RIS Scheme of Work Science Grade 6 (Stage 7) .v1

Scheme of Work Science stage 7
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 7. Learning objectives for
the stage have been grouped into topic areas or Units. These have then been arranged in a recommended teaching order but you are free to teach objectives in
any order within a stage as your local requirements and resources dictate.
The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and
title of each unit for stage 7 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.
Scientific Enquiry learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to illustrate possible
methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Secondary 1. It has been created solely to provide an
illustration of how delivery might be planned over the three stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary
1Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if you
wish.
Overview
Term 1 Term 2 Term 3
1A Unit 7.1 Living Things 2A Unit 7.4 Microorganisms and Disease 3A Unit 7.7 Habitats and Environment
1B Unit 7.2 Solids, Liquids and Gases 2B Unit 7.5 The Earth and Beyond 3B Unit 7.8 Acids and Bases
1C Unit 7.3 Energy Transformations 2C Unit 7.6 Putting Things into Groups 3C Unit 7.9 Forces and their Effects
V1 1Y07 Science Stage 7 1

Unit 1A: 7.1 Living Things

In this unit, pupils build on their previous knowledge of living things and the senses to develop their knowledge of
The characteristics common to all living things, and their importance to survival of the organism.
That all living things are made of cells, the structure and typical cells, how cells are adapted to their function.
How cells are organised in tissues, organs and organ systems to efficiently carry out the functions of life.
Scientific Enquiry work focuses on:

Carefully observing and describing living things.
Recording accurately in a variety of ways e.g. drawing, using tabular forms.
Communicating their ideas supported by evidence.
Making and presenting conclusions by bringing together evidence from different sources.
Recommended Vocabulary for this unit:

Organism nutrition movement excretion growth reproduction sensitivity function microscope magnification cell nucleus call membrane cell wall
vacuole chloroplast tissue organ organ system.

Framework Learning Objective Activities Resources Comments Time
Codes
7Bc1 Identify the seven characteristics Compare different animals, real (if Photos of animals eating, Use small group 90 min
of living things and relate these appropriate) or pictures, e.g. bird, running/swimming, and with discussion allowing
to a wide range of organisms in cat, fish and write down all the things their young. each pupil to voice
the local and wider environment. they have in common. Present your their ideas on
findings to other groups. observations,
followed by whole
7Ep1 Be able to talk about the Discuss the ways nutrition is class work to
importance of questions, obtained by different animals. encourage
evidence and explanations. confidence in
Breathing through a straw into lime- expressing science
7Eo1 Make careful observations water to show carbon dioxide is Drinking straws, limewater, ideas backed by
including measurements. produced. test-tubes or small beakers evidence.
to hold limewater.
7Eo2 Present results in the form of Discuss the difference between
tables, bar charts and line breathing and respiration.
graphs.
Discuss the difference between
growth and reproduction.
Discuss why movement is essential

for survival (finding shelter, avoiding
danger, finding food).
Detecting different flavours using Different flavoured crisps or

taste only and compare with ease of fruits to taste blindfolds and
detection when also using nose. nose clips (or ask pupils to
shut eyes and hold nose
while tasting).
Describe texture of a variety of Various materials with

different materials. different textures e.g. wool
paper, metal.

Codes
7Bp1 Recognise the positions, and Identify the root, stem and leaf of Photos / specimens of 50 min
know the functions of the major different flowering plants. young and mature plants.
organs of flowering plants, e.g. Consolidate understanding of
root, stem, leaf. characteristics of living things by
relating plant structures and their
functions to the characterstics e.g.
leaf and feeding.
7Bh2 Recognise the positions and Draw an outline of a body. Draw on it Large sheets of paper, Can be used as a 40 min
know the functions of the major the positions of the named organs. pens/markers. fun competition with
organ systems of the human Share results with whole class. a prize for the most
body. accurate group.
7Eo3 Use information from secondary

sources.
7Bc3 Identify the structures present in Observe prepared microscope slides Microscopes, prepared Time spent on a 90 min
plant and animal cells as seen of cells. slides of animal cells. Any demonstration will
with a simple light microscope Prepare and focus a good specimen available prepared slides avoid frustration and
and/or a computer microscope. without being misled by air bubbles could be used to practice possible damage to
or dust on the cover slip. focussing. microscopes. Using
7Eo1 Make careful observations Observe and identify the nucleus, Onion or other bulbs (the graph paper will help
including measurements. cytoplasm, (and in plant cells, the thin skin from between the to illustrate the
cell vacuole and cell wall). Record fleshy areas of an onion is magnification.
sketch diagrams of the cells. ideal.) Newsprint will show
inversion.
7Bc4 Compare the structure of plant Compare observed cells with Assess using table of 50 min
and animal cells. labelled diagrams for secondary differences between
sources and explain why the cell plant and animal
7Eo2 Present results in the form of membrane is not visible in the cells.
tables, bar charts and line prepared slides.
graphs.

