialsTwisting, rolling, bending, squeezing, stretching, blowing are forms of push and pull forces which can change the shape of some materials

I can explain that different sizes of force produce different changes in speed. I can describe that a force can stop a moving object or it can change the direction of a moving object.

When a push or pull force is applied to an object it may change the speed, direction or shape of that objectA force is needed to produce motion. The greater the force applied, the greater the motion producedFriction causes moving objects to slow down

I can describe how magnets can exert non-contact forces which can be attractive or repulsive.

Magnets exert a forceMagnets attract certain materials - iron and iron alloysMagnets have a north pole and a south poleThe terms attract and repel are used to describe the pushing and pulling effects of magnetsLike poles repelUnlike poles attractMagnets have many uses in everyday life

SecondI can explain that friction is caused by surfaces rubbing together. I can explain that air resistance is a friction force

Friction is a force caused by one surface rubbing against anotherAir resistance is a type of frictionAir resistance can be reduced by streamlining

I can explain that friction is a force which tries to stop objects moving. And can describe ways in which friction forces can be reduced.

Friction slows down or stops moving objects Friction tries to prevent objects movingFriction can be useful e.g. tyres gripping on roads/brakesFriction can be a problem e.g. opening a door/ moving parts of a bicycleFriction can be increased by making a surface rougherFriction can be decreased by smoothing the surface or using a lubricantAir resistance can be useful e.g. parachutesAir resistance can be a problem e.g. cars, aeroplanes and trains. Air resistance can be reduced by streamlining

I can describe the existence of magnetic, electrostatic and gravitational forces and their effects.

All things are pulled towards the centre of the Earth - this pull is caused by gravitySome objects may become electrically charged by rubbing two surfaces together – the charges produce an electrostatic forceMagnets are mostly made from iron or iron alloysMagnets exert a forceMagnets attract certain materialsMagnets have a North Pole and a South PoleLike poles repel / unlike poles attractMagnets in a compass point North because of the direction of the Earth’s magnetic field.These forces of attraction and repulsion have a variety of uses in everyday life

I can describe factors which affect floating.

Some objects will float in water while others will sink. Objects which float are buoyant.Water exerts an upward pushing force (upthrust) which causes objects to float Objects lighter than the upward thrust will float and objects heavier will sinkWhen an objects floats, the forces acting on it are balanced upthrust force = gravityFactors which affect floating are:

material object is made ofthe object’s shapethe type of liquid it is in (density)

ThirdI can explain how the existence of a friction force leads to a loss of energy.

A friction force works against movement and causes a loss of energy through heat.The greater the energy loss the less efficient is the work done.

I can describe how lubrication and streamlining can be used to reduce the friction force and reduce the energy lost.

Lubrication, streamlining and other methods can be used to reduce the friction force and hence reduce the energy lost.

I can explain the relationship between weight and mass

State that weight is a force and is the Earth’s pull on an object.Calculate weight using: Weight = mass x 10State that the weight of an object on the moon or on another planet is different from its weight on Earth.State that objects in free fall appear weightless.

FourthI can explain how an object stays at rest or moves at a constant speed in a straight line using Newton’s first Law.

State that equal forces acting in opposite directions on an object are called balanced forces and are equivalent to no force at allState that when balanced forces or no forces act on an object its speed remains the same

I can explain how an object accelerates when an unbalanced force acts on it using Newton’s Second Law. I can explain and analyse the motion of an object using Speed~time graphs.

Define the terms speed and accelerationDescribe how to measure an average speedCalculate acceleration from change of speed per unit timeDescribe the qualitative effects of

I can describe the factors which will increase the strength of an electromagnet. I can explain how a simple electric motor works.

Make simple electromagnets using wire and a metal core (nail).State that a magnetic field exists around a current-carrying wire.Know and use appropriate vocabulary such as magnetic field, solenoid , lines of force, Know that an wire carrying a current produces a magnetic field around the wire

I can explain how the density of a liquid effects the upthrust force and determines the flotation characteristics of an object.

Understand that whether an object floats depends on both mass and volume The density of a material is defined as the mass per unit volume.The upthrust force depends on the weight of liquid displaced.The denser a liquid the less volume is required for a particular upthrust. Ie. there is less displacement.

Overview

Level

Progression Pathways of the Significant Aspects of LearningBalanced and unbalanced forces Force and speed Force at a distance Flotation

change of mass or of force on the acceleration of an objectCarry out calculations involving the relationship between acceleration, unbalanced force and mass

Carry out calculations involving the relationship between distance, time and average speedDescribe how to measure instantaneous speedsDraw speed-time graphs showing steady speed, slowing down and speeding upDescribe the motions represented by a speed-time graphCalculate acceleration, from speed-time graphs, for motion with a single constant acceleration

Describe how to plot and draw magnetic fields Know that magnetic field line patterns can indicate the relative strength of magnetic fields.Investigate the variables affecting the strength of a magnet and an electromagnetKnow that bells, buzzers and relays contain electromagnetsResearch the properties of magnets, electromagnets and super magnets Research some uses and applications of magnets

Identify on a simple diagram of an electric motor, the rotating coil, field coil (magnet), brushes and commutator

Investigate the relationship between density and floating Know that if the density of an object is less than a liquid the object will float in that liquidSolve density problems

Electricity (09 & 10) Progression

OverviewThe learner’s knowledge about electricity begins with knowing how to use it safely and this aspect is reinforced throughout their learning. They develop their understanding of electricity as a means of transferring energy by investigating circuits and building chemical cells. Learners develop their understanding of series and parallel circuits and of electrical and electronic components and apply their knowledge to the process of designing, constructing, testing and modifying.

Level 09 10 Progression Pathways of the Significant Aspects of LearningElectrical Energy Electrical Circuits Electrical Safety Electronics

Early I know how to stay safe when using electricity. I have helped to make a display to show the importance of electricity in our daily lives.

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I can describe electricity as a form of energy. I can describe why electricity is important in our daily lives.

I can identify a number of appliances which work by electricity.

I can describe why electricity is dangerous and what precautions totake.

First I can describe an electrical circuit as a continuous loop of conducting materials. I can combine simple components in a series circuit to make a game or model.

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I can recognise that electrical energy is supplied from a battery or the mainssocket.

I can explain that electric circuits needto be complete to letelectrical current flow. I can describe how an electric circuit is made up of a variety of simple conducting components. I can represent an electriccircuit by a simple

I can identify insulators that prevent the flow of electricity. I can identify that mains electricity is very dangerous.

Second I have used a range ofelectrical componentsto help to make a variety of circuits for differing purposes. I can represent my circuit using symbols and describe the transfer of energy around the circuit.

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To begin to understand how batteries work, I can help to build simplechemical cells using readily-available materials which can be used to make an appliance work.

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I can identify a battery as a portable power source. I can explain how the chemical energy in a battery transfers as electrical energy round a circuit. I candescribe how simplecells can be made. Ican explain how energy transfers in components.

I can explain how an electric circuit is made up of a wide variety of conductingcomponents. I can represent an electriccircuit by a circuit diagram using recognised symbols.

I can explain that the higher the voltage of a supply the more dangerous it is likely to be.

Third Having measured the current and voltage in series and parallel circuits, I can design acircuit to show the advantages of parallelcircuits in an everyday application.

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I can help to design simple chemical cells anduse them to investigate the factors which affect the voltage produced.

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I can explain how the output of a simple cell is dependent on different factors.

I can describe how electrical circuit components can be arranged in series orparallel. I can explain how ammeters and voltmeters are used to measure current and voltage in a circuit.

I can explain why a fuse is connected inseries in a circuit.

Fourth Through investigation,I understand the relationship between current, voltage and resistance. I can applythis knowledge to solve practical problems.

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By contributing to investigations into the properties of a range of electronic components, I can select and use them as input and output devices in practical electronic circuits.

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Using my knowledge of electronic components and switching devices, Ican help to engineer an electronic system to provide a practical solution to a real-life situation.

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Using experimental evidence, I can place metals in an electrochemical series and can use this information to make predictions about their use in chemical cells.

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Using a variety of sources, I have explored the latest developments in chemical cells technology and can evaluate their impact on society.

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I can describe the electrochemical series. I can describe how batteries are constructed.

I can explain the meaning of electricalresistance and carryout calculations using Ohms Law. I can explain the effects of connectingresistors in series and parallel in termsof the total resistance/current. I can construct mixed series and parallel circuits.

I can explain how the human body acts as a conductorof electricity.

I can describe how a range of Input, process and output devices work in an electronic circuit. (including transistors). I can combine logic gatesto solve design problems. I can explain how a transistor works as a switching device.

Significant aspects of Learning – Electricity (09&10)Overview

Level

Progression Pathways of the Significant Aspects of LearningElectrical Energy Electrical Circuits Electrical Safety Electronics

EarlyI can describe electricity as a form of energy. I can describe why electricity is important in our daily lives.

Electrical energy is a form of energy which comes from sockets or batteries.Many of the machines which we use in the home or at work use electricity.

I can identify a number of appliances which work by electricity.

Kettles, fires, TV. Computers, etc: all work by electricity.

I can describe why electricity is dangerous and what precautions to take.

Electricity can give you an electric shock which could kill you.Any potential hazard should be reported to an adult – do not touch.

FirstI can recognise that electrical energy is supplied from a battery or the mains socket.

A battery is a portable power source.Batteries have a positive (+) and a negative (-) terminal.Batteries must be connected (+) to (-) i.e. pointing in the same direction.

I can explain that electric circuits need to be complete to let electrical current flow. I can describe how an electric circuit is made up of a variety of simple conducting components. I can represent an electric circuit by a simple diagram or picture

An electric current is a flow of electricity.A complete circuit is required for electricity to flow through conducting materials and the circuit must contain a power source.In a circuit the electricity flows from one terminal to the other via connecting wires and components.A conductor is a material which will allow electricity to flow through itSome components of a circuit are a bulb, switch, motor, bell, buzzer and battery.Switches can be used to stop the flow of an electrical currentElectrical symbols are used to draw circuit diagrams.

I can identify insulators that prevent the flow of electricity. I can identify that mains electricity is very dangerous.

An insulator is a material which will not allow electricity to flow through it, eg. rubber and plastic.

SecondI can identify a battery as a portable power source. I can explain how the chemical energy in a battery transfers as electrical energy round a circuit. I can describe how simple cells can be made. I can explain how energy transfers in components.

A battery (cell) is a portable power source which has a store of chemical energy.The chemical energy changes to electrical energy in the wires and then to other forms of energy in the components.Batteries (cells) have a positive (+) and a negative (-) terminalBatteries (cells) must be connected (+) to (-) i.e. pointing in the same direction. In a circuit the electricity flows from one terminal to the other via connecting wires and componentsSimple batteries (cells) can be made using readily available materials eg. orange, lemon, etc;

I can explain how an electric circuit is made up of a wide variety of conducting components. I can represent an electric circuit by a circuit diagram using recognised symbols.

An electric current is a flow of electricityA complete circuit is required for electricity to flow: the circuit must contain a power sourceSome components of a circuit are: bulb, switch, motor, bell, buzzer, wires and a batteryElectrical symbols are used to denote battery, wire, bulb, switch, motor, bell and buzzerElectrical symbols are used to draw circuit diagramsA switch is a gap in a circuit that can be opened or closed to control the flow of electricityMaterials which are conductors allow electricity to pass through them; e.g. metals

I can explain that the higher the voltage of a supply the more dangerous it is likely to be.

Materials which are insulators have important applications which prevent electricity from harming living things or taking dangerous pathways.A 1.5 volt battery is reasonably safe while the 240 volt main is not.

ThirdI can explain how the output of a simple cell is dependent on different factors.

A cell output is dependent on plate material and ion concentration in the electrolyte.State that a battery is a source of electrical energy.

I can describe how electrical circuit components can be arranged in series or parallel. I can explain how ammeters and voltmeters are used to measure current and voltage in a circuit.

Draw and identify the circuit symbols for a battery, lamp and switch. State that lamps, heaters and motors convert electrical energy into other forms Describe a series circuit State that an ammeter is used to measure current. Draw and identify the circuit symbol for an ammeter. Draw a circuit diagram showing the correct position of an ammeter in the circuit. State that current is a flow of charge and is measured in amperes.State that in a series circuit, the current is the same at all points.

I can explain why a fuse is connected in series in a circuit.

Explain how a fuse acts as a safety device. Draw and identify the circuit symbol for a fuse.Identify live, neutral and earth wires from the colour of their insulation.Identify the live, neutral and earth terminals in a plug.

Overview

Level

Progression Pathways of the Significant Aspects of LearningElectrical Energy Electrical Circuits Electrical Safety Electronics

Describe a parallel circuit.State that the sum of currents in two parallel branches is equal to the current drawn from the supply.State that a voltmeter is used to measure voltage.Draw and identify the circuit symbol for a voltmeter.Draw a circuit diagram showing the correct position of a voltmeter in a circuit.State that voltage is measured in volts.State that the sum of the voltages across components in series is equal to the voltage of the supply.State that the voltage across two components in parallel is the same for each component.State that household wiring connects appliances in parallel so that they receive the same voltage.

FourthI can describe the electrochemical series. I can describe how batteries are constructed.

The electrochemical series puts metals in an order comparing how easily they react and give away electrons to form positive ions.Metals lose electrons but some metals lose electrons more easily than othersElectrons flow from one cell to another through the electrolyte.The series can be created by measuring the voltage between different pairs of metals.The size of the voltage will depend on the position of the metals on the electrochemical series.The order of the metals is important it terms of cell design.Corrosion is loss of elections by a metal.Explain sacrificial protection in terms of position in the electrochemical series.Know about the different types of batteriesRelate the type of battery to it’s useDescribe the advantages and disadvantages of using batteriesDescribe examples and uses of modern rechargeable batteriesExplain the structure and function of a hydrogen fuel cellEvaluate the impact of developments in chemical cells technology

I can explain the meaning of electrical resistance and carry out calculations using Ohms Law. I can explain the effects of connecting resistors in series and parallel in terms of the total resistance/current. I can construct mixed series and parallel circuits.

Draw and identify the circuit symbol for a battery, fuse, lamp, switch, resistor, ammeter, voltmeter and variable resistorDescribe the mains supply/battery as a supply of electrical energy and state that the mains supply is a.c. and a battery supply is d.c.Draw circuit diagrams to show the correct positions of ammeters and voltmeters in a circuitState that in a series circuit, the current is the same at all points and the sum of voltages across components is equal to the voltage of the supplyState that the sum of currents in parallel branches is equal to the current drawn from the supply and the voltage across components is the same for each componentState that resistors convert electrical energy into heat energy.State that an ohmmeter is used to measure resistance. State that resistance is measured in ohms State that an increase in resistance of a circuit leads to a decrease in the current in the circuit Calculate resistance using: resistance = voltage/current

I can explain how the human body acts as a conductor of electricity.

State that the human body is a conductor of electricity and that moisture increases its ability to conduct.State that the earth wire is a safety device.State that electrical appliances, which have the double insulation symbol, do not require an earth wire.Circuit breakers do the same job as a fuse.

I can describe how a range of Input, process and output devices work in an electronic circuit. (including transistors). I can combine logic gates to solve design problems. I can explain how a transistor works as a switching device.

State that an electronic system consists of three parts: input, process and output. Draw a block diagram showing the input, process and output subsystems of an electronic system.Describe the energy transformations involved in the following devices: microphone, thermocouple , solar cell State that the microphone, thermistor, LDR and switch are examples of input devices.State that the resistance of a thermistor changes with temperature and the resistance of an LDR decreases with increasing light intensity Carry out calculations using voltage, current and resistance for the thermistor and the LDRState that during charging the voltage across a capacitor increases with time Identify from a list an appropriate input device for a given application.State that an output device changes electrical energy into another form of energy. State that the loudspeaker, buzzer, lamp, LED and electric motor are examples of output devices.Draw and identify the symbol for a LED State that an LED will light only if connected one way round Explain the need for a series resistor with an LED State that different numbers can be produced by lighting appropriate segments of a 7-segment display Identify from a list an appropriate output device for a given application.Draw and identify the symbols for two input AND and OR gates, and a NOT gateState that logic gates may have one or more inputs and that a truth table shows the output for all possible input combinations State that: high voltage = logic 1; and low voltage = logic 0Draw the truth tables for two input AND and OR gates, and a NOT gate Explain how to use combinations of digital logic gates for control in simple situations Explain how a transistor functionsDraw and identify the circuit symbol for a transistorState that a transistor can be used as a switch.Explain that logic gates cannot transmit large currents and a transistor is needed as a driver to accomplish this.State that a transistor may be conducting or non-conducting, ie ON or OFF

Overview

Level

Progression Pathways of the Significant Aspects of LearningElectrical Energy Electrical Circuits Electrical Safety Electronics

Identify from a circuit diagram the purpose of a simple transistor switching circuit Design switching circuits to solve simple problems Describe how a capacitor can be used as an input device for timing circuits State that a digital circuit can produce a series of clock pulses Give an example of a device containing a counter circuit State that there are circuits which can count digital pulses.

Vibrations and waves (11) Progression

OverviewLearners explore the nature of sound, light and radiations in the electromagnetic spectrum. They use musical instruments to explore the relationship between vibrations and sounds produced. They develop their understanding of the properties of light and other forms of electromagnetic radiations. They explore how different waves relate to the environment and how we make use of them in health, medicine and communications

Level 11Progression Pathways of the Significant Aspects of Learning

Sound Light Electromagnetic Spectrum

Wave applications

Early Through play, I have explored a variety of ways of making sounds.

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I can describe somesounds are made. I can explain how loudness (louder/softer) can be changed.

First By collaborating in experiments on different ways of producing sound from vibrations, I can demonstrate how to change the pitch of the sound.

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I can describe how pitch and frequency are related. I can describe a number of different ways of changing the frequency of a sound.

Second Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media.

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By exploring reflections, the formation of shadows and the mixing of coloured lights, I can use my knowledge of the properties of light to show how it can be used in a creative way.

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I can explain why sound travels differently through different media. I can describe how the voice box and ear work and how some different animals communicate.

I can describe how light travels in straight lines and use this to explain image and shadow formation. I can describe how to mixdifferent colours of light for different effects.

Third By exploring the refraction of light when passedthrough different materials, lenses and prisms, Ican explain how light can be used in a variety ofapplications.

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By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.

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I can describe the structure of the eye and some common faults. I can describe how light refracts through lenses and prisms. Ican describe how some simple opticalinstruments work. I can describe the visible spectrum.

I can describe the electromagnetic spectrum and the uses and limitations of the different typesof radiation included.

Fourth By recording and analysing sound signals, I candescribe how they can be manipulated and used in sound engineering.

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By carrying out a comparison of the properties of parts of the electromagnetic spectrum beyond the visible, I can explain the use of radiation and discuss how this has impacted upon society and our quality of life.

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I can describe how microphones change sound waves to electrical signals. I can describe how to manipulate electrical signals.

