Scientific analytical thinking skills Makes connections between what they know and the skills they require to solve scientific problems. Provides creative solutions to scientific issues and problems. Contributes to design processes and use of components to make models. Demonstrates reasoning skills and on understanding of science concepts to make and test predictions. Provides explanations, supported by evidence. Skills and attributes of scientifically literate citizens Expresses informed of scientific issues, both orally and in writing. Makes connections between science and their own health and wellbeing. Demonstrates awareness of people using science in their everyday lives in a variety of jobs roles and careers. Discusses science topics in real-life contexts including in the media. Demonstrates awareness of their own impact on the world. Curriculum Organisers Experiences and Outcomes for planning learning, teaching and assessment Benchmarks to support teachers’ professional judgement of achievement of a level Planet Earth Biodiversity and interdependence I can distinguish between living and non-living things. I can sort living things into groups and explain my decisions. SCN 1-01a Explains the difference between living, non-living and once living (taking into consideration movement, reproduction, sensitivity, growth, respiration, excretion and nutrition/feeding). Sorts living things into plant and animal groups using a variety of features. Creates their own criteria for sorting living and non-living things and can justify decisions.
in a series circuit to make a game or model. SCN 1-09a Explains that electric current flows from one terminal of a power source to another. Builds simple circuits containing bulbs, switches, bells and batteries. States that switches can be used to and stop flow of electrical current. Identifies a variety of materials correctly as ‘insulators’ or ‘conductors’. Combines simple components in a series circuit to create a game or model. Vibrations and waves By collaborating in experiments on different ways of producing from vibrations, I can demonstrate how to change the pitch of the sound. SCN 1-11a Collaborates with others to investigate different ways of producing sound from vibrations. Explains that sound is caused by a vibration in a material. Demonstrates how sounds can be made higher or lower pitch by altering tightness, length, width or thickness or other physical characteristics of the sound source. Biological systems Body systems and cells 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. SCN 1-12a States that the skeleton us support and protects our organs. Identifies the skull, spine, ribcage and some bones of the arms and leg. States that our skin is an organ covering our whole body and holds our bodies and organs in place. Describes the position and function of major organs including brain, heart, lungs, stomach, and bladder. Investigates how to have a healthy lifestyle, for example, through a balanced diet, regular exercise, sufficient and avoiding substance misuse. I have explored my senses and can discuss reliability and limitations in responding to the environment. SCN 1-12b Uses their senses to detect information and explain how they help to keep people safe. Investigates the reliability and limitations of the senses, for example, tests, limits of sound, optical illusions and blind-fold games.
I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience. SCN 2-16a 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. SCN 2-16b Observes and identifies some of the signs of a chemical reaction, for example, production of bubbles, colour/texture change and heat given out/taken in. Gives examples of everyday substances (chocolate, bread, candles and glass) and their changes of state. Uses the terms soluble, insoluble, dissolve, solution, and solvent correctly. Demonstrates through practical activity that a mixture of solids of different sizes can be separated using a sieve or magnet, for example, sand and peas, salt and iron filings. Explains that insoluble solids of different sizes can be separated by filtering (or sieving). Explains that dissolved materials (soluble solids) cannot be separated by filtering but can be separated by evaporation. Relates findings of practical investigations about dissolving to everyday experiences. Explains that the quantity of substance that dissolves is affected by a range of conditions – temperature, time, amount of substance and amount of solvent. States that that stirring can speed up dissolving. Explains that powder will dissolve faster than big Explains that the quantity of substance that can be dissolved can be increased up to a point by heating. Relates learning about the quantity and rate of dissolving 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). Earth’s materials Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses. SCN 2-17a States that the Earth’s structure comprises of the core, mantle and the crust. States that the three main types of rocks are sedimentary, igneous and metamorphic and describes how they are formed and their different properties and uses. Describes that soil is a mixture of tiny pieces of rock and organic material (humus), living organisms, airspaces and water. Explains that the composition of soil depends on the type of rock materials and the of organisms present.
Having contributed to a variety of practical activities to make and down compounds, I can describe examples of how the properties of compounds are different from their constituent elements. SCN 3-15b Investigates and describes at least three examples of compounds with properties that are different from their constituent elements, for example, hydrogen explosion and electrolysis of water. Constructs names of two-element compounds which are derived from the names of the elements, from which it is formed, with a suffix of –ide. Constructs word equations for simple reactions, for example, carbon reacting with oxygen: carbon + oxygen carbon dioxide. I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components. SCN 3-16a Identifies elements present from simple molecular formulae. Names examples of pure substances and mixtures from everyday life. Identifies pure substances and mixtures from particle diagrams. Investigates and describes appropriate physical methods to separate mixtures into components, for example, distillation, filtration and chromatography. I have taken part in practical investigations into solubility using different solvents and can apply what I have learned to solve everyday practical problems. SCN 3-16b Investigates and describes the solubility of substances in different solvents, for example, water and acetone/propanone. Uses terms solute, solvent and solution correctly in context. Describes how changing the relative quantity of solute or solvent changes the concentration of a solution.