Codes
7Bc5 Relate the structure of some Write about how some named cell Microscopes, prepared 50 min
common cells to their functions. types you have investigated are slides, photos, micrographs,
adapted to their function e.g. plant diagrams of specialised
7Ec1 Make conclusions from collected leaf cells (chloroplasts), root hair cells.
data, including those presented cells, blood cells (red and white),
in a graph, chart or spreadsheet. nerve cells.
7Bc6 Understand that cells can be Discuss that cells of the same type Relate this work on 50min
grouped together to form tissues, group together to form tissues. cells to the previous
organs and organisms. work on major organ
systems.
7Ec4 Present conclusions using Different types of tissues grouped
different methods. together can make an organ and
organs can group together to make
an organ system. Organ systems are
necessary to form a complex
organism e.g. flowering plant or
human.
7Bh1 Explore the role of the skeleton Describe the skeletal system and its 80min
and joints and the principle of functions.
antagonistic muscles.
Groups prepare presentations on the
functions of the skeleton to include
principle of antagonistic muscles and
joints.
Students can also investigate the

health problems caused to humans
when bones and joints get damaged.

Unit 1B: 7.2 Solids, Liquids and Gases

In this unit, pupils build on their previous knowledge of materials and their properties to develop their knowledge of how the particle theory of matter and how this
can explain the properties of solids, liquids and gases, including changes of state.

Planning and carrying out investigations, considering the variables to control, change or observe.
Identifying appropriate evidence to collect and suitable methods of collection.
Choosing appropriate apparatus and using it correctly.
Making careful observations and measurements.
Presenting results appropriately.
Recognise results and observations that do not fit into a pattern.
Making conclusions from collected data.

Melting boiling freezing condensing evaporating

Codes
7Cs1 Show in outline how the particle Students discuss samples of Card, ice, cake, A recap of previous 30 min
theory of matter can be used to everyday solids, liquids and gases, lemonade, boiling water, knowledge of
explain the properties of solids, considering their shape and volume. oil, fat, stick, soap, properties of solids,
liquids and gases, including They should tabulate their detergent, perfumed liquids and gases.
changes of state. identifying properties. candle, jelly, sand, blown
Consider tomato sauce (liquid or up balloons etc.
7Eo2 Present results in the form of tables, solid?) and how it could be made
bar charts or line graphs. more solid or more liquid.
7Cs1 Show in outline how the particle Students can try to compress air in Small sealed plastic 40mins
theory of matter can be used to syringes or balloons. Give syringes without needles
explain the properties of solids, explanations in terms of trying to should be used.
liquids and gases, including force things together. Introduce the idea of
changes of state. Drawings of boxes of particles in the particles too small to see.
gaseous state show particles well
separated.
7Cs1 Show in outline how the particle Pour particles of different size to Peas, rice grains, dry Remind students that 30 mins
theory of matter can be used to model the movement of smaller sand. sand is also hard if you
explain the properties of solids, particles. drop onto it and the
liquids and gases, including Make drawings of boxes of particles solids can be seen
changes of state. in liquids to show the particles as under the microscope.
close together but not in regular
arrangement.
7Cs1 Show in outline how the particle Glue particles (e.g. polystyrene Polystyrene balls, glue. Particles still have 40 mins
theory of matter can be used to balls) together in regular shapes movement, i.e.
explain the properties of solids, and show that they cannot be vibration about their
liquids and gases, including poured, have flat faces, are hard mean position.
changes of state. and dense. Drawings of boxes of
particles in a solid show the
particles as close together and in a
regular arrangement.