I can describe how sound waves and electromagnetic radiation have been used in health, medicine, industry and telecommunication.

Significant aspects of Learning – Vibrations and Waves (11)Overview

Level

Progression Pathways of the Significant Aspects of LearningSound Light Electromagnetic Spectrum Wave applications

EarlyI can describe some sounds are made. I can explain how loudness (louder/softer) can be changed.

Sounds are caused by vibrationsSounds may be made in different ways: hitting, blowing, plucking, shaking.Sounds can be made louder by doing these actions ‘harder’.

FirstI can describe how pitch and frequency are related. I can describe a number of different ways of changing the frequency of a sound.

Sound is caused by vibration in a material.The greater the vibrations the higher the pitch.Sounds can be made higher by altering tightness, length, width or thickness or other physical characteristics of the sound source

SecondI can explain why sound travels differently through different media. I can describe how the voice box and ear work and how some different animals communicate.

Sound travels by longitudinal waves.The denser the material, the better the sound travels.The voice box works by blowing air over the vocal chords.Ears detect vibrations allowing us to hearAn ear’s main components are:- outer ear, ear canal, ear drum, 3 small bones (hammer, anvil, stirrup), cochlea and nerve to brainThe outer ear collects the sound waves, the ear drum vibrates, this makes the 3 small bones vibrate in turn and then the liquid in the cochlea. This affects the nerve cells in the cochlea and a message is sent to the brain.Hearing is limited by the size, position, move ability (direction) and efficiency of the ears.Animals use sounds to communicate.

I can describe how light travels in straight lines and use this to explain image and shadow formation. I can describe how to mix different colours of light for different effects.

Light travels in straight lines.Light may be bent by lenses.Light is reflected by shiny surface: curved faces distort the image.Light travels through transparent and translucent materials.Some light is absorbed by opaque materials and some bounces off and travels in all directions.Most of the light is reflected back from reflective materials. This is useful in many areas.The image in a mirror is created by the reflected light.The position, shape and size of a shadow depend on where the object is in relation to the light source.Opaque materials block the light travelling towards them and so a shadow is cast.Light can be broken up to show the colours of the visible spectrum (e.g. as in seeing a rainbow).The colours (and order) of the rainbow are; red, orange, yellow, green, blue, indigo and violet.We recognise the colour of an object because it reflects that light wavelength and absorbs the rest.Coloured filters have an effect on white light.Different effects will be seen when looking at different coloured objects through a variety of coloured filters.

ThirdI can describe the structure of the eye and some common faults. I can describe how light refracts through lenses and prisms. I can describe how some simple optical instruments work. I can describe the visible spectrum.

Describe the structure of the eye.State that the image formed on the retina of the eye is upside down and laterally inverted.Explain using a ray diagram how an inverted image can be formed on the retinadescribe the focusing of light on the retina of the eye.Describe, in words or using a diagram, the eye defects called long and short sight.

State that all visible objects give out, or reflect, light to the eye.State what is meant by refraction of

I can describe the electromagnetic spectrum and the uses and limitations of the different types of radiation included.

State that there exists a large family of waves with a wide range of wavelengths which all travel at the speed of light.State that infrared radiation is invisible to the naked eye.State that infrared radiation is called heat radiation.Describe one non-medical use of infrared radiation.Describe one use of infrared radiation in medicine.State that ultraviolet radiation is invisible to the naked eye.Describe one use of ultraviolet radiation in medicine.States that some chemicals glow ie fluoresce when they absorb

Overview

Level

Progression Pathways of the Significant Aspects of LearningSound Light Electromagnetic Spectrum Wave applications

lightDraw diagrams to show the change of direction as light passes from air to glass and glass to air.Describe the shapes of converging (convex) and diverging (concave) lenses.Describe the effect of various lens shapes on the rays of light.State that a converging lens can correct long sight and a diverging lens can correct short sight.Describe a simple experiment to find the focal length of a spherical convex lens.Draw a diagram showing the main features of a refracting telescope (objective, eyepiece, light-tight tube).State that the objective lens produces an image which is magnified by the eyepiece.State that different colours of light correspond to different wavelengths.List the following colours in order of wavelength: red, green, blue.State that white light can be split into different colours using a prism.

ultraviolet radiation.Describe how ultraviolet radiation can be used in identifying security markings.State that excessive exposure to ultraviolet radiation may produce skin cancer.State that X-rays are invisible to the naked eye.State that photographic film may be used to detect X-rays.Describe one use of X-rays in medicine.Describe one use of X-rays in industry.State that X-rays are dangerous since they can damage living cells.

FourthI can describe how microphones change sound waves to electrical signals. I can describe how to manipulate electrical signals.

State that sound is a wave which transfers energy. State that the frequency of a sound is the number of waves produced in one second. State that frequency is measured in hertz. State that the higher the pitch of a sound the greater the frequency.State that if two sounds are one octave apart, the frequency of one is double the other.Understand the terms frequency, amplitude and wavelength and their relationship to each other (v=fλ)Describe, with examples, how the following terms relate to sound: frequency and amplitude.Describe the effect on the signal pattern displayed in oscilloscope due to a change in a) loudness of sound b) frequency of sound State the function of each of the three major components needed to amplify speech (microphone, amplifier, loudspeaker).State the energy changesa) in a microphone (sound → electrical) b) in a loud speaker (electrical → sound)Investigate simple keyboard outputs. Use a frequency analyser to identify different frequency ranges Use data capture equipment to analyse sound bursts in terms of amplitude and frequency

I can describe how sound waves and electromagnetic radiation have been used in health, medicine, industry and telecommunication.

State that there exists a large family of waves with a wide range of wavelengths which all travel at the speed of light.State that gamma radiation is invisible to the naked eye.State that gamma radiation can kill living cells or change the nature of living cells.State that gamma radiation can pass through most materials.State the range and absorption of gamma radiation.State that radiation energy may be absorbed in the medium through which it passes.Describe one medical use of radiation based on the fact that radiation can destroy cells (instrument sterilisation, treatment of cancer).Describe how gamma radiation can be used as a tracer in both medicine and industry.State that the activity of a radioactive source is measured in becquerels State that the activity of a radioactive source decreases with time.Describe the safety precautions needed when dealing with a source of gamma radiation.State that mobile telephones, radio and television are examples of long range communication which do not need cables (between transmitter and receiver).State that microwaves, television and radio signals are waves which transfer energy.State that microwaves, television and radio signals are transmitted through air at 300 000 000 m/s.State that the frequency of a radio signal is the number of waves produced in one second.State that frequency is measured in hertz.State that a radio station can be identified by the frequency of the signal it transmits.Use the following terms correctly in context: wave, frequency, wavelength, speed, energy (transfer), amplitude.State that telescopes can be designed to detect radio waves.State that television signals are radio signals with a higher frequency.State that a television station can be identified by the frequency of the signal it transmits.Describe the principle of

Overview

Level

Progression Pathways of the Significant Aspects of LearningSound Light Electromagnetic Spectrum Wave applications

intercontinental telecommunication using a geostationary satellite and ground stations.State that curved reflectors on receiving aerials make the signal stronger.Explain why curved reflectors on receiving aerials make the signal stronger.Describe an application of curved reflectors used in telecommunication eg satellite TV, TV link, boosters, repeaters or satellite communication.

Body systems and cells (12 & 13) Progression

OverviewLearners develop their knowledge and understanding of the structure and function of organs of the body, including the senses. They learn about cells as the basic units of life, and their organisation to form familiar body systems. Through observation, research and practical investigation learners explore the risk and impact of microorganisms in relation to health, and then in industrial processes. They experience the use of technology in monitoring health and improving the quality of life and develop informed views on the moral and ethical implications of controversial biological procedures.

Level 12 13 Progression Pathways of the Significant Aspects of LearningSenses Body Systems &

CellsMicroorganisms

Early I can identify my senses and use them to explore the world around me.

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I can identify different human senses.

First By researching, I can describethe position and function of the skeleton and major organs of the human body and discuss what I need to doto keep them healthy.

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I have explored my senses and can discuss their reliability and limitations in responding to the environment.

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I know the symptoms of some common diseases caused by germs. I can explain how they are spread and discuss how some methods of preventing and treating disease benefit society.

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I can explore the different human senses.

I can describe the human skeleton, themajor organs & how to keep them healthy

I can describe some common diseases, how they spread & ways to prevent getting these diseases

Second By investigating some body systems and potential problems which they may develop, I can make informed decisions to help me to maintain my health and wellbeing.

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I have explored the structure and function of sensory organs to develop my understanding of body actions in response to outside conditions.

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I have contributed to investigations into the role of micro-organisms in producing and breaking down some materials.

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I can describe the structure & functionsof different sense organs.

I am able to describethe breathing & circulatory system & how to keep them healthy

I can design investigations to find out how microbes can produce and breakdown some materials.

Third I have explored the structure and function of organs and organ systems and can relate this to the basic biological processes required to sustainlife.

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I have explored the role of technology in monitoring health and improving the quality of life.

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Using a microscope, I have developed my understanding of the structure and variety of cells and of their functions.

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I have contributed to investigations into the different types of micro-organisms and can explain how their growth can be controlled.

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I have explored how the body defends itself against disease and can describe how vaccines can provide protection.

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I can explore the structure & function of human organs & organ systems. I canuse new technology to monitor health

I can describe the structures and functions of simple cells.

I can design an investigation to find out about the growth of microbes.

I can explain how the human body’s defence work. I can explain the uses of vaccines as a way for body defence.

Fourth I can explain how biological actions which take place in response to external and internal changes work to maintain stable body conditions.

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Through investigation, I can explain how changes in learned behaviour due to internal and external stimuli are of benefit to the survival of species.

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By researching cell division, I can explain its role in growth and repair and can discuss how some cells can be used therapeutically.

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I have taken part in practical activities which involve the use ofenzymes and micro-organisms todevelop my understanding of their properties and their use in industries.

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I can debate the moral and ethical issues associated with some controversial biological procedures.

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I can explain how thehuman body can control & response toany internal and external changes

I can explain that learned behaviour can be affected by internal & external factors.

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I can explain that growth & repair is due to the division of cells in our body. I can describe that stem cells can be used therapeutically.

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I can relate the moral & ethical issues with biological procedures

Significant aspects of Learning – Body Systems and Cells (12&13)Overview

Level

Progression Pathways of the Significant Aspects of LearningSenses Body systems and cells Microorganisms

EarlyI can identify different human senses.There are 5 senses - sight, hearing, taste, touch, smell.Eyes allow us to see; ears allow us to hear, nose allows us to smell. tongue allows us to taste & skin allows us to touch.The senses allow us to experience the world around us.

FirstI can explore the different human senses.The five senses are used to detect information; our senses keep us safe There are limitations to the five senses and sometimes the senses get things wrong

I can describe the human skeleton, the major organs & how to keep them healthyThe skeleton gives us support and helps us move and protects important organsThe brain is found inside the skull; it controls what we do and think.The heart is found inside the rib cage. It pumps blood around the body. It is protected by the rib cage.The skin covers the whole body. The lungs are found inside the rib cage. The stomach is found below the ribcage.The skin keeps the insides in and the outsides out

I can describe some common diseases, how they spread & ways to prevent getting these diseasesList some common disease – mumps, measles, flu and ways to prevent getting these diseases

SecondI can describe the structure & functions of different sense organs.List the eye’s main components are: pupil, iris, cornea, retina, optic nerve and a clear, jelly-like filling and some of their function.List the ear’s main components and their functions; the ear is also involved in balanceState that the nervous system is composed of the brain, spinal cord and nerves.

I am able to describe the breathing & circulatory system & how to keep them healthy When the blood passes through the lungs it collects oxygen and releases the waste carbon dioxide.The circulatory system allows, blood, food, wastes and other chemicals to be carried around the bodyIf a body system becomes inefficient it can cause various health problemsSmoking, poor diet and lack of exercise can all cause health problems

I can design investigations to find out how microbes can produce and breakdown some materials.Microscopic living things can also be called micro-organisms or microbes.Microscopic living things multiply very rapidly; they include bacteria, viruses and fungi.Some micro-organisms can cause disease but some are beneficial to other organisms.The action of some microscopic organisms is used in food production, e.g. yeast in bread.Some micro-organisms break down food causing it to be inedible/harmful if digested. Others exist in the gut to break down food to aid digestion.Microscopic organisms are necessary for the process of decomposition (the breaking down of dead material – decay).

ThirdI can explore the structure & function of human organs & organ systems. I can use new technology to monitor healthDescribe the internal structure of the lungs.State that oxygen is absorbed and carbon dioxide released in breathingIdentify the four chambers of the heart.Describe the path of blood flow through the heart & the function of the heart valves.Explain the difference in thickness of the walls of the ventricles...List the 3 types of blood vessels and their functionsState that the pulse indicates that blood is flowing through an artery.Show how some technologies can be used to monitor health

I can describe the structures and functions of simple cells.Cells are the basic unit of lifeDifferent basic structures found in both plant cells and animal cellsList the main differences between plant cells and animal cellsUnderstand the term unicellular Learn about some unicellular organismsUnderstand the term multicellular Know the levels of organisation in a multicellular organism and learn some examples of each level Know that cells in a multicellular organism are specialisedLearn some examples of specialised cells and their functionsLearn the functions of the main parts of a microscope Learn how to use a microscope Learn how to make simple slides Learn how to identify some animal cells and plant cells Understand of the size and scale of some cells

I can design an investigation to find out about the growth of microbes.Know the different types of microorganismsLearn about some micro organisms which cause diseaseLearn about some microorganisms which are important in the environment (decomposers, N fixers)Learn how to investigate the factors which affect the growth of microorganisms Know that some chemicals can restrict growth, including antibiotics and antifungalsLearn how to investigate how some chemicals can control the growth of microorganismsLearn about some practical applications of controlling the growth of micro-organisms e.g. chilling freezing and pickling food

I can explain how the human body’s defence work. I can explain the uses of vaccines as a way for body defence.Know the kinds of organisms that can cause diseaseKnow some examples of disease causing microbes and the effects of the disease Know how disease causing microbes can enter the human body Know the barriers to infection in the human body Know the role of white blood cells in protecting the body Understand how vaccines protect the body

Learn some examples of vaccines

FourthI can explain how the human body can control & response to any internal and external changesUnderstand the meaning of the term homeostasis Understand why internal environments in organisms should be maintained Understand that homeostasis functions within certain limitsDescribe general mechanisms of the processDescribe some examples of behavioural responses to changes in the internal or external environmentExplain the physiological mechanisms involved in at least one specific example of homeostasis which might include temperature regulation, regulation of blood glucose and/or regulation of water in animalsIdentify the ways in which a mammal gains and loses water.State that the kidneys are the main organs for regulating the water content in a mammal.Identify the positions, and state the functions, of: the kidneyState that essential kidney functions are filtration of blood and reabsorption of useful materials such as glucose and that urea is a waste product removed in the urine.Explain the implications of damage to the kidneys by accidents or disease.

I can explain that learned behaviour can be affected by internal & external factors. Understand the terms stimulus and responseUnderstand that the term behaviour as a set of responses to a stimulus or a number of stimuliUnderstand how animal responses increase the chance of survival e.g. response to hunger …eating, response to danger …moving away etc.Know that stimuli can be internal e.g. hunger, pain or external e.g. temperature, light, predators etcGive some examples of internal and external stimuliUnderstand that responses can be innate or learnedGive specific examples of innate behaviour Give specific examples of learned behaviour Understand how learned behaviour can benefit the organism and the species

I can explain that growth and repair is due to the division of cells in our body.

I can describe that stem cells can be used therapeutically.Understand that cell division can increase the number of cells Understand why cell division is necessary to replace old, damaged or missing cells for repair or to produce more tissue for growthKnow the function of the nucleus in cell division Understand that each of the two cells produced by cell division are identical to each other and each has a complete set of genetic informationResearch the process of cell divisionUnderstand that technology exists which can manipulate cells to make them useful in a range of applications including medicineGive some examples of some applications in which cells can be used therapeutically e.g.: in vitro fertilisation (IVF) pre-implantation genetic screening (embryonic

screening) transferring living cells, tissues or organs from

one species to another (xenotransplantation) gene therapy GM technology stem cell therapyUnderstand some of the moral and ethical implications in the use of cells used therapeutically

I can describe the uses of enzymes and industrial uses of microorganismsSome micro-organisms are beneficial to other organisms.Give examples of important uses of micro-organisms in industry e.g. manufacturing products ,the breakdown of sewage, production of biofuels and production of animal feed Describe some of the processes involved in biotechnology e.g. maintaining optimum growth of organisms and separating products from reactants Describe how microorganisms can be genetically modified to produce enzymes for industryKnow the basic structure and function of an enzyme.Know the types of reactions catalysed by an enzymeDescribe how enzymes are used in industries e.g. in the production of washing powders, genetic engineering, fruit juice production, cheese making etc rennet and its use in the dairy industry

I can relate the moral & ethical issues with biological proceduresBe aware that just because something can be done scientifically it doesn’t mean that it should be done.Know about some of controversial issues associated with science at the moment including, energy sources, IVF, pre-implantation genetic screening, transferring living cells (e.g. stem cells) tissues or organs, from one species to another (xenotransplantation), gene therapy, GM technology, stem cell therapy.Understand some of the reasons why some people are in favour of a particular issue and some of the reasons why others are against it.Form a balanced informed opinion

Inheritance (14) Progression

OverviewStarting with observations of similarities and differences between individuals, learners develop their understanding of how organisms develop and pass on genetic information to the next generation. They begin to develop their knowledge of genetics and of the role of DNA and examine moral and ethical questions which arise from technological developments.

Level 14 Progression Pathways of the Significant Aspects of LearningInheritance

EarlyI recognise that we have similarities and differences but are all unique.

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First By comparing generations of families of humans, plants and animals, I can begin to understand how characteristics are inherited.

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I can describe how characteristics are inherited.

Second By investigating the lifecycles of plants and animals, I can recognise the different stages of their development.

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By exploring the characteristics offspring inherit when living things reproduce, I can distinguish between inherited and non inherited characteristics.

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I can describe plant and animal life cycles and be able to recognise their differences.

I can give examples of inherited & non-inherited characteristics.

Third I understand the processes of fertilisation and embryonic development and can discuss possible risks to the embryo.

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I have extracted DNA and understand its function. I can express an informed view of the risks and benefits of DNA profiling.

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I can explain the process of fertilization. I can explain the process of embryonic development and be able to give examples of risks to embryo development

I can describe a method of DNA extraction. I can give a simple explanation of DNA function in organisms. I can give examples of risks and benefits of DNA profiling.

Fourth Through investigation, I can compare and contrast how different organisms grow and develop.

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Through evaluation of a range of data, I can compare sexual and asexual reproduction and explain their importance for survival of species.

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I can use my understanding of how characteristics are inherited to solve simple genetic problems and relate this to my understanding of DNA, genes and chromosomes.