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. SCN 3-19a Identifies chemical reactions by changes in appearance of a substance including colour change, precipitate formation, release of gas, and / or a detectable energy change. Gives examples of everyday chemical reactions, for example, rusting, neutralisation and combustion. States that a physical change does not result in a new substance formed. examples of at least two physical changes, for example, changes of state, dissolving, distilling and crystallisation. Describes the difference between a chemical reaction and a physical change. Investigates and describes the effect of particle size, concentration and temperature on the rate of a reaction. States that decreased particle size, increased concentration and increased temperature can increase the speed of a reaction. States that catalysts are substances that speed up a chemical reaction but can be recovered unchanged. Provides at least one example of a reaction involving a catalyst, for example, manganese dioxide on the breakdown of hydrogen peroxide. States that an enzyme is a biological catalyst allows chemical reactions to occur quickly in living organisms. Provides at least one example of a reaction involving an enzyme, for example, amylase on starch. Describes the economic importance of catalysts to industry, for example, reducing energy costs.
Through investigating the nitrogen and evaluating results from practical experiments, I can suggest a design for a fertiliser, taking account of its environmental impact. SCN 4-03a Describes the Nitrogen cycle and explains the importance of each stage. Uses an experiment to show the importance of Nitrogen for plant growth, for example algal growth Uses information essential plant nutrients to design a fertiliser States possible impacts of the use of fertilisers, for example, eutrophication and algal blooms. Energy sources and sustainability 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. SCN 4-04a Investigates and discusses the risks and benefits of different energy sources including at least one energy source derived from plants. Through investigation, I can explain the formation and use of fossil and contribute to discussions on the responsible use and conservation of finite resources. SCN 4-04b Describes the formation of fossil fuels from the decayed and fossilised remains of plants and animals that lived millions of years ago. Explains that fossil fuels are a finite resource. Discusses, through research, the use for and need to conserve supplies of fossil fuels.
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. SCN 4-07b Produces, by experiment, measurements of speed and acceleration. Explains the motion of objects in situations involving constant acceleration, using Newton’s Second Law. Applies knowledge of Newton’s Second Law to transport safety, for example, braking distances, seatbelts, airbags and other design features. 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. SCN 4-08a Investigates a of factors affecting the strength of electromagnets, for example number of coils, size of current, core material or dimensions. Compares model electromagnets with those used in real life applications looking for similarities and differences. Discusses uses of supermagnets, for example, in MRI machines, computer hard drives, electric and hybrid motors, audio speakers, electric guitars, and race car engines. Through experimentation, I can explain floating and sinking in terms of the relative densities of different materials. SCN 4-08b Calculates the density of a range of materials using the relationship Density = mass / volume. Investigates the densities of materials to explain their ability to float or sink.
Using a variety of sources, I have explored the latest developments in chemical cells technology and can evaluate their impact on society. SCN 4-10b Researches and demonstrates awareness of the developments in cell technology for example, in relation to fuel cells. Communicates findings from research into an application of chemical cells and its impact on society. Vibrations and waves By recording and analysing sound signals, I can describe how they can be manipulated and used in sound engineering. SCN 4-11a Records and analyses sound wave traces on an oscilloscope or similar. Interprets wave traces to describe changes in amplitude/volume and frequency/pitch. Describes how sound signals can be used in sound engineering. 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. SCN 4-11b Researches a non-visible member of the electromagnetic spectrum finding its common properties (speed, propagation), its individual properties (range of frequencies/wavelengths/energies) and its uses. Uses information on other members of the electromagnetic spectrum to compare their common properties, ranges and uses in society. Discusses benefits and risks for at least one use of a member of the electromagnetic spectrum. Biological systems Body systems and cells I can explain how biological actions which take place in response to external and internal changes work to maintain stable body conditions. SCN 4-12a Describes the changes in the body in response to an external stimuli, for example, change in temperature. Describes the changes in the body in response to an internal change, for example, water balance and the kidneys and the action of insulin in relation to the regulation of glucose. Explains the importance of changes on the normal working conditions of the body (homeostasis).
considered opinion on how science can help to protect our environment. SCN 4-18a Gives at least one reason for the presence of a pollutant in an environmental sample. Describes at one environmental change which may occur as a result of the presence of a pollutant. I can collect and analyse experimental data on chemical reactions that result in an obvious change in energy. I can my findings to explain the significance of the energy changes associated with chemical reactions. SCN 4-19a Investigates and describes at least one experiment where the measured temperature change of a reaction is found to be increasing. States that an exothermic chemical reaction gives out energy. Investigates and describes at least one experiment where the measured temperature change of a reaction is found to be decreasing. States that an endothermic chemical reaction takes in energy. Identifies, on at least two occasions, where a chemical reaction as either exothermic or endothermic from analysis of temperature data.
Having carried out a of experiments using different chemicals, I can place metals in an order of reactivity, and relate my findings to their everyday uses. SCN 4-19b Investigates and describes at least four metals reacting with oxygen to produce oxides, with water to produce hydroxides and with a dilute acid to produce hydrogen gas and aqueous salts. Uses data from experiments involving metals reacting with oxygen, water and a dilute acid to list metals in order of reactivity. Constructs simple formulae equations describing reactions of metals with oxygen, water and a dilute acid. Investigates and describes three methods of extracting metals from their compound ores as: Heating alone, for example, with silver oxide Heating with carbon, for example, with copper Electrolysis, for example, lead bromide (possible demonstration). Identifies the appropriate extraction method for a metal depending on the position of the metal in the reactivity series. Investigates and explains through experiments how the rate of corrosion of iron can be changed by with another Describes situations where metals above iron in the reactivity series are used to sacrificially protect iron from corrosion. Topical science Topical science I have researched new developments in science and can explain how their current or future applications might impact on modern life. SCN 4-20a Researches and communicates developments in science, explaining how current and future applications impact on life. Gives examples of how skills developed through the sciences are used in a wide variety of jobs and careers including Science, Technology and Engineering and Mathematics (STEM) careers.