Codes
7Cs1 Show in outline how the particle Observe changes of state such as: Butter, flowers of sulphur, Safety glasses must be 1 hour
theory of matter can be used to Melting ice, butter, sulphur, wax ice, wax, alcohol worn.
explain the properties of solids, (optional). Sulfur must be heated
Freezing water, sulfur, wax,
liquids and gases, including very gently in small
saturated copper sulfate solution.
changes of state. Heating apparatus (e.g. quantities. It should be
Boiling water (kettle), alcohol in bunsen burner) done in a well
7Ep4 Outline plans to carry out hot water, salt solution. solid iodine. ventilated space
investigations, considering the Condensing water, alcohol. (ideally in a fume hood)
variables to control, change or Show ice in a test tube and try due to the chance of it
observe (as whole class). account for the condensation on burning to form sulphur
the outside of the tube. dioxide.
7Ep7 Choose appropriate apparatus and Sublimation of iodine. Sublimation of iodine
use it correctly. must be demonstrated
using a fume hood.
7Eo1 Make careful observations.
The water cycle could
7Ec2 Recognise results and observations be included here.
that do not fit into a pattern.
7Cs1 Show in outline how the particle Students model the changes of Students could take 20 min
theory of matter can be used to motion and arrangement of particles the part of the particles
explain the properties of solids, during boiling, evaporation, and act out their
liquids and gases, including condensation, freezing and melting. movement in different
changes of state. states.
7Cs1 Show in outline how the particle Students model the changes of Students could take 20 min
theory of matter can be used to motion and arrangement of particles the part of the particles
explain the properties of solids, during boiling, evaporation, and act out their
liquids and gases, including condensation, freezing and melting. movement in different
changes of state. states.

Codes
7Cs1 Show in outline how the particle Measure the temperature during the Thermometers, heating Safety goggles should 1 hour
theory of matter can be used to heating or cooling of a substance. apparatus (e.g. Bunsen), be worn.
explain the properties of solids, heatproof test-tubes.
liquids and gases, including The temperature of a low melting Stearic acid can be used. The constant
changes of state. solid, warmed and then allowed to temperature is the
cool, is taken at intervals to note its melting point.
7Ep7 Choose appropriate apparatus and change with time.
use it correctly. Plot temperatures against time.
7Eo1 Make careful observations including

measurements.
7Eo2 Present results in the form of tables,

bar charts or line graphs.
7Cs1 Show in outline how the particle Plan and then carry out an Ice, beakers, Safety goggles should 90 min
theory of matter can be used to investigation to see how the thermometers, heating be worn.
explain the properties of solids, temperature of ice changes as it is apparatus (e.g. Bunsen).
liquids and gases, including heated to its boiling point. This time This time there should
changes of state. there should be two constant be two constant
temperatures one when it is melting temperatures one
7Ep4 Outline plans to carry out and when it is boiling. when it is melting and
investigations, considering the when it is boiling.
variables to control, change or Plot temperatures against time.
observe.
7Ep6 Identify appropriate evidence to

collect and suitable methods of
collection.
7Ep7 Choose appropriate apparatus and

use it correctly.
7Eo1 Make careful observations including

measurements.

Codes
7Eo2 Present results in the form of tables,
bar charts or line graphs.
7Cs1 Show in outline how the particle Analyse and evaluate heating or Heating or cooling curve Some data needs to be 50 min
theory of matter can be used to cooling curves. Students can plot data both in table and presented that is not
explain the properties of solids, graphs, draw conclusions about the graph form. ideal having results
liquids and gases, including melting and boiling points of that do not fit the
changes of state. substances. Students can decide if pattern
any of the results do not fit a
7Ec1 Make conclusions from collected pattern.
data, including those presented in a
graph, chart or spreadsheet.
7Ec2 Recognise results and observations

that do not fit into a pattern,
including those presented on a
graph, chart or spreadsheet.
7Cs1 Show in outline how the particle Investigate processes which can A dish of sea water left Students can account 1 hour
theory of matter can be used to speed up evaporation but note that for a period of time on a for the residue and link
explain the properties of solids, it does not take place at constant top pan balance. with salt extraction.
liquids and gases, including temperature. They can account for
changes of state. the residue and link with salt
extraction.
7Ep2 Make predictions and review them
against evidence.
7Ep4 Outline plans to carry out

investigations, considering the
variables to control, change or
observe.
7Ec3 Consider explanations for

predictions using scientific
knowledge and understanding and
communicate these.

Unit 1C: 7.3 Energy Transformations

In this unit, pupils build on their previous knowledge of energy as something that makes things happen to develop their knowledge of
Different types of energy.
Energy as something that cannot be created or destroyed.
Energy transfers.
It provides the opportunity for pupils to develop their thinking skills in suggesting explanations for their observations. This unit provides a good opportunity to
investigate the appliance of scientific knowledge and how this has affects our daily life.