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I can explain how different organisms grow and develop. I can compare sexual & asexual reproduction and explain the importance for survival. I can give an example of a monohybrid cross in relation to DNA, genes & chromosomes.

Significant aspects of Learning – Inheritance (14)Overview

Level

Progression Pathways of the Significant Aspects of LearningInheritance

EarlyFirst

I can describe how characteristics are inherited.

Genetic information is passed from one generation to the next and can be seen in characteristics such as:- shape of body, colour of eyes, hair etc.Specific information which corresponds to any given characteristic is called a gene.A family is a group which share the same genetic characteristics. For example, cat family, dog family, human family, flowering plants family.In each family group e.g. the cat family there are a large number of different types of cats - cat, tiger, lion, puma. This is known as VARIATION.In organisms such as animals and plants one set of genetic material is inherited from each parent; half from the mother, half from the father.Simple diagrams can be used to describe how characteristics can be passed down through subsequent generations e.g. brown eyes, striped wingsSome characteristics may skip one or more generations

SecondI can describe plant and animal life cycles and be able to recognise their differences.

I can give examples of inherited & non-inherited characteristics.

All species have specific methods of reproductionThe journey from birth to death is known as the life cycle which is specific for each individual species.ANIMALSThere are two distinct groups in the animal kingdom - vertebrates and invertebratesLook at the five main types of vertebrates - compare the differences in their life cycles

fish - spawnbird - eggs which are rigid but fragileamphibian (frog) - spawn and metamorphosisreptile (snake) - leathery shelled eggsmammal - live young

PLANTSParts of a plant and their functions – root, stem, leaf, flowerParts of a flower – sepal, petal, stamen, anther, filament, stigma, style, ovary, ovuleReproductive cells in a flower - male – anther, pollen

female – ovary, ovulePollination occurs when the male cell(pollen) lands on the stigmaCross pollination is brought about by insects or windFertilisation occurs when the male cell fuses with the female cellThis is known as sexual reproductionThe fertilized ovule develops into a seedThe ovary ripens to form a fruitSeeds are dispersed by - wind, water, animals (eaten or caught in their coats) and mechanical movementSome plants may reproduce asexually (vegetative propagation e.g. runners in strawberry plant)A seed is made up of a seed coat, food store and an embryoA seed needs water, air, a food store and warmth to germinateA seed develops into a new plant.

Reebop models show combination of chromosomes to produce inherited traits which pass through the generations.Some traits are purely environmental

ThirdI can explain the process of fertilization. I can explain the process of embryonic development and be able to give examples of risks to embryo development

Understand that both sex cells only contain half the genetic information of a normal body cell.Know that fertilization is the process of fusing an egg and a sperm so it has a complete set of genetic information to make a complete individualExplain how an embryo is formed from a fertilised cell Know that cells in different regions become specialized and form different organs with specific functionsKnow the structure and function of: the placenta, amniotic fluid and umbilical cordKnow that toxins can travel through the placenta along the umbilical cord to the embryo / foetusUnderstand that the embryo is more sensitive to damage than an adult Know about some toxins such as cigarette smoke, alcohol and some drugs and Know about some viruses can cause damage to the embryo e.g. german measles

I can describe a method of DNA extraction. I can give a simple explanation of DNA function in organisms. I can give examples of risks and benefits of DNA profiling.

Demonstrate how to extract DNA Know where DNA is to be found Know that DNA contains the instructions for life and reproduction Know that genes control specific characteristics in an individualKnow that a gene is a piece of DNAUnderstand that every individual has a unique combination of genes half inherited from each parentKnow that DNA profiling is a way of analyzing DNA to see a unique pattern for an individualDescribe some of the applications of DNA profiling, including paternity tests and in forensicsBe aware of the ethical implications of collection, processing, storage and ownership of genetic information or DNA profiles

FourthI can explain how different organisms grow and develop. I can compare sexual & asexual reproduction and explain the importance for survival. I can give an example of a monohybrid cross in relation to DNA, genes & chromosomes.

Recognise patterns of growth in a human i.e. infant growth spurt, steady growth, and adolescent growth spurt, growth halts.Know and understand the sequence of developmental events over the life of a human being including differences in body parts over time and the secondary sexual characteristics in both sexesRecognise patterns of growth in an insect i.e. constraints of exoskeleton resulting in moulting, growth in repetitive sequencesKnow and understand the sequence of developmental events over the life of an insect showing complete and incomplete metamorphosisUnderstand and recognise the pattern of growth in a deciduous tree Understand and recognise the stages of growth and development in an annual flowering plant Compare and contrast growth in different organisms

I can compare sexual and asexual reproduction and explain the importance for survival.

Understand the terms sexual and asexual reproduction

Overview

Level

Progression Pathways of the Significant Aspects of LearningInheritance

Understand that sexual reproduction can occur in both plants and animalsKnow that sexual reproduction in animals can be external or internalDescribe some examples of named species of animals who reproduce externallyDescribe some examples of behavioural reproductive strategies which increase the chances of fertilisation Describe some examples behavioural reproductive strategies which increase the chances that the fertilised eggs will survive Draw conclusions from the number of sex cells produced and the chances of fertlisationDescribe how some physical reproductive strategies in plants and in animals can ensure survival of the species Give some examples of animals which reproduce internallyDescribe the advantages and disadvantages of asexual reproduction for survival of the species

I can give an example of a monohybrid cross in relation to DNA, genes and chromosomes.

Explain that inherited characteristics are determined by genetic information inherited from our parents.Know that chromosomes are composed of thousands of genes.Define the term karyotypeKnow that each human body cell (except sex cells) have 46 chromosomesKnow that an individual inherits one set of chromosomes from their mother and the other from their fatherUnderstand one gene is inherited for every characteristic from both parentsUnderstand the term allele Recognise that some alleles are dominant and some recessive and what this means for the organismShow how to represent alleles present in an organisms Understand the terms genotype and phenotypeCarry out simple monohybrid crossesPredict genotype and phenotype, using a monohybrid cross

Properties and uses of substances (15 & 16) Progression

OverviewBy exploring the properties of different substances and how they can be changed, learners gradually develop their understanding of the connection between structure and properties. They explore the development of new substances which have useful properties, and begin to relate physical and chemical properties to models of atomic structure. Learners begin to use symbols and chemical formulae as a way of communicating information about elements and compounds.

Level 15 16Progression Pathways of the Significant Aspects of Learning

Properties and Uses of materials

Solutions Periodic Table Atomic Structure and Bonding

Early Through creative play, Iexplore different materials and can sharemy reasoning for selecting materials for different purposes.

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I can identify the properties of a material and use thisinformation to select it for a suitable purpose.

First Through exploring properties and sources of materials, I can choose appropriate materials to solve practical challenges.

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I can make and test predictions about solids dissolving in water and canrelate my findings to the world around me.

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I can use my knowledge of different materials’ properties to select suitable materials fora particular challenge.

I can identify a solid which dissolves as soluble and a solid which does not as insoluble.

Second By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.

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I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience.

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By investigating common conditions that increase theamount of substance that will dissolve or the speed of dissolving, I can relate my findings to the world around me.

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I can describe why a substance changes and the characteristics which indicate this change.

I can describe whether the change is reversible or irreversible.

I can suggest factorswhich speed up dissolving.

I can select an appropriate method to separate simple mixtures.

Third I have developed my knowledge of the Periodic Table by considering the properties and uses of a variety of elements relative to their positions.

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Having contributed to a variety of practical activities to make and break down compounds, I can describe examples of how the properties of compounds are different from their constituent elements.

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I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components.

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I have taken part in practical investigations intosolubility using different solvents and can apply what I have learned to solve everyday practical problems.

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I can explain the difference between elements and compounds.I can identify the signs of a chemical reaction.I can explain with examples that energy is required tomake and break compounds.

I can explain the difference between apure substance and a mixture.I can use the terms, solute, solvent and solution correctly in context.I can explain the relationship betweenconcentration and the relative amounts of solute or solvent.

I can describe the different ways that elements are arranged in the Periodic Table.I can explain with examples the position of elements in the Periodic Table in relation to their properties.

I can describe an element as a substance containing one kind of atom.I can explain that compounds are formed in chemical reactions when elements bond together.

Fourth Through gaining an understanding of the structure of atoms and how they join, I can begin to connect the properties of substances with their possible structures.

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I have carried out research into novel materials and can begin to explain the scientific basis of their properties and discuss the possible impacts they may have on society.

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Through evaluation of experimental results, I can demonstrate my understanding of conservation of mass.

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I can identify novel materials, explain their properties and describe some applications.

I can relate the positionof an element in the periodic table to its atomic structure and itsvalency.

I can explain ionic and covalent bonding in terms of the joining of the constituent atoms.I can relate the characteristics of different substances with the nature of their bonding.I can explain the conservation of mass using a practical example.

Significant aspects of learning – Properties and Uses of Substances (15&16)Overview

Level

Progression Pathways of the Significant Aspects of LearningProperties and Uses of materials Solutions Periodic Table Atomic Structure and Bonding

EarlyI can identify the properties of a material and use this information to select it for a suitable purpose.

The word ‘material’ includes all the substances things are made from e.g. wood, metal, plastics, fabrics etcDifferent materials have different properties hard, soft, bendy, smooth, rough.Many different materials can serve the same purpose e.g. build with wood, stone, brick, concrete. They have similar properties.The properties of a material are linked to the materials uses.A particular material can serve different purposes e.g. glass for windows, bottles, jars

FirstI can use my knowledge of different materials’ properties to select suitable materials for a particular challenge.

Classify materials as natural or man-made (synthetic).A natural material is a material arising from nature.Examples of natural materials are wood, wool, cotton, stone, sand and metal ores.A made or synthetic material is a material that is made by humans.Examples of ‘made’ materials are glass, ceramics, polymers (plastics) and alloys. Identify the properties of different materials. Properties might include rigidity, flexibility, hardness, softness, roughness, smoothness, permeability (porous), waterproofIdentify materials and their uses linked to their properties.Pupils should select materials for a particular job based on its properties.Polymers for waterproofing, Glass for windows, cotton for clothing, stone for buildings.

I can identify a solid which dissolves as soluble and a solid which does not as insoluble.

Some substances dissolve in water (soluble) and some don’t (insoluble)When a substance dissolves the solids seem to disappear but the substance is present and unchangedWhen substances dissolve, the liquid formed is clear (it can be coloured but is see-through)

SecondI can describe why a substance changes and the characteristics which indicate this change.

I can describe whether the change is reversible or irreversible.

Identify and investigate changes to the properties of materials which are reversible and can easily be changed back (physical change) eg. Chocolate melting, salt dissolving in water, water temperature rising or falling. Identify and investigate changes to the properties of materials which are irreversible (chemical changes) eg. Cooking, rusting, toasting bread, striking a match.

I can suggest factors which speed up dissolving.

Investigate the factors which affect how fast a solid dissolves, particle size, temperature, stirring, volume of liquid.Relate to everyday examples such as dissolving sugar in tea or salt in water (granules or big crystals, hot or cold liquid, stirred or not stirred)

I can select an appropriate method to separate simple mixtures.

Dissolved materials cannot be separated by filteringDissolved materials can be separated by evaporationInsoluble solids of different sizes can be separated by using appropriate sieves/filters Magnetic materials can be separated using a magnet.Heavy materials will sink while light materials will float.

ThirdI can explain the difference between elements and compounds.

I can identify the signs of a chemical reaction.

I can give examples of everyday chemical reactions.

I can explain with examples that energy is required to make and break compounds.

Carry out experiments to identify the signs of a chemical reaction as Colour change, effervescence, precipitation and a detectable energy change (heat/light).Compounds contain two or more different elements chemically bonded

I can explain the difference between a pure substance and a mixture.

I can use the terms, solute, solvent and solution correctly in context.

I can explain the relationship between concentration and the relative amounts of solute or solvent.

Learn how to classify a range of common substances as pure (elements and compounds) or mixtures Know the characteristics of a physical change.Know some examples of physical changes to include changes of state, dissolving, distilling and crystallisationKnow the differences between chemical and physical changes

I can describe the different ways that elements are arranged in the Periodic Table.

I can explain with examples the position of elements in the Periodic Table in relation to their properties.

Identify elements in the Periodic table from their names and chemical symbols.Identify rows as periods and columns as groups.Classify the elements as solids, liquids and gases, metals and non-metals.Introduce families of elementsAlkali metals, Halogens and Noble gases.

I can describe an element as a substance containing one kind of atom.

I can explain that compounds are formed in chemical reactions when elements bond together.

Everything is made up of atoms.Elements contain one kind of atom and cannot be broken down into anything simpler.When elements react together they make new substances called compounds.Chemical bonds are the glue that hold elements together in a

Overview

Level

Progression Pathways of the Significant Aspects of LearningProperties and Uses of materials Solutions Periodic Table Atomic Structure and Bondingtogether.Everyday chemical reactions might include rusting, cooking and burning fuels.Energy is required to make or break compounds. Carry out experiments to make and break compounds.

Learn how to select appropriate separating techniques: filtering, evaporation, distillation and chromatography to separate mixtures

Understand the terms solvent, solution and solute.Understand the term saturated solution Understand the term concentration.Understand the differences between a concentrated and dilute solutionLearn to investigate the factors which affect solubilityUnderstand how temperature and other variables (stirring, volume of solvent) affect solubilityKnow that substances which are insoluble in water may dissolve in other solventsKnow two solvents other than water and solutes that they can be used to dissolveLearn how to investigate other solvents.Learn how to apply my knowledge to solve problems e.g. make suggestions on how to remove stains from materials, how to deal with oils spills ,how to dye patterns on cloth ,paper etc

Naming IDE compounds as compounds containing two elements.Naming ATE compounds as compounds containing more than two elements one of which is Oxygen.

compound.

FourthI can relate the position of an element in the periodic table to its atomic structure and its valency.

Elements in the same group of the Periodic table have the same number of outer electrons.

Elements in the same period of the Periodic table have the same number of electron shells.

Elements can be identified from their Atomic structure.

Link the atomic structures of families in the periodic table with their properties.

I can explain ionic and covalent bonding in terms of the joining of the constituent atoms.

I can relate the characteristics of different substances with the nature of their bonding.

Atoms contain a nucleus surrounded by electron shells. Atoms contain subatomic particles called protons, neutrons and electrons. Protons are positively charged particles found inside the nucleus. Neutrons which have no charge are also found inside the nucleus.Electrons are negatively charged particles arranged in electron shells outside the nucleus.The Atomic number and Mass number of an element can be used to determine the numbers of the subatomic particles.The Electron rule identifies the number of electron shells and the number of electrons inside each shell.Atoms which contain full outer electron shells are stable.Understand what an isotope is.Use nuclide notation to work out the number of protons, neutrons and electrons in an atomExplain covalent bondingDescribe the properties of covalent substances (covalent molecules and covalent networks) Soft, tend to be gases, liquids or soft solids, molecules, poor conductors of heat and electricity Brittle or cleave rather than deform Non-electrolytes do not conduct electricity in water.Explain ionic bondingDescribe the properties and characteristics of ionic substances. Hard, form crystal lattices not molecules, good insulators, high melting points/ boiling points, conduct electricity when dissolved in water or as a liquid. Solids do not conduct electricity.Write formulas for covalent and ionic substancesWrite balanced chemical equations based on word equationsLink the atomic structures of families in the periodic table with their properties.

I can explain the conservation of mass using a practical example.

Understand the terms reactant and productUnderstand that during a chemical reaction the total mass of the products is equal to the total mass of

Overview

Level

Progression Pathways of the Significant Aspects of LearningProperties and Uses of materials Solutions Periodic Table Atomic Structure and Bonding

the reactantsExplain experiments that demonstrate conservation of mass

Materials (17) Progression

OverviewLearners develop their knowledge and understanding of substances that make up the Earth’s surface. Properties, uses and methods of extraction of such materials are explored. Opportunities exist to discuss the importance of carbon compounds derived from crude oil to our lives.

Level 17Progression Pathways of the Significant Aspects of Learning

Earth Structure Rocks Minerals and Ores Crude Oil and its Products

EarlyFirst Throughout all my

learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.

TCH 1-02aSecond Having explored the

substances that make up Earth’s surface, I can compare some of their characteristics and uses.

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I can describe the major characteristic features of Scotland’s landscape and explain how these were formed.

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I can describe a simple model of the earth’s structure. I can explain the formation of Volcanoes. I can identify the different soil types

I can describe the rock cycle and explain why the different types of rock have different uses.

ThirdThrough evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks.

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I can participate in practical activities to extract useful substancesfrom natural resources.

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I can explain how soil is formed by erosion and weathering of the landscape. I can describe the characteristics of different soil types.

I can explain the rock cycle and describe the characteristics of rocks: colour, density, hardness and crystalline nature.

I can explain that the presence of pure metals in the earth’s crust depends on their reactivity. I can explain and demonstrate how metals can be extracted from their ores.

FourthI have explored how different materials can bederived from crude oil and their uses. I can explain the importance ofcarbon compounds in ourlives.

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I can describe the refining of crude oil and explain the importance of some of the key carbon products

Significant aspects of learning – Materials (17)Overview

Level

Progression Pathways of the Significant Aspects of LearningEarth Structure Rocks Minerals and Ores Crude Oil and its Products

Early

First

SecondI can describe a simple model of the earth’s structure. I can explain the formation of Volcanoes. I can identify the different soil types

The Earth’s structure comprises of the core, mantle and the crust

A volcano is a vent in the crust through which magma (lava) from the core is ejected

Soil is a mixture of tiny pieces of rock and organic material (humus), living organisms, airspaces and waterThe composition of soil depends on the type of rock materials and the kinds of organisms presentThere are three main types of soil: clay, sandy, loamClay: does not drain well so holds water and sometimes becomes waterloggedSandy: drains very well so sometimes becomes too dryLoam: reasonable drainage, contains humus. The ideal soil for the garden.

I can describe the rock cycle and explain why the different types of rock have different uses.

There are three main types of rocks: sedimentary, igneous and metamorphicThese three types of rocks have different properties and therefore have different usesIgneous rocks: Formed from hot, molten rocky material called magma. They are hard and have crystals.Sedimentary rocks: Formed from the soft moving sands and mud in rivers, lakes and sea. These rocks are soft and have many layers.Metamorphic rocks: Formed when rocks close to the volcanic vent are altered by the heat or heat and pressure of the magma. These rocks are very hard.

ThirdI can explain how soil is formed by erosion and weathering of the landscape. I can describe the characteristics of different soil types.

Explain that soils are formed by the erosion and weathering of rocksState that the nutrients in soil comes from the organic material mixed with the rock particlesDescribe soil characteristics including: water content, particle size, colour and pH Clay: smaller grains, smaller air spaces, does not drain well so holds water and sometimes becomes waterloggedSandy: larger grains, larger air spaces, drains very well so sometimes becomes too dryLoam: intermediate particle size and air space size. The ideal soil for the garden.Explain that plants use soils to provide nutrients and support for growthLearn how to investigate the proportion of each mineral particles in soil samplesLearn how to investigate the proportion of, water air and organic matter in soil samplesLearn how to measure the pH of soil samplesKnow that the factors which affect the fertility of the soil for plants viz. presence of certain minerals in the soil and its organic matter

I can explain the rock cycle and describe the characteristics of rocks: colour, density, hardness and crystalline nature.