Making predictions and reviewing them against evidence.
Making careful observations and measurements.
Recognise results and observations that do not fit into a pattern.

Transformation conservation, kinetic (moving) energy, potential(stored) energy

Codes
7Pe2 Recognise different energy types Students can brainstorm their own A guided discussion 50min
and energy transfers. ideas about what is meant by suggests that it is
energy. Examples to illustrate their something needed to
definition need to be given in their bring about changes
explanation. such as heating
water, running
upstairs, switching on
the light etc. It has to
be paid for.
7Pe2 Recognise different energy types Pupils inspect or try a range of Clockwork toys Pupils should 1 hour
and energy transfers. simple activities such as clockwork Lamps suggest how energy
toys, lamps, releasing a blown up Balloons is being input and
7Eo1 Make careful observations. balloon, burning a match, Matches (teacher demo if what outcome is
looking at a photographic negative, appropriate) being achieved.
7Eo2 Present results in the form of rattling a Photographic negative
tables, bar charts or line graphs. tin, etc. Tin containing some dried
beans.
7Pe2 Recognise different energy types Knowing the names science uses for Teacher directed with 20min
and energy transfers. the different types of energy: the opportunity for
heat (thermal) research using ICT.
7Eo3 Use secondary sources. light
sound
electrical
chemical
kinetic (movement)
potential (stored)

Codes
7Pe1 Understand that energy cannot Compare the transfer of energy Bunsen burner 1 hour
be created or destroyed and that from several different examples such Electric light
energy is always conserved. as a burner, an electric light, lifting Weights of no more than
weights for 5 minutes, to find that 20N (e.g. bags containing
7Eo1 Make careful observations. energy is wasted in the form of heat sand).
and dispersed in the atmosphere.
7Ec1 Make conclusions from collected
data.
7Pe1 Understand that energy cannot Discussion on what energy is used Emphasise that 1 hour
be created or destroyed and that for in the modern world and what useful work is done
energy is always conserved. alternatives for each use (if any) when the energy
were available say, 100 years ago. obtained from a
7Pe2 Recognise different energy types Illustrate ideas with examples. source is transferred
and energy transfers. e.g. electric light compared with oil to a different type of
lamps, cars compared with carts etc. energy.
The alternatives available in 100
years time might also be considered.
7Pe1 Understand that energy cannot Interpret and draw energy transfer Teacher demonstration of: 1 hour
be created or destroyed and that diagrams. Catapult, Bunsen burner, 30 min
energy is always conserved. clockwork toy, electric
Lots of examples can be provided motors lifting small weights,
7Pe2 Recognise different energy types here so that as many different types balloons, dynamos, the use
and energy transfers. of energy and transfer are covered of batteries in heating or
as possible. Examples include; lighting circuits, light
catapult, Bunsen burner, clockwork sensitive paper, musical
toys, electric motors lifting small instruments.
weights, blowing up and releasing
balloons, dynamos, the use of
batteries heating or lighting circuits,
light sensitive paper, musical
instruments.
Students can list some home

appliances and say what energy
transfers take place.

Codes
7Pe1 Understand that energy cannot Study some Sankey diagrams and Sankey diagrams 40min
be created or destroyed and that suggest what energy is wasted i.e. represent quantities
energy is always conserved. passed to the surroundings by of energy by the
various processes. width of an arrow.
7Pe2 Recognise different energy types
and energy transfers
7Pe2 Recognise different energy types Provide pupils with the outline of the Paste, paper, cut-out 40min
and energy transfers processes in a power station to diagrams of the stages in a
complete the stages and transfers by power station. Cut-out list of
cutting and pasting. energy types.
A Sankey diagram showing the

wasted energy and so the rather low
efficiency of the process should be
shown
7Pe1 Understand that energy cannot Swinging a pendulum starting at the Pendulum bob, string, Teacher demo only. 50 min
be created or destroyed and that teachers nose gives the opportunity means of suspending string Do not use pupil as
energy is always conserved. to see that the bob does not lose a and bob. volunteer in case
noticeable amount of energy but they move head.
7Ep2 Make predictions and review simply transfers it from moving to
them against evidence. stored and back again.
7Ep5 Make predictions referring to Sankey diagrams also help in the

previous scientific knowledge explanation that energy is not used
and understanding. up but simply transferred to
something else.