Explain the formation of igneous, sedimentary and metamorphic rockDescribe the characteristics of these rocks based on colour, density and hardness. Learn how to identify different rocks typesKnow some uses for different types of rocks and some of the minerals held in them

I can explain that the presence of pure metals in the earth’s crust depends on their reactivity. I can explain and demonstrate how metals can be extracted from their ores.

Know some examples of useful substances that are extracted from natural resources Learn how to extract dyes from plant material and know some possible usesState that less reactive metals are found uncombined in the earths crust and those more reactive metals have to be extracted from ores.Explain that minerals contain useful substances that can be refined for useState that ores are naturally-occurring compounds of metals.Describe how to get a metal such as iron and copper from their ores.Describe how to get substances from compounds using electrolysisLearn how to extract pure salt from rocksalt and saltwater

FourthI can describe the refining of crude oil and explain the importance of some of the key carbon products

Describe how crude oil is refined Describe further processing such as crackingDescribe the uses of fractions of oil Outline the structure of hydrocarbons – alkanes, alkenes, cycloalkane and their chemical properties – unsaturation etc.Know about isomers and how to identify them

Overview

Level

Progression Pathways of the Significant Aspects of LearningEarth Structure Rocks Minerals and Ores Crude Oil and its Products

Know that alkenes (monomers) are used in the in production of polymersDescribe some of the uses and properties of plasticsDescribe the importance of carbon compounds in making drugs

Chemical Changes (18 & 19) Progression

OverviewLearners gradually develop an understanding of chemical changes. They consider processes which take place in the environment and in the laboratory, and develop their understanding of the environmental impact of some changes. They develop their understanding of energy changes in chemical reactions and some of the factors affecting the rates of reactions. Learners develop the use of chemical names, formulae and equations as a way of conveying information about chemical changes.

Level 18 19Progression Pathways of the Significant Aspects of Learning

Water Metals, acids and bases Reactions and Rates

EarlyFirstSecond I have investigated

different water samples from the environment and explored methods that can be used to clean and conserve water and I am aware of the properties and uses of water.

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I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as beinga change in which different materials are made.

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I can use my knowledge of the water cycle and the uses and properties of water to describe how it can be cleaned and conserved.

I can identify when a chemical reaction has occurred to produce a new material.

Third Having taken part in practical activities to compare the properties of acids andbases, I have demonstrated ways of measuring and adjusting pH and can describe the significance of pH in everyday life.

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Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me.

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I have helped to design and carry out practical activities to develop my understanding of chemicalreactions involving the Earth’s materials. I can explain how we apply knowledge of these reactions in practical ways.

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I can measure the pH of a substance and determine itslevel of acidity or basicity. I can perform neutralisation of an acid using an indicator. I can describe some effects of pH in everyday life and how neutralisation is used to offset these.

I can identify signs of a chemical reaction, such as; energy change, colour change, effervescence and precipitation. I can explain how factors such as particle size, concentration, temperature and catalysts/enzymes, affectingreaction rates.I can write word equations torepresent simple chemical reactions. I can explain everyday chemical reactions.

Fourth I can monitor the environment by collecting and analysing samples. I can interpret the results to inform others about levels of pollution and express a considered opinion on how science can help to protect our environment.

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I can collect and analyse experimental data on chemical reactions that result in an obvious change in energy. I can apply my findings to explain the significance of the energy changes associated with chemical reactions.

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Having carried out a rangeof experiments using different chemicals, I can place metals in an order ofreactivity, and relate my findings to their everyday uses.

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I can measure and evaluatethe level of pollution in a range of samples and explain the probable effects.

I can identify the alkali metals and describe their relative reactivity. I can place metals in order of reactivity and describe some related uses.

I can describe the change inenergy which usually accompanies a chemical reaction and explain whether it is endothermic or exothermic. I can describe anumber of practical uses for the energy changes involvedin chemical reactions.

Significant aspects of learning – Chemical Changes (18&19)Overview

Level

Progression Pathways of the Significant Aspects of LearningWater Metals, acids and bases Reactions and Rates

EarlyFirstSecond

I can use my knowledge of the water cycle and the uses and properties of water to describe how it can be cleaned and conserved.

There is no new water in the world; it is continually being re-cycled through the water cycle. Describe the water cycle using terms: evaporation, precipitation, condensation.Some solids dissolve in water but some do notThose solids which dissolve are known as solubleThose solids which do not dissolve are known as insolubleA solution is formed when one or more substances (the solute) dissolves in another (the solvent)Evaporation is used to separate dissolved solids from waterFiltration is used to separate insoluble solids from waterWater should be clean before being consumedMethods used to clean water

sedimentation filtration chemicals added e.g. chlorine

Desalination plants remove salt from waterTerminology – soluble, insoluble, solute, solvent, dissolve, solution, filtrate, residueThere are many methods used to conserve water within the home, school and globallyWater is necessary for life - for all living thingsThere are many uses of water; living things / preservation (ice) / generate electricity

I can identify when a chemical reaction has occurred to produce a new material.

A mixture is two or more substances mixed together but still physically separateSolids of different sizes may be separated by using a sieve or a magnet. e.g. sand and peas, salt and iron filingsWhen materials come into contact with others they may

mix but remain physically discrete interact so that one dissolves in the other react chemically producing one or more

new substancesThe effects of heating or cooling materials can sometimes be easily reversed (reversible reaction) and sometimes the changes are not reversible (irreversible reaction)Burning is also a chemical reaction since new substances are producedA chemical reaction usually involves an energy change – takes in or produces energy – and always produces a new substance.

ThirdI can measure the pH of a substance and determine its level of acidity or basicity. I can perform neutralisation of an acid using an indicator. I can describe some effects of pH in everyday life and how neutralisation is used to offset these.

Know some examples of everyday acids and alkalisBe aware of the meaning of pHLearn how to measure pHKnow the pH scale and the significance of the values Understand the affect on pH of diluting an acid or alkaliUnderstand the process of neutralisationKnow the general word equation for neutralisationLearn how to neutralise acids or alkalisLearn how to write word equations for neutralisation reactionsLearn the properties of acids and bases Learn some examples of the significance of pH in everyday life and the need to adjust pH

I can identify signs of a chemical reaction, such as; energy change, colour change, effervescence and precipitation. I can explain how factors such as particle size, concentration, temperature and catalysts/enzymes, affecting reaction rates.

Know that a physical change does not result in a new substance being formed.Learn how to identify chemical reactions Know some everyday examples of chemical reactions (e.g. rusting, neutralisation, burning)Learn how to investigate the effect of particle size, concentration and temperature on the rate of a reaction.Know the features of a catalyst and what it can do.Learn how to investigate some catalysts and their effects Learn the importance of catalysts to industry Understand what an enzyme is and what it does.Learn the names of some enzymes and the processes catalyzedUnderstand the importance of enzymes in organisms and to industry.

I can write word equations to represent simple chemical reactions. I can explain everyday chemical reactions.

Learn how to plan and carry out investigations into the reactions of metals and water. Understand the term corrosion Know the factors that influence the rate of corrosionUnderstand the term rusting Learn how to plan and carry out investigations into the factors which influence rusting Learn how to plan and carry out investigations into preventing rusting /corrosionUnderstand the economic importance of corrosionKnow the practical ways of preventing corrosion Understand the effect of acid rain on the environmentKnow some practical ways of preventing damage by acid rainLearn how to write word equations for the processes of corrosion and the reaction of carbonate rocks with acidLearn how to write formula equations for the processes of corrosion and the reaction of carbonate rocks with acid

FourthI can measure and evaluate the level of pollution in a range of samples and explain the probable effects.

I can identify the alkali metals and describe their relative reactivity. I can place metals in order of reactivity and describe some related uses.

I can describe the change in energy which usually accompanies a chemical reaction and explain whether it is endothermic or exothermic. I can describe a number of practical uses for the

Overview

Level

Progression Pathways of the Significant Aspects of LearningWater Metals, acids and bases Reactions and RatesUnderstand the term pollutantGive some examples of various types of pollutant e.g. acid gases, fertilizer ,pesticide, herbicides, plastics and .sewageDescribe the effects the effects of pollutantsKnow how to take samples from the environment and test for pollutants.Explain how to interpret findings as indications of pollutionDescribe how pollution levels might be reduced

Describe the reactions of alkali metals with water, dilute acid and oxygenInvestigate the reaction of some metals and metal compounds with water, dilute acid and oxygen.Understand why the alkali metals are stored in oilSort metals in order of reactivity based on experimental evidence. Use displacement reactions, electrolysis of ionic compounds and electrical cells, half cells and electrolytes.Describe the conditions needed for iron to rustDescribe how to protect metals from corrosionDescribe uses of different metals and relate the use to their propertiesDescribe what an alloy is and be able to give some examples

energy changes involved in chemical reactions.

Know that during a chemical reaction an energy change usually takes placeExplain the terms exothermic and endothermicExothermic chemical reactions release energy in the form of heat, light, or sound. eg. Sodium and Chlorine to make salt.Endothermic chemical reactions must absorb energy in order to proceed. eg. photosynthesisKnow that some reactions give out energy in the form of lightKnow that chemical reactions that produce hot gases can be used to provide kinetic energy for vehicles such as cars, planes and rocketsAnalyse experimental data on chemical reactions to explain the energy changes involved.

Experience and Outcome

Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have observed living things in the environment over time and am becoming aware of how they depend on each other.

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Living Things I can describe some characteristics of living things and how they depend on each other.

Step 1I can identify the things around me as being living or non-livingI can identify plants and animals (including humans) as being living things

Step 2I can describe examples of how living things grow, move and feed.I can describe the basic needs of living things in terms of food, water, heat and exercise (animals).

Step 3 - AchievedI can explain how a thing is living using growth, movement and feeding as evidence.I can explain, in simple terms, how living things depend on each other for survival.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have helped to grow plants and can name their basic parts. I can talk about how they grow and what I need to do to look after them.

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PlantsI can describe how plants grow from seeds.

I can describe the basic structures of plants.

Step 1I can identify some living things as being plants.

Step 2I can describe the different parts of a plant: root, stem, leaves, flower.I can care for a plant and describe how it grows from a seed.

Step 3 - AchievedI can explain how a plant needs water, heat, sunlight and soil in order to grow.

Plan, obtain evidence, analyse and evaluate results.Observe, collect measure and record evidence.Report on findings.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have experienced, used and described a wide range of toys and common appliances. I can say ‘what makes it go’ and say what they do when they work.

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Energy Transfer I can name simple types of energy.

Energy Sources I can name some sources of energy.

Energy UsesI can relate energy to things working.

Step 1I can identify that there needs to be an external stimulus to make a toy or appliance work.

Step 2I can describe ‘what makes an appliance go’ as a form of energy.I can describe some common forms of energy and their sources; eg. electrical – socket or battery.I can describe how some toys or appliances produce energy such as light, heat, sound and movement.

Step 3 - AchievedI can explain the source of energy which is used to make a toy or appliance go, the form of energy supplied and the forms of energy produced.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating how water can change from one form to another, I can relate my findings to everyday experiences.

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WaterI can identify the different states of water.

I can use simple words to describe water changing state.

Step 1I can identify a number of ways that I use water.I can identify the different states of water - ice, water and steam.

Step 2I can describe how water is used by humans, animals and plants.I can describe how water changes state using terms such as freezing, melting, boiling and evaporating, using common examples such as water freezing, snow melting and puddles evaporating.

Step 3 - AchievedI can explain that water is the same substance but exists in three forms.I can investigate and explain how heating and freezing changes the state of water.I can relate my findings to every day experience.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have experienced the wonder of looking at the vastness of the sky, and can recognise the sun, moon and stars and link them to daily patterns of life.

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Solar System I can recognise the sun, moon and stars and link these to day and night.

Space observationI can observe the sun, moon and stars in the sky.

Step 1I can look at the sky and point out the sun, the moon and the stars.

Step 2I can look at the sky and name the sun, the moon and the stars. I can link the presence of the sun with day.

Step 3 – AchievedI can identify the sun, moon and stars in the sky.I can describe how the presence or absence of the sun gives day and night.I know that the moon does not give us night.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through everyday experiences and play with a variety of toys and other objects, I can recognise simple types of forces and describe their effects.

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Balanced and unbalanced forcesI can describe a force as a push or a pull. Force and speed I can describe how a force can make an object move

Step 1I can identify that many toys and other objects need to be pushed or pulled to make them move.

Step 2I can describe the push or pull as a force.I can describe how a force can make an object move faster or slower, change its direction, or change its shape.

Step 3 - AchievedI can explain how the movement of an object is affected by the size of the force or the size of the object.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can distinguish between living and non living things. I can sort living things into groups and explain my decisions.

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I can explain the differences between living and non-living things.I can sort living things into plants and animals.

Step 1I can identify a thing is living using growth, movement and feeding as evidence.

Step 2I can describe the difference between living and non-living things using the wider range of charactrsitics; ie. growth, movement, feeding, respiration, excretion, reproduction and sensitivity.I can use a simple key to identify living and non-living things and sort living things into animals and plants.

Step 3 - AchievedI can sort living things based on my own criteria and explain my decisions.I can create a key to show the difference between varieties of living things.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.

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PlantsI can describe simple food chains and explain how living things depend on each other for food.

Step 1I can identify the structure of a food chain in specific habitatsI can identify animals which are predators and their prey.

Step 2I can describe how the Sun is the primary source of energy and how this is taken in by green plants.I can describe a simple food chain that I have made identifying the producer and consumers and the flow of energy in the chain.

Step 3 - AchievedI can use a food chain to explain how living things depend on each other for food and how changes in the habitat would affect members of the chain.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can help to design experiments to find out what plants need in order to grow and develop. I can observe and record my findings and from what I have learned I can grow healthy plants in school.

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PlantsI can design an experiment to find out what plants need in order to grow and develop

Step 1I can identify a plant needs water, heat, sunlight and soil in order to grow.I can identify the different parts of a plant: root, stem, leaves, flower.

Step 2I can describe how seeds are found in the fruits produced in plants.I can describe how the necessary water, heat, sunlight and soil (nutrients) might be varied for a plant and relate this to habitat.

Step 3 - Achieved I can plan and carry out an investigation into germinating seeds and growing plants, deciding on appropriate measuring activities and collecting evidence.I can evaluate my results and report on my findings.

Plan, obtain evidence, analyse and evaluate results.Observe, collect measure and record evidence.Report on findings.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I am aware of different types of energy around me and can show their importance to everyday life and my survival.

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Energy Transfer I can describe the sun as our major source of energy.I can name different types of energy.I can explain how we need energy to survive.

Energy Sources I can name everyday sources of energy.

Energy UsesI can identify different uses of energy.

Step 1I can identify different sources of energy which are used to make a toy or appliance go, I can identify the form of energy supplied by the source.I can identify the different forms of energy produced by different toys and appliances.

Step 2I can describe the Sun as our major energy source which supplies us with heat and light energy.I can describe how energy is stored in food, fuels, and batteries.I can describe how different forms of energy are needed by our body to work; eg, food- chemical, hear – sound, see – light.

Step 3 - AchievedI can explain that energy causes things to happen (change) using appropriate examples.I can explain why we need energy in order to survive using some examples of appliances which support this.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating how water can change from one form to another, I can relate my findings to everyday experiences.

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WaterI can describe the different states of water.I can use more complex words to describe the changes of state.I can recognise the factors causing changes of state.I can describe the water cycle in simple terms

Step 1I can identify the different states of water - ice, water and steam.I can identify these states as being solid, liquid and gas.

Step 2I can describe how water changes state as it is heated or cooled.I can describe the changes of state using terms such as melting/freezing, boiling/evaporating/condensing.I can describe how rain or snow is formed using a simple form of the water cycle.

Step 3 - AchievedI can investigate the factors affecting melting, freezing and evaporation.I can use my findings to explain everyday experiences such as, snow, washing drying, ice melting, puddles drying up.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By safely observing and recording the sun and moon at various times, I can describe their patterns of movement and changes over time. I can relate these to the length of a day, a month and a year.

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Solar System I can describe the relative movements of the Sun, moon and earth and link these to day, month and year.

Space observationI can observe and record changes in the sun moon and stars in the sky.

Step 1I can identify the sun, moon and stars in the sky.I can describe how the presence or absence of the sun gives day and night.

Step 2I can describe how the sun moves across the sky during the day.I can describe how the moon moves across the sky and apparent changes of shape.

Step 3I can relate the sun moving across the sky to the earth’s spin.I can relate the moon’s movement in the sky to its movement and the movement of the earth.

Step 4 - AchievedI can describe how the earth moves round the sun once a year.I can explain how the earth’s spin relative to the sun gives us day and night and explain why the sun appears to move across the sky during the day.I can describe how the moon moves round the earth approximately once a month.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating forces on toys and other objects, I can predict the effect on the shape or motion of objects.

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Balanced and unbalanced forces I can explain that a push and a pull are both forces and if they are equal (balanced) there is no movement.I can describe how a force can change the shape of things

Force and speed I can explain that different sizes of force produce different changes in speed.I can describe that a force can stop a moving object or it can change the direction of a moving object.

Step 1I can identify the application of a push or pull as a force.I can describe how a force can make an object move faster or slower, change its direction, or change its shape.

Step 2I can describe how a force can make an object move faster or slower, change its direction, or change its shape.I can describe how the movement of an object is affected by the size of the force or the size of the object.

Step 3 - AchievedI can explain that if forces are balanced on a stationary object then there will be no movement.I can investigate the effect of forces on moving and stationary objects and use my findings to predict the effect of forces on the shape or motion of other objects.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By exploring the forces exerted by magnets on other magnets and magnetic materials, I can contribute to the design of a game.

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Force at a distanceI can describe how magnets can exert non-contact forces which can be attractive or repulsive.

Step 1I can identify that a magnet attracts iron.I can identify that this attraction indicates a force.I can ident5ify that this force does not require contact between the magnet and the iron.

Step 2I can investigate and describe how a magnet will attract some metals but not others and not non-metals.I can describe and demonstrate how a magnet has 2 poles (north seeking and south seeking).I can describe how the poles attract or repel using the concept of a non-contact force.

Step 3 - AchievedI can work in a group to design a game using my knowledge of magnets and what they do.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction.

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Living Things I can Identify & explain how living things can be classified.I am able to use branching and paired statement keys.I can give examples and reasons why certain living things are extinct.

Step 1I can identify that living things belong to 2 groups, plants and animals.I can identify plants as belonging to 2 groups, flowering and non-floweringI can identify animals as belonging to 2 groups, vertebrates and invertebrates.

Step 2I can describe some of the features which help classify vertebrates into their 5 groups.I can describe some of the features which help classify invertebrates into their 7 groupsI can use a key to identify plants and animals.

Step 3 - AchievedI can construct a key which can be used to identify particular plants or animals.I can explain why animals need to adapt to changes in their environment.I can explain why certain animals have become extinct through not adapting.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area.

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Living Things I can explain how energy flows between plants and animals in food chains and food webs.I can explain the importance of conservation in a wildlife area.

Step 1I can use a food chain to identify living things which depend on each other for food.I can identify the Sun as the primary source of energy in the food chain

Step 2I can describe the environment for living things as their habitat.I can combine simple food chains to construct a food web.

Step 3 - AchievedI can explain how energy from the sun moves through a food chain.I can explain that most organisms use more than one kind of food and are therefore part of more than one food chain.I can explain how the position in a food web can indicate the relative numbers and size of the organisms.I can explain how a change in one part of a food web might affect other parts.I can use my knowledge to contribute to the design or conservation of a wildlife area.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through carrying out practical activities and investigations, I can show how plants have benefited society.

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PlantsI can explain how plants have benefited society.

Step 1I can identify that living things belong to 2 groups, plants and animals.I can identify plants as belonging to 2 groups, flowering and non-floweringI can identify the main parts of a plant: root, stem, leaves, and flower.

Step 2I can describe examples where plants are used to benefit society; eg. habitat creation, wood for construction and paper, medicines, dyes, fuels, rubber and life support.

Step 3 - AchievedI can investigate a variety of beneficial aspects of plants and explain how they make a difference.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have collaborated in the design of an investigation into the effects of fertilisers on the growth of plants. I can express an informed view of the risks and benefits of their use.

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PlantsI can design an investigation to find out the effect of fertilisers on plant growth and explain how fertilisers can benefit plant growth.

Step 1I can identify that plants need water, heat, sunlight and soil in order to grow healthily.I can identify a fertilizer as a substance which is used to help plants grow.

Step 2I can describe how the soil supplies the nutrients which a plant needs.I can describe how a fertilizer adds these nutrients to the soil and can increase plant growth.

Step 3 - AchievedI can plan and carry out an investigation into the effect on plant growth of using different fertilizers in different amounts, deciding on appropriate measuring activities and collecting evidence.I can evaluate my results and report on my findings.I can explain some of the risks associated with different fertilizers.

Plan, obtain evidence, analyse and evaluate results.Observe, collect measure and record evidence.Report on findings.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy.

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Energy Transfer I can identify energy transfer situations.I can explain energy efficiency and relate it to the Law of Energy Conservation.

Energy SourcesI can identify non-renewable sources of energy including nuclear power.

Step 1I can identify the Sun as a major energy sourceI can identify the form of energy supplied and the forms of energy produced by different appliances and devices

Step 2I can describe simple energy transfers which occur in appliances and devices (including the human body). Eg electrical energy in a heater transferring to heat energy.I can describe how energy cannot be created or destroyed only transferred.I can describe various ways in which energy can be stored; eg. plants, food, batteries.

Step 3 - AchievedI can explain how energy is transferred through some simple systems and highlight where energy is wasted in the system.I can explain ways of reducing energy waste and increasing the efficiency of the system.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use.

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Energy UsesI can describe energy production in Scotland and the National GridDistribution to homes, industry and schools.I can explain the issues of finite energy resources and pollution.

Step 1I can identify the Sun as our major energy source I can identify that energy is stored in fossil fuels, coal, oil and gas.

Step 2I can describe how fossil fuels are formed including the time constraint.I can describe the energy chain in fossil fuel formation.I can describe how fossil fuels and nuclear fuel are used to produce electrical energy in Scotland’s power stations and how this is transferred to out homes through the National Grid.

Step 3 - AchievedI can explain the advantages and disadvantages of using fossil fuels and nuclear fuel and the possible implications for the future.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time.

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WaterI can explain the water cycle using appropriate scientific terms.

Step 1I can identify the different forms of water - ice, water and steam, and associate these with the states, solid, liquid and gas.I can identify the temperatures at which these changes of state occur.

Step 2I can describe how water changes state as it is heated or cooled using terms such as melting, freezing, boiling, evaporating and condensing.I can describe how a hot gas rises when heated and sinks when cooled.

Step 3 - AchievedI can explain the process of the water cycle using terms such evaporation, condensation, precipitation and run-off.I can explain the importance of the water cycle in nature in terms of water provision, crop growth, drinking water and land formation.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it.

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Solar System I can describe the solar system in terms of size, scale, time and relative motion.

Space observationI can observe planets using a telescope.

CosmologyI can explain the formation of the solar system and the existence of moons. asteroids, comets etc.

Step 1I can describe how the earth moves round the sun once a year.I can describe how the earth’s spin relative to the sun gives us day and night and explain why the sun appears to move across the sky during the day.

Step 2I can identify the earth as a planet and can name some other planets which orbit in a similar way.I can describe how a planet moves across the sky at night while stars are fixed relative to each other.

Step 3I can describe the different sizes of some planets and how they’re much smaller than the sun.I can describe the relative distances of the planets.

Step 4 - AchievedI can describe the solar system as a number of planets which orbit the sun (a star).I can compare the size of some of the planets relative to the earth and the sun.I can compare the distance of the planets from the sun relative to the sun’s size.I can explain why some planets are hotter than others.I can explain how the solar system was formed and why moons, asteroids and comets exist.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects.

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Balanced and unbalanced forces I can explain that friction is caused by surfaces rubbing together.I can explain that air resistance is a friction force.

Force and speed I can explain that friction is a force which tries to stop objects moving and can describe ways in which friction forces can be reduced.

Step 1I can identify friction as a force which opposes motion when surfaces rub together.I can identify air resistance as a friction force which opposes motion through the air.

Step 2I can describe how a friction force/air resistance slows down an object or makes it hard to start moving.I can describe different ways of reducing friction and air resistance.

Step 3 - AchievedI can investigate different ways of reducing friction and air resistance.Using my findings I can explain how to improve the efficiency of moving objects by smoothing surfaces, lubrication, rollers & wheels and streamlining.I can explain, using examples, why increasing friction and air resistance can sometimes be a good thing.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications.

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Force at a distanceI can describe the existence of magnetic, electrostatic and gravitational forces and their effects.

Step 1I can identify a magnet and demonstrate that it has 2 poles (north seeking and south seeking) and attracts and repels in different situations.I can create a static electrically charged object and demonstrate that this attracts and repels in different situationsI can identify the gravitational force and demonstrate that it acts downwards as there is an attraction to the Earth.

Step 2I can describe the attraction and repulsion in magnetic and electrostatic situations as ‘non-contact forces’ or ‘forces at a distance’.I can describe the attraction force in gravitational situations as ‘non-contact forces’ or ‘forces at a distance’.

Step 3 - AchievedI can work with others to investigate the 3 types of non-contact forces and make a comparison using our findings.I can describe some of the uses of magnet, electrostatic and gravitational forces.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating floating and sinking of objects in water, I can apply my understanding of buoyancy to solve a practical challenge.

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FlotationI can describe factors which affect floating.

Step 1I can identify some common objects which float and some which sink and use the term buoyancy appropriately.I can identify that this buoyancy may depend on the size and weight of the object.

Step 2I can describe floatation as a balanced situation where gravitational force (weight) is balanced by the upward force of the water.

Step 3I can investigate the effect of weight on the buoyancy of an object. (plimsoll line)I can investigate the effect of surface area on the buoyancy of an object.

Step 4 - AchievedI can solve a practical challenge; eg. buoy design, ship design using my knowledge of the factors which affect buoyancy.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution.

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Living Things I am able to use different examples to describe the main parts of an ecosystem

I am able to sample living things using different collection methods and be able to identify these using biological keys.

I am able to use simple equipment to measure abiotic factors

Step 1I can identify the components of an ecosystem and use the appropriate vocabulary: habitat, population, community,

Step 2I can use the term biodiversity and describe why its maintenance is important.I can identify abiotic factors such as, temperature, pH, oxygen levels, light levels, wind speed, humidity, and describe how to measure them.I can identify biotic factors such as, predators, disease, build up of waste and describe how they can affect the distribution of organisms.I can describe the use of a variety of sampling methods, including pitfall traps/tullgren funnels, quadrats, beating stick and tray, water net, to collect organisms

Step 3 - AchievedI can explain why some habitats are inhabited by some organisms and not others (e.g. protection from predators, resistance to desiccation, photosensitivity etc.)I can compare and explain the differences between two habitats in terms of the biotic and abiotic factors, knowing the adaptations of the organisms (e.g. desert versus pond)

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth.

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Photosynthesis I can explain the process of photosynthesis and its importance in plant food production.

Step 1I can identify that plants need water, heat, sunlight and soil in order to grow healthily.I can identify different plants as being sources of food.

Step 2I can describe the process of photosynthesis as the process of food production from sunlight.I can describe how a green plant changes light energy to chemical energy using chlorophyll.I can describe the process of photosynthesis in terms of raw materials and products particularly the absorption and production of carbon dioxide..I can describe how to test a leaf for the presence of starch.

Step 3 - AchievedI can explain the importance of the process of photosynthesis in terms of food production, the producers in food chains and the need for carbon sinks (particularly rainforests).I can contribute to a class or group investigation into the factors which affect the process of photosynthesis and explain why these are important.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production.

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PlantsI can explain the importance of using trace elements for plant growth.

I can explain how different types of chemicals can be used in agriculture and their impact on the world’s food production.

Step 1I can identify that plants need water, heat, sunlight and soil in order to grow healthily.I can describe how the soil supplies the nutrients which a plant needs.I can describe how a fertilizer adds these nutrients to the soil and can increase plant growth.

Step 2I can describe how nutrients are lost from the soil and why they may be replaced using mineral, organic or chemical fertilisers or by growing certain crops.

Step 3 - AchievedI can investigate and explain the use of fertilizers and chemicals on plant growth.I can explain the advantages and disadvantages of using chemical fertilisers, herbicides and pesticides over time. Eg. DDTI can explain the advantages and disadvantages pf using alternatives eg. biological control, genetic modification, organic agriculture.I can evaluate and explain the use of the different types of chemicals on food production against possible consequences for human health and the environment.

Plan, obtain evidence, analyse and evaluate results.Observe, collect measure and record evidence.Report on findings.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can use my knowledge of the different ways in which heat is transferred between hot and cold objects and the thermal conductivity of materials to improve energy efficiency in buildings or other systems.

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HeatI can explain the different methods by which heat can be transferred.

I can explain the use of insulation.

I can explain how the methods of heat transfer influence building design.

Step 1I can identify that heat moves from hot regions to cold regions.I can identify the 3 methods of heat transfer, conduction, convection and radiation.

Step 2I can describe how heat energy transfers by conduction, convection and radiation. (contact, currents, space)I can investigate and describe how to promote or obstruct heat transfer in each case.I can investigate the thermal insulating properties of materials and classify them according to their thermal conductivity.

Step 3 - AchievedI can explain conduction and convection using the particle model.I can explain radiation using knowledge about the electromagnetic spectrum.I can explain the difference between heat and temperature and how heat loss from an object depends on the temperature difference between the object and the surroundings.I can investigate and explain how to improve the energy efficiency of a building.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating renewable energy sources and taking part in practical activities to harness them, I can discuss their benefits and potential problems.

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Energy transferI can explain the relative efficiencies of the different energy sources and the factors which influence their location.Energy SourcesI can explain how energy sources such as wave, wind, solar, etc. can be harnessed.Energy UsesI can describe the benefits and potential problems of renewable and non-renewable energy sources.

Step 1I can identify renewable and non-renewable energy sources and describe their differences.

Step 2I can describe how a number of renewable energy sources are able to take particular inputs, such as biomass, waves, tide, hydro, wind, and use these to generate electricity through a dynamo.I can describe how renewable energy sources such as geothermal and solar panels can be used to generate energy.

Step 3 – AchievedI can work with others to investigate and explain the benefits and potential problems of the various forms of renewable energy.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By contributing to experiments and investigations, I can develop my understanding of models of matter and can apply this to changes of state and the energy involved as they occur in nature.

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Model of matterI can explain the kinetic theory and describe how it relates to the different states of matter.

Step 1I can identify the different forms of water - ice, water and steam, and associate these with the states, solid, liquid and gas.I can describe how water changes state as it is heated or cooled using terms such as melting, freezing, boiling, evaporating and condensing.

Step 2I can describe how matter is made up of particles and the arrangement, movement and strength of forces between the particles in a solid, a liquid and a gas.

Step 3 – AchievedI can work with others to investigate experiments involving contraction, expansion, diffusion, dilution and gas pressure, and use the particle model to explain these phenomena.I can use the particle model to explain the energy transfer when a change of state occurs.I can explain the importance of these phenomena using examples from everyday life.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things.

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Climate changeI can explain some of the processes which contribute to climate change and the possible impact on living things.

Step 1I can identify the major gases In the atmosphere as being nitrogen, oxygen and carbon dioxide and can state their relative percentages.

Step 2I can perform and describe the appropriate tests for oxygen and carbon dioxide.I can describe the processes of respiration and photosynthesis and how these contribute to the balance of carbon dioxide and oxygen in the atmosphere.I can describe how the burning of hydrocarbons, clearing rainforests and other activities are increasing the levels of carbon dioxide in the atmosphere.

Step 3 – AchievedI can explain the chemical reactions which are increasing the levels of carbon dioxide in the atmosphere.I can explain how this increase in carbon dioxide causes the ‘greenhouse effect’ and how this produces global warming and causes overall climate change.I can explain, using examples, how climate change will effect the survival of living things.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By using my knowledge of our solar system and the basic needs of living things, I can produce a reasoned argument on the likelihood of life existing elsewhere in the universe.

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Solar System I can explain why life exists on earth and not on other solar system planets.

CosmologyI can describe the abundance and existence of star systems and galaxies.

Step 1I can identify the basic living requirements of living things in terms of food and water, protection against the environment and climate limitations.I can identify the enormous scale of the known universe.

Step 2I can describe how organisms need either light or chemical energy to survive using some examples of where life exists at the extremes on the Earth.I can describe the conditions needed for the existence of photosynthesis to produce food and the water cycle to provide water.I can describe the size and variation in the universe in terms of galaxies, stars and associated planetary systems.

Step 3 – AchievedI can explain why the earth’s position in the solar system has allowed life to evolve on the planet and can compare this with our neighbouring planets.I can argue the likelihood of life existing elsewhere in the universe using my knowledge of the vast numbers of stars and the observed existence of planets in other star systems.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By contributing to investigations of energy loss due to friction, I can suggest ways of improving the efficiency of moving systems.

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Balanced and unbalanced ForcesI can explain how the existence of a friction force leads to a loss of energy.

Force and SpeedI can describe how lubrication and streamlining can be used to reduce the friction force and reduce the energy lost.

Step 1I can identify friction as a force which opposes motion when surfaces rub together.I can identify air resistance as a friction force which opposes motion through the air.

Step 2I can describe different ways of reducing friction and air resistance.I can describe how friction wastes energy by transferring it into heat energy.

Step 3 – AchievedI can explain why lubrication, rollers and wheels, air cushions and streamlining reduce the effect of friction and reduce the energy loss in a moving system.I can investigate and explain from my findings how the efficiency of a moving system is improved by the different methods of friction reductionI can explain, with examples from everyday life, how the efficiency of moving systems is improved by friction reduction.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have collaborated in investigations into the effects of gravity on objects and I can predict what might happen to their weight in different situations on Earth and in space.

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Force at a distanceI can explain the relationship between weight and mass.

Step 1I can identify the gravitational force and demonstrate that it acts downwards as there is an attraction to the Earth.I can describe why the gravitational force is called a ‘non-contact force’ or ‘force at a distance’.

Step 2I can describe how to use a newton balance to measure force. I can describe the mass of an object as the quantity of material in an object which is measured in kilograms. I can explain that the weight of an object is a force which is a measure of the Earth’s pull and is measured in newtons.

Step 3 – AchievedI can explain the relationship between mass and weight and explain the importance of gravity in this relationship.I can explain how the mass of a planet affects its gravitational pull.I can predict what might happen to the weight of an object at different points on Earth, in space and on different planets.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity.

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Living Things I can describe and explain the main parts of an ecosystem.

I can explain how living things are adapted for survival.

I can explain how population growth, competition and natural hazards can affect biodiversity.

Step 1I can use the term biodiversity and describe why its maintenance is important.I can identify abiotic factors such as, temperature, pH, oxygen levels, light levels, wind speed, humidity,I can identify biotic factors such as, predators, disease, build up of waste and describe how they can affect the distribution of organisms.

Step 2I can describe the relationship between the terms habitat, population, community and ecosystem.I can use food chains and food webs to describe how populations of organisms in an ecosystem impact on each other.

Step 3 - AchievedI can explain why increased biodiversity contributes to the stability of an ecosystem.I can explain how changes such as population growth or natural disasters will affect biodiversity and increase competition and can predict how this might affect a particular ecosystem.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have propagated and grown plants using a variety of different methods. I can compare these methods and develop my understanding of their commercial use.

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PlantsI am able to show plant growth using different methods of propagation.

I can explain the commercial use of plant growth and propagation..

Step 1I can identify that plants need water, heat, sunlight and soil in order to grow healthily.I can identify different plants as being sources of food.

Step 2I can describe the processes of pollination, fertilisation, fruit formation and seed dispersal.I can describe the structure of a seed and the best conditions for the seed to propagate.I can describe examples of sexual and asexual reproduction in plants and demonstrate an example of natural vegetative propagation.I can investigate and describe a range of artificial propagation techniques such as cutting, grafting, marcotting and budding.

Step 3 - AchievedI can explain the differences between artificial propagation and natural propagation and their different levels of commercial use.I can explain why and how different plants are grown commercially.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can contribute to the design of an investigation to show the effects of different factors on the rate of aerobic respiration and explain my findings.

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Gas ExchangeI can explain how different factors can affect aerobic respiration.

Step 1I can identify aerobic respiration as the process which provides our body with the energy required to live.I can describe the relationship between aerobic respiration and exercise.I can describe how the body’s pulse rate and breathing rate increase with exercise.

Step 2I can describe the process of aerobic respiration naming requirements and products.I can describe and demonstrate how to measure the rate of respiration.

Step 3 - AchievedI can explain the process of aerobic respiration using a word equation and detailing the production of energy and carbon dioxide.I can investigate and explain how the rate of respiration is affected by temperature or oxygen availability or availability of substrate.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through investigating the nitrogen cycle and evaluating results from practical experiments, I can suggest a design for a fertiliser, taking account of its environmental impact.

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PlantsI can explain the use of fertilisers and their environmental impact.

Step 1I can identify nitrogen as being a gas which exists in the atmosphere and is also present in a combined form in many other compounds both in living organisms and in non-living parts of an ecosystem.

Step 2I can investigate and describe the Nitrogen cycle in terms of nitrogen fixation, ammonification, nitrification, denitrification and assimilation.I can describe the components of a fertilizer and their importance to plants.

Step 3 - AchievedI can investigate and explain the effects of a lack of nitrogen on plant growth.I can suggest a design for a fertilizer explaining the components and their low environmental impact.

Plan, obtain evidence, analyse and evaluate results.Observe, collect measure and record evidence.Report on findings.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By contributing to an investigation on different ways of meeting society’s energy needs, I can express an informed view on the risks and benefits of different energy sources, including those produced from plants.

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Energy SourcesI can explain the advantages and disadvantages of renewable and non-renewable energy sources including fossil fuels, and plants.

Energy UsesI can explain how different energy sources can meet the needs of society.

Step 1I can identify renewable and non-renewable energy sources and describe their differences.I can identify the major energy needs of society in terms of industry, in-home use and transport.

Step 2I can explain the advantages and disadvantages of using fossil fuels and nuclear fuel and the possible implications for the future.I can explain the advantages and disadvantages of renewable energy sources, such as the Sun, biomass, waves, tide, hydro, wind and geothermal.

Step 3 – AchievedI can investigate and explain how a particular energy source can be utilised to meet the major energy needs of society clearly stating the advantages and disadvantages of the source and its suitability for each major society need.I can contribute an informed view to a discussion about the relative suitability and benefits of the range of energy sources and their suitability for the major needs of society.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through investigation, I can explain the formation and use of fossil fuels and contribute to discussions on the responsible use and conservation of finite resources.

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Energy UsesI can explain ways of energy conservation in homes, industry and schools.

Step 1I can identify fossil fuels as being coal, oil and gas.

Step 2I can describe the formation of the fossil fuels over millions of years.I can describe where fossil fuels are found, the difficulties in accessing them, the risks associated with extraction and the rate of depletion compared to renewal.I can describe some of the pollution risks associated with fossil fuels.

Step 3 – AchievedI can investigate and explain different ways of reducing and conserving energy use in industry, transport and homes. I can contribute to a discussion on the use and conservation of energy on an individual, local and global scale now and in the future.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have developed my understanding of the kinetic model of a gas. I can describe the qualitative relationships between pressure, volume and temperature of gases.

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Model of matterI can describe how the kinetic theory provides a basis for Boyle’s, Charles’ and the Pressure Law.

Step 1I can describe how matter is made up of particles and the arrangement, movement and strength of forces between the particles in a solid, a liquid and a gas.

Step 2I can describe the kinetic model of a gas in terms of the small unattached particles moving at high speeds in continual random motion and colliding elastically with each other and the sides of the containing vessel.I can relate the speed of the particles and the number of collisions to the temperature and pressure of the gas.

Step 3 – AchievedI can investigate and describe the qualitative relationships between the pressure, volume and temperature of gasses.I can explain how these relationships are relevant using particular everyday examples.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance.

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Climate changeI can describe the carbon cycle and how it has become unbalanced and consequently contributing to global warming.

Step 1I can identify the major gases In the atmosphere as being nitrogen, oxygen and carbon dioxide and can state their relative percentages.I can identify the presence of carbon in fuels, organisms and the non-living parts of the ecosystem.

Step 2I can describe how carbon is involved in photosynthesis, burning, respiration and decomposition.

Step 3 – AchievedI can explain the movement of carbon through the different parts of the carbon cycle using terms such as, respiration, decomposition, photosynthesis, compaction, transformation and transportation.I can explain the process by which the balance of gases is kept in balance and how the activity of humans is threatening that balance. I can use this understanding to hypothesise possible implications and support through researched findings.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time.

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Space observationI can explain how rockets work and how they’ve been used.I can explain how astronomical and satellite telescopes operate.

CosmologyI can explain the Big Bang theory and describe star formation and destruction and the creation ofBlack holes.

Step 1I can identify an astronomical; telescope and describe how it works.I can identify a radio telescope and describe how it works.I can identify the range of waves in the electromagnetic spectrum and classify them by their wavelength.

Step 2I can describe the limitations of space travel and how we can only investigate space by detecting the radiation emitted by the distant objects.I can describe the limitations imposed on observations by the atmosphere.I can describe with examples, how the location of telescopes, the size and range of telescopes and the use of space telescopes have reduced the limitations.

Step 3 – AchievedI can explain how a rocket works and working with others, describe how they’ve been used to explore space.I can research and contribute to an explanation of the Big Bang, the formation and destruction of stars and the creation of black holes.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can use appropriate methods to measure, calculate and display graphically the speed of an object, and show how these methods can be used in a selected application.

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Force and SpeedI can explain and analyse the motion of an object using speed~time graphs.

Step 1I can calculate the average speed of an object by measurement and using the relationship between time, distance and average speed.

Step 2I can describe the difference between average speed and instantaneous speed and demonstrate how to measure both by different methods.

Step 3 – AchievedI can measure and drew speed~time graphs for the motion of an object moving at steady speed, speeding up and slowing down.I can analyse a speed~time graph to determine the speed of an object, the rate of increase or decrease of speed and the distance it has travelled.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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By making accurate measurements of speed and acceleration, I can relate the motion of an object to the forces acting on it and apply this knowledge to transport safety.

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Balanced and Unbalanced ForcesI can explain how an object stays at rest or moves at a constant speed in a straight line using Newton’s first Law.

Force and SpeedI can explain how an object accelerates when an unbalanced force acts on it using Newton’s Second Law.

Step 1I can identify the speed of an object and whether its speed is steady, increasing or decreasing from a speed~time graph.I can identify the forces which act on a moving object and describe whether they are balanced or unbalanced.

Step 2I can demonstrate and describe how to measure the acceleration of an object both experimentally and from a speed~time graph.I can describe the qualitative change in acceleration of an object by varying its mass and the force applied.

Step 3 – AchievedI can investigate and evaluate the relationship between the mass of an object, the unbalanced force applied and the acceleration of the object.I can use my knowledge of Newton’s first and second laws to design and test some safety features for modern transport.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can help to design and carry out investigations into the strength of magnets and electromagnets. From investigations, I can compare the properties, uses and commercial applications of electromagnets and supermagnets.

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Force at a distanceI can describe the factors which will increase the strength of an electromagnet.

I can explain how a simple electric motor works.

Step 1I can identify a magnet and describe its 2 poles (north seeking and south seeking) and how it attracts and repels in different situations.I can describe the attraction and repulsion in magnetic situations as ‘non-contact forces’ or ‘forces at a distance’.

Step 2I can describe and demonstrate the magnetic field which is associated with a magnet.I can construct an electromagnet and investigate the effect of varying the current size, the number of coils of wire and the core material.

Step 3 – AchievedI can explain the role of the electromagnet in a number of everyday applications.I can construct and explain the workings of a simple electric motor.I can research the commercial applications of magnets and super magnets and contribute to a comparative discussion about their properties.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through experimentation, I can explain floating and sinking in terms of the relative densities of different materials.

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FlotationI can explain how the density of a liquid effects the upthrust force and determines the flotation characteristics of an object.

Step 1I can describe floatation as a balanced situation where gravitational force (weight) is balanced by the upward force of the water.I can describe density of an object in terms of its mass and volume.

Step 2I can demonstrate and describe how to measure the density of liquids and regular and irregular objects.

Step 3 – AchievedI can explain and demonstrate the floating or sinking of an object in a liquid in terms of their relative density using examples from everyday life.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I know how to stay safe when using electricity. I have helped to make a display to show the importance of electricity in our daily lives.

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Electrical EnergyI can describe electricity as a form of energy.I can describe why electricity is important in our daily lives.

Electrical Circuits I can identify a number of appliances which work by electricity.

Electrical SafetyI can describe why electricity is dangerous and what precautions to take.

Step 1I can identify appliances which use electricity.

Step 2I can describe how electrical appliances use electrical energy and transform it into other useful forms of energy such as heat, light, sound and movement.I can describe some common dangers associated with electricity and how to avoid these.

Step 3 - AchievedI can work with others to make a display which shows the importance of electricity in our daily lives.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through play, I have explored a variety of ways of making sounds.

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SoundI can describe how some sounds are made.

I can explain how loudness (louder/softer) can be changed.

Step 1I can identify different sounds from different sources.

Step 2I can describe how humans hear sounds with their ears.I can describe and demonstrate a number of different ways of making sounds, eg. hitting, blowing, plucking, and shaking.

Step 3 - AchievedI can describe and demonstrate the differences in sounds using terms such as high, low, loud and soft.

Plan, obtain evidence, analyse evidence evaluate

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can identify my senses and use them to explore the world around me.

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SensesI can identify different human senses.

Step 1I can identify the 5 senses which allow me to explore the world around me, sight, hearing, taste, smell and touch.

Step 2 - AchievedI can identify the 5 senses and explain which parts of my body I use to detect each one.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can describe an electrical circuit as a continuous loop of conducting materials. I can combine simple components in a series circuit to make a game or model.

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Electrical EnergyI can recognise that electrical energy is supplied from a battery or the mains socket.

Electrical Circuits I can explain that electric circuits need to be complete to let electrical current flow. I can describe how an electric circuit is made up of a variety of simple conducting components.I can represent an electric circuit by a simple diagram or picture.

Electrical SafetyI can identify insulators that prevent the flow of electricity.I can identify that mains electricity is very dangerous.

Step 1I can identify a battery or the mains socket as being sources of electricity which are used to make electrical devices work.I can identify simple circuit components such as a switch, battery, lamp, motor and buzzer.I can identify mains electricity as being potentially dangerous.

Step 2I can construct a simple series circuit using a battery and a lamp.I can use my simple series circuit to test whether different materials are conductors or insulators

Step 3I can explain how the simple circuit works in terms of the flow of electricity and a continuous loop of conducting materials.I can explain the effect of putting a switch in the circuit.I can draw a diagram or picture of my circuit.I can describe the dangers associated with electricity and explain how insulators can be used to protect us.

Step 3 – AchievedI can combine simple components in a series circuit to make a game or model.

I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

HWB 1-16a

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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By collaborating in experiments on different ways of producing sound from vibrations, I can demonstrate how to change the pitch of the sound.

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SoundI can describe how pitch and frequency are related.

I can describe a number of different ways of changing the frequency of a sound.

Step 1I can identify that there are differences in sounds depending on their source, the distance of their source and how they are produced.I can describe the sound as being high or low, loud or soft.

Step 2I can describe and demonstrate how a sound is produced by a vibration.I can describe and demonstrate how the pitch (high or low) is related to the frequency of the vibration.

Step 3 - AchievedI can describe and demonstrate how to change the pitch (high or low) of a number of different sources of sounds. eg, strings, tubes, stretched elastics, stretched skins, water containers.

Plan, obtain evidence, analyse evidence evaluate

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Experience and Outcome Significant Aspects &Success Criteria

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By researching, I can describe the position and function of the skeleton and major organs of the human body and discuss what I need to do to keep them healthy.

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Body systemsI can describe the human skeleton, the major organs and how to keep them healthy.

Step 1I can identify the skeleton as the combination of bones inside the body.I can name some of the major organs inside the human body. eg. brain, heart, lungs, stomach.

Step 2I can describe the function of the skeleton in terms of supporting the body and identify the location of some major bone structures. eg. the skull.I can describe the position and function of some of the major organs.

Step 3 - AchievedI can explain using my knowledge of the body how a healthy life style is needed to keep the body in good condition. eg. balanced diet, regular exercise, sufficient sleep.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have explored my senses and can discuss their reliability and limitations in responding to the environment.

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SensesI can explore the different human senses.

Step 1I can identify the 5 senses and describe which parts of my body I use to detect each one.

Step 2I can investigate and describe the ability of my senses to detect information. eg. different tastes, different temperatures, different smells, different sounds.

Step 3 - AchievedI can explain, with examples, how the ability of my senses to detect information helps to keep me safe.I can investigate and explain the limitations of my senses and how they can vary from person to person. eg. age related, optical illusions. Hearing and visual impairment, effect of a cold on smell.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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I know the symptoms of some common diseases caused by germs. I can explain how they are spread and discuss how some methods of preventing and treating disease benefit society.

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Micro-organismsI can describe some common diseases, how they spread & ways to prevent getting these diseases

Step 1I can name some common diseases/illnesses.I can link diseases and germs.

Step 2I can describe the symptoms of some common diseases. eg. mumps, measles, flu, chicken pox.I can describe how the germs which cause disease can be transferred. eg. hand to mouth, hand to food, sneezing and coughing.

Step 3 - AchievedI can explain different ways of preventing the spread of diseases. eg. hand washing, good food storage, good hygiene, wearing masks.I can describe how the use of medication, vaccinations or isolation can be used to prevent or limit the spread of a disease.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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By comparing generations of families of humans, plants and animals, I can begin to understand how characteristics are inherited.

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Inheritance I can begin to understand how characteristics are inherited

Step 1I can identify some characteristics of human beings which are similar and some which are not. I can identify some characteristics of animals and plants which are similar and some which are not.

Step 2I can describe how similarities between living things allow us to classify them into groups.I can investigate some characteristics of humans, animals and plants and describe how some of these might be inherited and some might be due to the environment.

Step 3 - AchievedI can explain how some inherited characteristics are passed on through generations.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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I have used a range of electrical components to help to make a variety of circuits for differing purposes. I can represent my circuit using symbols and describe the transfer of energy around the circuit.

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Electrical EnergyI can explain how energy transfers in components.

Electrical Circuits I can explain how an electric circuit is made up of a wide variety of conducting components.I can represent an electric circuit by a circuit diagram using recognised symbols.

Electrical SafetyI can explain that the higher the voltage of a supply the more dangerous it is likely to be.

Step 1I can identify a simple series circuit and name the components in the circuit, eg. battery, lamp, motor, switch, buzzer, light emitting diode (led).I can recognise that a circuit is working or not working and relate this to a break in the circuit.I can match components to their circuit diagram symbol.

Step 2I can describe how a switch is used to turn a circuit on or off.I can connect components together from a circuit diagram to make series and parallel circuits.I can describe the energy change in the components in circuits.

Step 3 – AchievedI can explain why components will work in a closed circuit but not in an open circuit. I can build circuits with a variety of components and explain the effect of making changes. I can design and build a circuit, which meets a given purpose, making use of circuit diagrams.I can identify potential risks when working with electrical circuits and relate this to real life situations.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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To begin to understand how batteries work, I can help to build simple chemical cells using readily-available materials which can be used to make an appliance work.

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Electrical Energy I can identify a battery as a portable power source.I can explain how the chemical energy in a battery transfers as electrical energy round a circuit.I can describe how simple cells can be made. Electrical SafetyI can explain that the higher the voltage of a supply the more dangerous it is likely to be.

Step 1I can identify a battery or the mains socket as being sources of electricity which are used to make electrical devices work.I can identify batteries and electrical sockets as being sources of electrical energy.

Step 2I can describe how a battery changes chemical energy into electrical energy which is transferred round a circuit.

Step 3 – AchievedI can work with others to build simple chemical cells and compare them.I can explain why the electricity from a mains socket is more dangerous than that from a simple cell.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media.

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SoundI can explain why sound travels differently through different media.I can describe how the voice box and ear work and how some different animals communicate

Step 1I can describe how a sound is produced by a vibration.I can describe how the pitch (high or low) is changed in a variety of different sources of sounds.

Step 2I can describe how sound travels as a wave through different instruments and through air.I can describe experiments which show that sound waves travel through solids, liquids and gases.I can describe how the voice box (larynx) and the ear work.

Step 3 – AchievedI can explain why sound waves travel better through solids than liquids then gases.I can research and explain how some animals use sound waves to communicate.

Plan, obtain evidence, analyse evidence evaluate

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Experience and Outcome Significant Aspects &Success Criteria

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By exploring reflections, the formation of shadows and the mixing of coloured lights, I can use my knowledge of the properties of light to show how it can be used in a creative way.

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LightI can describe how light travels in straight lines and use this to explain image and shadow formation.

I can describe how to mix different colours of light for different effects.

Step 1I can describe how humans see light with their eyes.I can describe how light travels in straight lines using suitable examples.

Step 2I can describe how light reflects off some surfaces and not others.I can describe how shadows are formed.I can describe how white light can be split up to give the different colours of light.

Step 3 – AchievedI can explain how an image is formed in a mirror by reflection.I can investigate and explain the factors which affect shadow formation.I can describe and demonstrate the mixing of coloured lights to produce different effects.

Plan, obtain evidence, analyse evidence evaluate

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Experience and Outcome Significant Aspects &Success Criteria

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By investigating some body systems and potential problems which they may develop, I can make informed decisions to help me to maintain my health and wellbeing.

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Body SystemsI am able to describe the digestive, the breathing and circulatory system and how to keep them healthy.

Step 1I can identify the skeleton and name some of the major parts such as the skull, spine, ribcage, pelvis.I can identify the position of some of the major organs.

Step 2I can describe the broad function of the respiratory system in terms of the major organs involved and the gas exchange which occurs.I can describe the broad function of the circulatory system in terms of the major organs involved and the role played by the blood.I can describe the broad function of the digestive system I terms of the major organs involved and the nutrient exchange which occurs.

Step 3 - AchievedI can explain, using my knowledge of body systems, how to maintain my health and well being using examples such as smoking, poor diet and lack of exercise.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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I have explored the structure and function of sensory organs to develop my understanding of body actions in response to outside conditions.

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SensesI can describe the structure and functions of different sense organs.

Step 1I can identify the 5 senses and the parts of my body which detect each one.I can describe the limitations of my senses and how they can vary from person to person

Step 2I can outline the structure of the eye naming the main components and describing how it works.I can outline the structure of the ear, naming the main parts and describing how it works.I can describe how all the sensory organs contain nerve endings which are directly linked to the brain.

Step 3 - AchievedI can explain how 2 eyes and 2 ears allow humans to judge distance and sound direction more effectively.I can explain, with examples, how the body uses all the senses to keep itself safe.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

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I have contributed to investigations into the role of micro-organisms in producing and breaking down some materials.

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Micro-organismsI can design investigations to find out how microbes can produce and breakdown some materials

Step 1I can identify bacteria and fungi as being micro-organisms

Step 2I can describe how micro-organisms are used in food production. Eg. bread (yeast), cheese, yoghurt.I can describe how micro-organism are used to break down food in compost heaps, recycling plants and in stomachs.

Step 3 - AchievedI can make bread and explain the role which micro-organisms play in its production.I can work with others to set up a compost heap and explain how the micro-organisms are responsible for the breakdown of the waste materials.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating the lifecycles of plants and animals, I can recognise the different stages of their development.

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Inheritance I can describe plant and animal life cycles and be able to recognise the different development stages.

Step 1I can identify the different parts of a plant.I can identify the reproductive organs of humans.

Step 2I can describe how flowering plants reproduce via pollination, fertilization, fruit and seed development.I can describe how humans reproduce to produce a baby.I can describe how plants ensure the continued existence of the species by the nature of seed dispersal and provision of the right conditions for growth.I can describe how animals ensure the continued existence of the species by the number of young they produce and the nurturing environment provided.

Step 3 - AchievedI can explain the life cycles of plants and animals using examples from nature.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By exploring the characteristics offspring inherit when living things reproduce, I can distinguish between inherited and non inherited characteristics.

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Inheritance I can give examples of inherited & non-inherited characteristics.

Step 1I can identify some characteristics of humans that might be inherited and some that might be due to the environment.

Step 2I can investigate, research and describe some characteristics which are inherited and some which are not.

Step 3 - AchievedI can explain using suitable models (Reebop) how different inherited characteristics can be carried on through different generations.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Having measured the current and voltage in series and parallel circuits, I can design a circuit to show the advantages of parallel circuits in an everyday application.

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Electrical Circuits I can describe how electrical circuit components can be arranged in series or parallel.

I can explain how ammeters and voltmeters are used to measure current and voltage in a circuit.

Electrical SafetyI can explain why a fuse is connected in series in a circuit.

Step 1I can connect components together from a circuit diagram to make series and parallel circuits.I can identify a fuse as a safety device connected in series in a circuit.

Step 2I can describe the physical features of series and parallel circuits.I can describe series and parallel circuits using a circuit diagram with the appropriate component symbols.I can describe electric current as a flow of electrons and outline the different current paths in series and parallel circuits.I can describe and demonstrate how to place an ammeter in a circuit to measure current in Amperes.I can describe the voltage as the energy given to ‘push’ the electrons round the circuit.I can describe and demonstrate how to measure the voltage, in volts, across 2 points in a circuit.

Step 3 – AchievedI can draw series and parallel circuit diagrams showing the position of ammeters and voltmeters to measure current and voltage at particular locations.I can explain the distribution of current and voltage in and across different parts of series and parallel circuits.I can explain the advantages and disadvantages of series and parallel circuits.I can design and explain a parallel circuit for an everyday application, such as car lights, house lights, fridge light, etc;

Overview

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can help to design simple chemical cells and use them to investigate the factors which affect the voltage produced.

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Electrical Energy I can explain how the output of a simple cell is dependent on different factors.

Step 1I can identify a battery as being a source of electrical energy which supplies electrical energy to make electrical devices work.I can describe how a battery changes chemical energy into electrical energy which is transferred round a circuit.

Step 2I can describe the key features of a chemical cell using the terms electrode and electrolyte.

Step 3 – AchievedI can explain how a simple cell works through the function of the electrodes and electrolyte.I can investigate and explain how different factors, such as plate material and ion concentration in the electrolyte, will affect the voltage produced in a chemical cell.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By exploring the refraction of light when passed through different materials, lenses and prisms, I can explain how light can be used in a variety of applications.

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LightI can describe the structure of the eye and some common faults.

I can describe how light refracts through lenses and prisms.I can describe how some simple optical instruments work.

I can describe the visible spectrum.

Step 1I can describe how humans see light with their eyes.I can outline the structure of the eye naming the main components and describing how it works.I can describe how light travels in straight lines using suitable examples.

Step 2I can describe how refraction changes the direction of light if it passes from one material to another at an angle.I can describe how refraction changes dependent on the angle of light at the interface and the relative density of the materials.I can investigate and describe using ray diagrams the effect on light of lenses with different curvature and shape.I can show how white light can be split up to give the different colours of light using a prism.

Step 3 – AchievedI can explain the features of converging and diverging lenses, their effect on parallel rays of light, and how they can be used to correct long and short sightedness.I can explain the practical applications of prisms and lenses such as, cameras, photocopiers, telescopes, magnifying glasses, etc;I can explain the visible spectrum in terms of the different wavelengths of light and their different refraction angles.

Plan, obtain evidence, analyse evidence evaluate

Self/Peer/TeacherSay, Make, Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.

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Electromagnetic SpectrumI can describe the electromagnetic spectrum and the uses and limitations of the different types of radiation included.

Step 1I can identify the different colours of light in the visible spectrum.I can detect and identify different forms of radiation beyond the visible spectrum.

Step 2I can name and describe the constituent parts of the electromagnetic spectrum as radiation (waves) which travel at the same speed but have different wavelengths and frequencies.I can describe the different waves in terms of increasing wavelength.

Step 3 – AchievedI can explain the similarities and differences between the different waves in the electromagnetic spectrum and describe some of their application.I can research and explain the advantages and limitations of a selected radiation type from: Gamma Rays, X-Rays, Ultraviolet, Infra-red, Microwaves, Television and Radio.

Plan, obtain evidence, analyse evidence evaluate

Self/Peer/TeacherSay, Make, Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have explored the structure and function of organs and organ systems and can relate this to the basic biological processes required to sustain life.

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Body systemsI can explore the structure and function of human organs and organ systems.

Step 1I can identify and locate on a diagram the skeleton and the major organs inside the human body. eg. brain, heart, lungs, stomach.

Step 2I can describe the broad function of the skeleton in terms of providing shape, movement, support and protection for the body’s organs.I can describe the broad function of the respiratory system in terms of the major organs involved and the gas exchange which occurs.I can describe the broad function of the circulatory system in terms of the major organs involved and the role played by the blood.I can describe the broad function of the digestive system in terms of the major organs involved and the nutrient exchange which occurs.

Step 3 – AchievedI can explain in detail how the skeleton works with the muscles to produce movement and helps sustain life.I can explain in detail how gas exchange allows the respiratory system to sustain life.I can explain in detail the importance of blood flow and how this is sustained in the circulatory system.I can explain how nutrients from food are accessed by the body through the digestive system.I can explain how the reproductive system works.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have explored the role of technology in monitoring health and improving the quality of life.

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Body systemsI can use new technology to monitor health.

Step 1I can identify some basic physiological measurements such as pulse and temperature to indicate health.

Step 2I can describe the importance of the health triangle (social, mental and physical).I can describe the importance of diet and exercise to a healthy lifestyle.I can describe and measure a wider range of basic physiological measurements using low tech and high tech instruments. e.g. pulse, heart rate, blood pressure, temperature, body fat content, tidal volume, peak flow, etc;I can describe some diseases caused by an unhealthy lifestyle such as, diabetes, heart disease, etc;

Step 3 – AchievedI can calculate my BMI and make a judgement of its indication.I can research a technological device and explain how it monitors health and can improve the quality of life. e.g. CAT scanners, NMR machines, blood pressure monitors, body fat detectors, etc;

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Using a microscope, I have developed my understanding of the structure and variety of cells and of their functions.

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Micro-organismsI can describe the structures and functions of simple cells.

Step 1I can make a simple slide and identify some animal and plant cells through a microscope.

Step 2I can describe the basic structures found in animal and plants cells and highlight their main differences.I can describe unicellular and multicellular organisms, using examples of each.

Step 3 – AchievedI can explain the structure of a variety of cells and link this to their particular function.Plan, obtain

evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have contributed to investigations into the different types of micro-organisms and can explain how their growth can be controlled.

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Micro-organismsI can design an investigation to find out about the growth of microbes.

Step 1I can describe how micro-organisms are used in food production. e.g. bread (yeast), cheese, yoghurt.I can describe how micro-organism are used to break down food in compost heaps, recycling plants and in stomachs.

Step 2I can describe, with examples, how there are a range of micro-organisms, and while some are useful others cause diseases.

Step 3 – AchievedI can investigate and explain how the growth of micro-organisms can be controlled through chemicals, antibiotics, antifungals and temperature.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have explored how the body defends itself against disease and can describe how vaccines can provide protection.

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Micro-organismsI can explain how the human body’s defence work.

I can explain the uses of vaccines as a way for body defence.

Step 1I can identify some examples of disease causing microbes and the effects of the disease.

Step 2I can describe some of the ways disease causing microbes can enter the body.

Step 3 – AchievedI can explain how the barriers to infection in the human body provide protection at different levels.I can explain the role of white blood cells in protecting the body.I can explain how vaccines protect the body and can give examples of common vaccines in use today.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I understand the processes of fertilisation and embryonic development and can discuss possible risks to the embryo.

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Inheritance I can give examples of inherited and non-inherited characteristics.

Step 1I can describe the process of human fertilisation in terms of the reproductive organs.I can describe how both sex cells only contain half the genetic information of a normal body cell.

Step 2I can describe fertilisation as the process of fusing an egg and a sperm so that the fertilised cell has a complete set of genetic information to make a complete individual.I can describe how an embryo is formed from a fertilized cell.

Step 3 - AchievedI can explain how the environment of the embryo is designed to protect it.I can explain how toxins (cigarette smoke, alcohol, drugs) and viruses (german measles) can enter this environment and present a possible risk to the embryo.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have extracted DNA and understand its function. I can express an informed view of the risks and benefits of DNA profiling.

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Inheritance I can describe a method of DNA extraction.I can give a simple explanation of DNA function in organisms.I can give examples of risks and benefits of DNA profiling.

Step 1I can describe how genetic material controls specific characteristics in an individual.I can describe how DNA carries this genetic material (genes).

Step 2I can extract DNA.I can describe how each individual’s DNA is unique and can link this to DNA profiling.

Step 3 – AchievedI can discuss the risks, benefits and ethical implications of DNA profiling.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through investigation, I understand the relationship between current, voltage and resistance. I can apply this knowledge to solve practical problems.

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Electrical Circuits I can explain the meaning of electrical resistance and carry out calculations using Ohms Law.

I can explain the effects of connecting resistors in series and parallel in terms of the total resistance/current.

I can construct mixed series and parallel circuits.

Electrical SafetyI can explain how the human body acts as a conductor of electricity.

Step 1I can connect components together from a circuit diagram to make series, parallel and mixed circuits.I can connect ammeters and voltmeters appropriately in a circuit to measure the current at any point and the voltage across any two points.

Step 2I can describe how the supply voltage to a circuit is distributed round the circuit.I can describe how the current which flows in a circuit distributes through different branchesI can investigate and describe the relationship between the voltage across a conductor and the current through it. (Ohm’s Law)

Step 3 – AchievedI can explain the term resistance and calculate resistance values from the relevant voltage and current measurements.I can explain how a variable resistor works and describe its effect on the voltage and current distribution in a circuit.I can explain how the human body is a conductor with resistance which can be altered depending on local circumstances. (presence of water. etc;)I can carry out calculations to determine the current, voltage and resistance in series and parallel circuits.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By contributing to investigations into the properties of a range of electronic components, I can select and use them as input and output devices in practical electronic circuits.

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ElectronicsI can describe how a range of input, process and output devices work in an electronic circuit.

Step 1I can describe the three parts of an electronic system in terms of input, process and output and represent these in a block diagram.I can identify the three parts of some systems used in everyday life.

Step 2I can classify and describe input devices such as, the microphone, thermocouple and solar cell including their energy transformation and situations where they’re used in everyday life.I can investigate and describe how input devices such as the switch, thermistor and LDR can be used in a circuit with reference to the resistance of the devices.I can investigate and describe how loudspeakers, buzzers, lamps, LEDs and electric motors are used as output devices and the energy transformation associated with each device.I can describe the inputs and output of simple logic gates such as AND, OR, NOT.

Step 3 – AchievedI can design a simple practical electronic circuit explaining my choice of input and output device.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Using my knowledge of electronic components and switching devices, I can help to engineer an electronic system to provide a practical solution to a real-life situation.

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ElectronicsI can combine logic gates to solve real life design problems.

I can explain how a transistor works as a switching device.

Step 1I can describe the three parts of an electronic system in terms of input, process and output and identify these in some systems used in everyday life.I can identify a range of input devices and describe how they work in terms of voltage generation or resistance change.I can identify a range of output devices and describe how they work.I can identify and describe simple logic gates.

Step 2I can investigate and describe how a capacitor can be used for timing circuits.I can investigate and describe how voltage dividers can be used as an input to electronic circuits.I can investigate how a transistor works and how it can be used as a switch.

Step 3 – AchievedI can explain why many practical circuits require a transistor to drive the output device.I can design a practical electronic circuit to meet a real life practical problem.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Using experimental evidence, I can place metals in an electrochemical series and can use this information to make predictions about their use in chemical cells.

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Electrical Energy I can describe the electrochemical series.

Step 1I can describe the key features of a chemical cell and describe how it works using the terms electrode and electrolyte.I can describe how different factors, such as plate material and ion concentration in the electrolyte, will affect the voltage produced in a chemical cell.

Step 2I can investigate the electrochemical activity of some metals and arrange them I order according to my findings.I can research and identify the list of metals which make up the electrochemical series in the order of their activity values.I can explain how the activity value is related to the varying tendency of metals to lose electrons.

Step 3 – AchievedI can investigate and explain the effectiveness of two electrodes I a cell from their position in the electrochemical series.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Using a variety of sources, I have explored the latest developments in chemical cells technology and can evaluate their impact on society.

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Electrical Energy I can describe how modern batteries are constructed.

Step 1I can identify the key features of a simple chemical cell and explain the function of each of the component parts.

Step 2I can investigate a range of cells and batteries, and describe how they work and some examples of their applications.I can contribute to a discussion about the importance of batteries in modern society and the advantages and disadvantages associated with their usage.I can research and describe the latest developments in cell technology.

Step 3 – AchievedI can explain the importance of transportable energy sources in modern society and evaluate the impact of the latest developments.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By recording and analysing sound signals, I can describe how they can be manipulated and used in sound engineering.

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SoundI can describe how microphones change sound waves to electrical signals.

I can describe how to manipulate electrical signals.

Step 1I can describe how a sound is produced by a vibration and how the pitch (high or low) and volume (quiet, loud) depends on the initial source of the sound and the distance and medium through which it travels.

Step 2I can describe the function of a microphone, an amplifier and a loudspeaker in a sound system.I can investigate and display sound waves on an oscilloscope (or suitable device) and am able to relate the number of waves on the screen and the amplitude of the waves to the pitch and volume of the sound.I can describe and relate the effect of varying the pitch and volume of a sound to the appearance of the signal displayed on an oscilloscope.

Step 3 – AchievedI can investigate and explain how adding sound signals effects the oscilloscope display.I can record a musical instrument and demonstrate how to manipulate the sound signal using appropriate technology.

Plan, obtain evidence, analyse evidence evaluate

Self/Peer/TeacherSay, Make, Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By carrying out a comparison of the properties of parts of the electromagnetic spectrum beyond the visible, I can explain the use of radiation and discuss how this has impacted upon society and our quality of life.

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Wave applicationI can describe how electromagnetic radiation has been used in health, medicine, industry and telecommunication.

Step 1I can identify the different waves in the electromagnetic spectrum and describe some of their similarities and differences in terms of speed, frequency and wavelength.

Step 2I can research, investigate and describe the physical characteristics of the different wave groups in terms of their source, range, absorption in particular media and appropriate detectors.I can describe a particular application of each of the wave groups

Step 3 – AchievedI can contribute to a discussion about the advantages and disadvantages of the different forms or radiation with a particular focus on their applications in health, industry and telecommunication, and how they impact on modern society.

Plan, obtain evidence, analyse evidence evaluate

Self/Peer/TeacherSay, Make, Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can explain how biological actions which take place in response to external and internal changes work to maintain stable body conditions.

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Body systemsI can explain how the human body can control and respond to any internal and external changes.

Step 1I can identify and locate the major organs inside the human body and describe their broad function in terms of the respiratory system, the circulatory system and the digestive system.

Step 2I can describe the meaning of human homeostasis in terms of maintaining or returning balance to the body.I can describe the importance of factors such as temperature, iron, energy and blood composition to balance in the body.

Step 3 – AchievedI can explain the role of the liver and the kidneys in maintaining homeostasis.I can explain the physiological mechanisms involved in temperature regulation, regulation of blood glucose and the regulation of water in animals.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through investigation, I can explain how changes in learned behaviour due to internal and external stimuli are of benefit to the survival of species.

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Body SystemsI can explain that learned behaviour can be affected by internal and external factors.

Step 1I can identify the 5 senses and describe with examples how the body uses the senses to keep itself safe.

Step 2I can explain the terms stimulus and response using some simple examples.I can describe behaviour in terms of response to stimuli.I can describe some internal stimuli such as hunger and pain, and some external stimuli such as heat, light and predators.

Step 3 – AchievedI can explain how animal responses to internal and external stimuli increase the chance of survival.I can explain the difference between innate and learned behaviour and how learned behaviour can benefit the organism or species.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By researching cell division, I can explain its role in growth and repair and can discuss how some cells can be used therapeutically.

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Micro-organismsI can explain that growth & repair is due to the division of cells in our body.

Step 1I can describe the basic structures found in animal and plants cells and highlight their main differences.

Step 2I can research and describe the process of cell division and explain why it is necessary in terms of growth and repair.

Step 3 – AchievedI can explain the role of the nucleus in cell division and how genetic information is sustained through the process.I can describe in simple terms the manipulation of cells to make them useful in a range of applications.I can research an example of cells being used therapeutically. eg. IVF, embryonic screening, xenotransplantation, gene therapy, stem cell therapy, GM technology.I can contribute to a discussion on the use of cells for therapeutic purposes.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have taken part in practical activities which involve the use of enzymes and micro-organisms to develop my understanding of their properties and their use in industries.

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Micro-organismsI can describe the uses of enzymes & industrial uses of micro-organisms

Step 1I can describe the importance of micro-organisms in food production, compost heaps, recycling plants and in stomachs.

Step 2I can investigate and describe the properties of micro-organism.I can describe the basic structure of an enzyme and the type of reaction it catalysis.I can describe how micro-organism can be genetically modified to produce enzymes.

Step 3 – AchievedI can explain the use of micro-organisms and enzymes in a wide range of industries such as sewage, biofuels, animal feed production, washing powders production, genetic engineering, fruit juice production and cheese making.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can debate the moral and ethical issues associated with some controversial biological procedures.

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Micro-organismsI can relate the moral & ethical issues with biological procedures.

Step 1I can research and identify a range of biological procedures which are considered controversial.

Step 2I can research a particular controversial issue in depth, list the advantages and disadvantages of the procedure and form an opinion about the potential issues and benefits.

Step 3 – AchievedI can contribute to a debate on the moral and ethical issues associated with the chosen procedure, and emerge with an evidenced opinion.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through investigation, I can compare and contrast how different organisms grow and develop.

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Inheritance I can explain how different organisms grow and develop.

Step 1I can identify and describe the different patterns of human growth through infant growth spurts, steady growth, adolescent growth spurt and growth halt.

Step 2I can relate the growth pattern in humans to the developmental events and changes in body parts which occur over a lifetime.I can investigate the stages of growth and development of an insect, a deciduous tree and a flowering plant.

Step 3 - AchievedI can compare and contrast the growth pattern in different organisms.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through evaluation of a range of data, I can compare sexual and asexual reproduction and explain their importance for survival of species.

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Inheritance I can compare sexual and asexual reproduction and explain the importance for survival.

Step 1I can describe the process of human reproduction and describe how the egg is fertilised.

Step 2I can investigate the process of sexual reproduction in plants and animals and describe the behavioural, physical and environmental reproductive strategies which are used to ensure the species continue to develop and survive.I can investigate the process of asexual reproduction in plants and micro-organisms and describe the advantages and disadvantages of this type of reproduction for survival of the species.

Step 3 – AchievedI can compare sexual and asexual reproduction and explain how both systems promote the survival of the species.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can use my understanding of how characteristics are inherited to solve simple genetic problems and relate this to my understanding of DNA, genes and chromosomes.

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Inheritance I can give an example of a monohybrid cross in relation to DNA, genes and chromosomes.

Step 1I can describe how genetic material from the parents controls specific characteristics in an individual.I can identify that each human cell (except sex cells) have 46 chromosomes.

Step 2I can describe the meaning of the terms chromosomes, DNA, genes and allele and explain how they relate to each other.I can describe a karyotype and how it can be used to identify chromosomal alterations.I can describe dominant and recessive alleles and indicate what this means for the organism.I can use the terms genotype and phenotype and describe their relationship to each other.

Step 3 – AchievedI can explain and demonstrate simple monohybrid crosses using models.

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through creative play, I explore different materials and can share my reasoning for selecting materials for different purposes.

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Properties and Uses of materials I can identify the properties of a material and use this information to select it for a suitable purpose.

Step 1I can link the word material with the substance things are made from. eg. Wood, metal, fabric. Plastic, etc;

Step 2I can describe the properties associated with particular materials. eg. hard, soft, shiny, bendy, etc;

Step 3 - AchievedI can use my knowledge of a material’s properties to select a suitable material for a particular purpose

As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings.

LIT 0-10a

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through exploring properties and sources of materials, I can choose appropriate materials to solve practical challenges.

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Properties and Uses of materials I can use my knowledge of different materials’ properties to select suitable materials for a particular challenge.

Step 1I can describe at a basic level the properties associated with particular materials. eg. hard, soft, shiny, bendy, etc;

Step 2I can classify some common materials as being natural (wood, stone, soil) or synthetic/man-made (glass, ceramic, plastic).I can classify materials into metals and non-metals.

Step 3 - AchievedI can describe the properties of a wide range of materials and their source of origin.I can use my knowledge of different materials’ properties to select suitable materials for a particular challenge.

I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.

LIT 1-21a

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can make and test predictions about solids dissolving in water and can relate my findings to the world around me.

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SolutionsI can identify a solid which dissolves as soluble and a solid which does not as insoluble.

Step 1I can state that some substances dissolve in water (soluble) and some do not (insoluble).

Step 2I can identify when a solid has dissolved in water by the formation of the clear (sometimes coloured ) liquid.I can investigate and classify materials into those which dissolve and those which don’t.

Step 3 - AchievedI can classify materials into ones which will dissolve in water and ones which will not using the terms soluble and insoluble.I can describe situations where this happens in everyday life.

I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.

LIT 1-21a

Plan, obtain evidence, analyse and evaluate results.

Self/Peer/TeacherSay, Make. Write, Do

Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.

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Properties and Uses of materials I can describe why a substance changes and the characteristics which indicate this change.I can describe whether the change is reversible or irreversible.

Step 1I can classify some common materials as being natural (wood, stone, soil) or synthetic/man-made (glass, ceramic, plastic).I can classify materials into metals and non-metals.

Step 2I can identify that a material/substance has changed through decay, cooking, burning, rusting, melting and dissolving.I can investigate what causes this change.

Step 3 - AchievedI can describe the conditions or processes which will cause a material/substance to change over time.I can describe some of the characteristics which indicate this change.I can identify that some changes are reversible (physical) and some are irreversible (chemical).

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience.

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Atomic structures and bondingI can select an appropriate method to separate simple mixtures.

Step 1I can recognise that some substances are a mixture of other substances and some present as a single substance.I can identify solutions as being a mixture where the dissolved solid appears to have disappeared but is still present.

Step 2I can describe the properties of substances in a mixture eg heavy, light, soluble, insoluble, magnetic, and investigate ways that the mixture can be separated.

Step 3 - AchievedI can select a suitable method and separate mixtures into their constituent parts on the basis of observable properties such as particle size, shape, weight and magnetic attraction.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

By investigating common conditions that increase the amount of substance that will dissolve or the speed of dissolving, I can relate my findings to the world around me.

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SolutionsI can suggest factors which speed up dissolving.

Step 1I can classify materials into ones which will dissolve in water and ones which will not using the terms soluble and insoluble.

Step 2I can describe some factors which speed up the rate of dissolving and predict the difference this makes.I can describe situations where this happens in everyday life. (eg. sugar in tea, salt in water)

Step 3 - AchievedI can investigate and describe how, temperature, grain size, stirring and volume of water affects the rate of dissolving.I can include ‘fair test’ considerations in this investigation.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses.

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Earth Structure Rocks I can describe a simple model of the earth’s structure. I can explain the formation of Volcanoes.I can identify the different soil types.I can describe how rocks are formed and explain why the different types of rock have different uses.

Step 1I can state that the ‘ground’ is the surface of the Earth and identify different constituents such as rock, soil, water and air.I can identify the difference between rocks and soil in terms of some simple characteristics.

Step 2I can identify the different parts of the earth on a picture or model.I can describe the atmosphere round the Earth in terms of the main gases.I can recognise that there are different types of rock with different characteristics.I can classify soil samples into different types.

Step 3 - AchievedI can describe the model of the earth’s structure in terms of the core, mantle and crust.I can describe a volcano as a vent in the crust through which magma (lava) from the core is ejectedI can describe how the different types of rock, igneous, sedimentary and metamorphic are formed.I can describe the characteristics of the 3 different types of soil, clay, sand and loam.

I can describe the major characteristic features of Scotland’s landscape and explain how these were formed.

SOC 2-07a

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have investigated different water samples from the environment and explored methods that can be used to clean and conserve water and I am aware of the properties and uses of water.

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WaterI can use my knowledge of the water cycle and the uses and properties of water to describe how it can be cleaned and conserved.

Step 1I can describe how water changes state as it is heated or cooled using terms such as melting, freezing, boiling, evaporating and condensing.I can explain the process of the water cycle using terms such evaporation, condensation, precipitation and run-off.I can classify materials into ones which will dissolve in water and ones which will not using the terms soluble and insoluble.

Step 2I can investigate water samples and describe how water becomes polluted with soluble, insoluble and living material through the water cycle.I can describe how different pollutants can be removed or rendered harmless through filtration, evaporation and chemical treatment.

Step 3 - AchievedI can explain how important water is to life and why it is important to conserve it.I can demonstrate and explain how water is cleaned to make it safe to drink.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as being a change in which different materials are made.

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Reactions and Rates I can identify when a chemical reaction has occurred to produce a new material.

Step 1I can identify that a material/substance has changed through decay, cooking, burning, rusting, melting and dissolving.I can identify that some changes are reversible (physical) and some are irreversible (chemical).

Step 2I can work with a group to carry out a number of mixing experiments with different substances.

Step 3 - AchievedI can explain where a chemical reaction has occurred using evidence about a new substance being formed, the difficulty of changing back, a gas being given off and/or a change of colour.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have developed my knowledge of the Periodic Table by considering the properties and uses of a variety of elements relative to their positions.

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Periodic TablesI can describe the different ways that elements are arranged in the Periodic Table.I can explain with examples the position of elements in the Periodic Table in relation to their properties.

Step 1I can classify materials into metals and non-metals.I can identify an element as a ‘pure’ substance.I can identify the Periodic table as a chart containing all the elements.

Step 2I can describe an element as a ’pure’ substance made up of only one type of atom. I can identify the ‘metals’ and ‘non-metals’ sections of the Periodic Table.

Step 3I can describe how different elements in the Periodic Table are arranged in vertical groups.

Step 4 - AchievedUsing the Nobel gases (group 0), the Alkali metals (group 1) and the Halogens (group 7), I can describe how elements have very similar properties and exhibit a clear trend in properties down the groups.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Having contributed to a variety of practical activities to make and break down compounds, I can describe examples of how the properties of compounds are different from their constituent elements.

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Properties and uses of materialsI can explain the difference between elements and compounds..I can identify and give examples of everyday chemical reactions.

I can explain with examples that energy is required to make and break compounds.

I can describe an element as a substance containing one kind of atom.

I can explain that compounds are formed in chemical reactions when elements bond together.

Step 1I can describe an element as a ’pure’ substance made up of only one type of atom and indicate that there are over 100 of these elements.I can describe a compound as a substance which is formed when elements are reacted together and therefore contain more than one type of atom.I can describe the difference between a compound and a mixture.

Step 2I can describe some common compounds and indicate how their properties are different from their constituent elements.I can create and describe some simple chemical reactions to create compounds from the constituent elements.I can describe some simple reactions using word equations.

Step 3 - AchievedI can explain how a compound name, particularly its ending, identifies the elements present.I can demonstrate and explain how compounds can be broken down into their constituent elements by the input of energy.I can explain some simple chemical reactions using chemical symbols.

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components.

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SolutionsI can explain the difference between a pure substance and a mixture.

Step 1I can describe the difference between a compound and a mixture.

Step 2I can classify a range of common substances as mixtures or compounds using the characteristics associated with physical and chemical change.I can describe a wide range of separating techniques which can be used to separate mixtures into their constituent components. e.g. filtering, evaporation, distillation and chromatography.

Step 3 - AchievedI can select, justify and demonstrate an appropriate separating technique for a particular mixture.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have taken part in practical investigations into solubility using different solvents and can apply what I have learned to solve everyday practical problems.

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SolutionsI can use the terms, solute, solvent and solution correctly in context.I can explain the relationship between concentration and the relative amounts of solute or solvent.

Step 1I can identify the solute and solvent components in a solution.I can describe how, temperature, grain size, stirring and volume of water affects the rate of dissolving.

Step 2I can describe what is meant by a saturated solution.I can identify and demonstrate other solvents besides water.

Step 3 - AchievedI can identify the solute, solvent and solution in everyday situations and use the terms correctly.I can explain how relative amounts of solute and solvent affect the concentration of a solution.I can explain and demonstrate appropriate solvents for practical issues, such as, stain removal, oil spills, dye patterns, etc;

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks.

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Earth Structure and Rocks I can explain the rock cycle and describe the characteristics of rocks: colour, density, hardness and crystalline nature.I can explain how soil is formed by erosion and weathering of the landscape.I can describe the characteristics of different soil types

Step 1I can recognise that there are different types of rock with different characteristics.I can classify soil samples into different types.

Step 2I can describe how the different types of rock, igneous, sedimentary and metamorphic are formed.I can describe how soil is formed through the process of erosionthe characteristics of the 3 different types of soil, clay, sand and loam.

Step 3 - AchievedI can describe the characteristics and uses of different rocks in terms of colour, density, hardness and their crystalline nature.I can explain that minerals are solid chemicals which are found in rocks.I can investigate and explain the composition, characteristics and uses of the 3 different types of soil, clay, sand and loam.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can participate in practical activities to extract useful substances from natural resources.

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Minerals and OresI can explain that the presence of pure metals in the earth’s crust depends on their reactivity.

I can explain and demonstrate how metals can be extracted from their ores.

Step 1I can identify some examples of useful substances that are extracted from natural resources.

Step 2I can describe and demonstrate how dyes can be extracted from plant material.I can describe and demonstrate how pure salt can be extracted from rock salt and sea water.I can describe how less reactive metals are found uncombined in the earth’s crust but more reactive metals are found as minerals, either separately or in ores.

Step 3 – AchievedI can explain and demonstrate how metals can be extracted from ores.I can explain and demonstrate how pure substances can be extracted from compounds.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Having taken part in practical activities to compare the properties of acids and bases, I have demonstrated ways of measuring and adjusting pH and can describe the significance of pH in everyday life.

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Metals, Acids & BasesI can measure the pH of a substance and determine its level of acidity or basicity.I can perform neutralisation of an acid using an indicator.I can describe some effects of pH in everyday life and how neutralisation is used to offset these.

Step 1I can identify some common examples of everyday acids and alkalis.

Step 2I can describe the different properties of acids and alkalis in terms of taste (?), feel and pH.I can describe and demonstrate how different acids and alkalis have different pH values.I can describe and demonstrate how to change the pH value of an acid or alkali.

Step 3 – AchievedI can explain the difference between concentrated and dilute, strong and weak, with reference to acids and alkalis.I can demonstrate how to neutralise acids and alkalis and explain the process using a word equation.I can describe a number of applications of neutralisation in everyday life and explain the chemical process.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me.

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Reactions and Rates I can identify signs of a chemical reaction, such as; energy change, colour change, effervescence and precipitation.

I can explain how factors such as particle size, concentration, temperature and catalysts/enzymes, affecting reaction rates.

Step 1I can identify that a material/substance has changed through decay, cooking, burning, rusting, melting and dissolving.I can identify that some changes are reversible (physical) and some are irreversible (chemical).

Step 2I can describe where a chemical reaction has occurred using evidence about a new substance being formed, the difficulty of changing back, a gas being given off and/or a change of colour.I can investigate, evaluate and describe the effect of particle size, concentration and temperature on the rate of a reaction.

Step 3 - AchievedI can investigate and describe the effects of including catalysts in chemical reactions.I can research and explain the importance of catalysts in the world around me.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earth’s materials. I can explain how we apply knowledge of these reactions in practical ways.

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Reactions and Rates I can write word equations to represent simple chemical reactions.

I can explain everyday chemical reactions.

Step 1I can identify corrosion and acid rain effects as being chemical reactions which involve the earth’s materials.

Step 2I can investigate and describe the reaction of different metals with water.I can use the term corrosion and rusting appropriately and describe examples of these in everyday life.

Step 3 - AchievedI can investigate and evaluate the factors which influence rusting. I can investigate and explain the factors which affect the damage done by acid rain.I can explain the significant impact of corrosion and acid rain and describe some practical ways of prevention.I can explain the chemical reactions involved in corrosion using word equations.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through gaining an understanding of the structure of atoms and how they join, I can begin to connect the properties of substances with their possible structures.

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Periodic tableI can relate the position of an element in the periodic table to its atomic structure and its valency.

Atomic structure and bondingI can explain ionic and covalent bonding in terms of the joining of the constituent atoms.

I can relate the characteristics of different substances with the nature of their bonding.

Step 1I can describe an element as a ’pure’ substance made up of only one type of atom and a compound as a substance made up of a combination of different types of atoms.I can identify some related groups of elements in the periodic table

Step 2I can describe the structure of the atom in terms of its constituent particles and their arrangement in the atom.I can devise and describe the electronic configuration of particular elements in the periodic table including their outer shell.

Step 3 – AchievedI can explain ionic and covalent bonding.I can explain the formation of ionic and covalent substances using appropriate formulae and relate the properties of the different substances to the nature of the bonding.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have carried out research into novel materials and can begin to explain the scientific basis of their properties and discuss the possible impacts they may have on society.

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Properties and uses of materialsI can identify novel materials, explain their properties and describe some applications.

Step 1I can identify a range of materials and describe a number of different ways of classifying them depending on their properties and uses.

Step 2I can explain the scientific basis of the properties of a range of common materials.I can research and describe some examples of smart materials and their applications.

Step 3 – AchievedI can explain the scientific basis of the properties of some smart materials.I can contribute to a discussion about the potential impact smart materials might have on society.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Through evaluation of experimental results, I can demonstrate my understanding of conservation of mass.

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Atomic structure and bondingI can explain the conservation of mass using a practical example.

Step 1I can carry out some simple chemical reactions, describe them in terms of word equations and identify the product and reactants in each case.

Step 2 – AchievedI can demonstrate and explain that mass is conserved in a chemical reaction using appropriate substances and methodology.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I have explored how different materials can be derived from crude oil and their uses. I can explain the importance of carbon compounds in our lives.

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Crude oil and its products.I can describe the refining of crude oil and explain the importance of some of the key carbon products

Step 1I can explain the process of distillation and the importance of boiling point in the process.

Step 2I can describe the products produced by fractional distillation of crude oil at increasing boiling points.I can research and describe the uses of these products and their importance to society.

Step 3 - AchievedI can explain the need for cracking and the structure and properties of the hydrocarbons produced.I can explain how many products are formed from the initial hydrocarbons and describe the importance of these substances I everyday life.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can monitor the environment by collecting and analysing samples. I can interpret the results to inform others about levels of pollution and express a considered opinion on how science can help to protect our environment.

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PollutionI can measure and evaluate the level of pollution in a range of samples and explain the probable effects.

Step 1I can describe the water cycle and the importance of water to life on the planet.I can describe, with examples the difference between solutions, colloids and emulsions.I can describe how we purify water for human consumption.I can explain the term pollutant and identify various types. eg. acid gases, fertilizers, pesticides, herbicides, plastics and sewage.

Step 2I can describe and demonstrate how to monitor the environment by planning and collecting a range of samples.I can analyse and evaluate a range of samples to determine the level of pollutants present.

Step 3 – AchievedI can explain the effects of pollutants and contribute to a discussion on how pollution levels might be reduced.

Plan, obtain evidence, analyse and evaluate results.

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Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

I can collect and analyse experimental data on chemical reactions that result in an obvious change in energy. I can apply my findings to explain the significance of the energy changes associated with chemical reactions.

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Reactions and Rates I can describe the change in energy which usually accompanies a chemical reaction and explain whether it is endothermic or exothermic.

I can describe a number of practical uses for the energy changes involved in chemical reactions.

Step 1I can identify that a chemical reaction has occurred by the formation of a new substance and other indicators.I can describe the substances involved in a chemical reaction using a word equation.

Step 2I can demonstrate experimentally and describe some examples of chemical reactions where energy is either emitted or absorbed, associating the terms exothermic and endothermic as appropriate.

Step 3 - AchievedI can explain the importance of energy changes in a chemical reaction using appropriate chemical equations.I can explain with examples how the energy changes associated with chemical reactions are used in everyday life..

Plan, obtain evidence, analyse and evaluate results.

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Overview

Experience and Outcome Significant Aspects &Success Criteria

Context and Assessment Details Steps to success

Having carried out a range of experiments using different chemicals, I can place metals in an order of reactivity, and relate my findings to their everyday uses.

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Metals, acids and basesI can identify the alkali metals and describe their relative reactivity.

I can place metals in order of reactivity and describe some related uses.

Step 1I can describe corrosion in terms of chemical reactions.I can identify different metallic groups in the periodic table.

Step 2I can investigate and describe the reaction of alkali metals with water, dilute acid and oxygen, and highlight the implication for storage.I can investigate and describe the reaction of other metals with water, dilute acid and oxygen.

Step 3 – AchievedI can investigate and explain the relative activity of different metals and place them in their appropriate order.I can explain with examples how the order of activity impacts on every day life.

Plan, obtain evidence, analyse and evaluate results.

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Overview