Unit 2A: 7.4 Microorganisms and Disease

In this unit, pupils build on their previous knowledge of health, the characteristics of living things and cells to develop their knowledge of
How some microorganisms can be useful to humans but others are harmful.
The use of microorganisms in food production.
How microorganisms breakdown can cause decay.
The work of Louis Pasteur and other scientists studying the human body.

Using information from secondary sources.
Choosing appropriate apparatus and using it correctly
Making careful observations including measurements
Carrying out an investigation
Discussing the importance of questions, evidence and explanations.

Microscope microscopic fungi bacteria virus pasteurisation
Note: This unit may be delivered in less time than units 2B and 2C. This is to ensure equal time is allocated to biology, chemistry and physics learning objectives in
term 2.

Codes
7Bc1 Identify the seven characteristics Use secondary sources to investigate Text books, Internet. Link to Stage 7 Unit 40min
of living things and relate these to the terms bacteria, fungi, virus. 1A.
a wide range of organisms in the List the characteristics of life shown
local and wider environment. by each type of microorganism.

sources.
7Bc3 Identify the structures present in Observe and draw prepared slides of Micrographs of bacteria and Link to Stage 7 Unit 60min
plant and animal cells as seen fungi as seen under the microscope. viruses 1A
with a simple light microscope Observe photomicrographs of bacteria Microscopes health and safety -
and/or a computer microscope. and viruses. Include magnification. Prepared slides of fungi such Use pre-prepared
as bread mould. slides. Do not allow
7Ep7 Choose appropriate apparatus pupils to prepare their
and use it correctly. own slides.
7Eo1 Make careful observations

including measurements.
7Bc2 Know about the role of micro- Plan and carry out an investigation Yeast (dried or fresh), Could investigate 80min
organisms in the breakdown of about the activity of yeast under glucose /sugar, flour amount of glucose,
organic matter, food production different conditions. Thermometers, water baths. temperature etc.
and disease, including the work of Relate this to the use of yeast in
Louis Pasteur. bread making.
7Ep3 Suggest ideas that may be tested.
7Ep4 Outline plans to carry out

investigations, considering the
variables to control, change or
observe.

collection.

Codes
data, including those presented in
a graph, chart or spreadsheet.
7Bc2 Know about the role of micro- Demonstrate how to grow bacteria on Teacher Demo. Microbes should not 50min
organisms in the breakdown of a nutrient agar plate. Petri dish containing nutrient be grown without
organic matter, food production agar, preparation of non- reference to safety
and disease, including the work Discuss the risks involved in growing pathogenic bacteria, regulations. Use
of Louis Pasteur. bacteria and how they can be inoculating loop, incubator, aseptic technique.
controlled. disinfectant, Bunsen burner. Seal petri dish after
inoculation. Incubate
o
Explain how micro-organisms are at 28 C.
used in yogurt and cheese
manufacture.
7Bc2 Know about the role of micro- Research the role of bacteria and Secondary sources 40min
organisms in the breakdown of fungi as decomposers and present
organic matter, food production findings to whole class.
and disease, including the work of
Louis Pasteur.
7Eo3 Use Information from secondary

sources.
7Bc2 Know about the role of micro- For a range of infectious diseases Secondary sources 40min
organisms in the breakdown of caused by microorganisms, discuss:
organic matter, food production what type of organism is the causal
and disease, including the work agent, how the disease is transmitted,
of Louis Pasteur. preventative measures.
7Eo2 Present results in the form of

tables, bar charts and line graphs.

sources.

Codes
7Bc2 Know about the role of micro- Investigate the work of Louis Pasteur Secondary sources 30min
organisms in the breakdown of and pasteurisation, including the
organic matter, food production scientific method used by Louis
and disease, including the work of Pasteur.
Louis Pasteur.
7Bc2 Know about the role of micro- Research the work of scientists in the Secondary sources Suitable as individual 60min
organisms in the breakdown of fight against disease. Present findings homework or group
organic matter, food production to the whole class work.
and disease, including the work
of Louis Pasteur.
7Bh3 Research the work of scientists

studying the human body.
7Ep1 Be able to talk about the

importance of questions, evidence
and explanations.

Unit 2B: 7.5 The Earth and Beyond

In this unit, pupils build on their previous knowledge of the Earth and Space and develop their ideas on
The different type of rocks and soils.
Simple models of the internal structure of the Earth.
Fossils and the fossil record as a guide to estimating the age of the Earth.
How the movement of the Earth causes the apparent daily and annual movement of the Sun and the stars.
The relative positions and movement of the planets and the Sun in the solar system.
The impact of the ideas and discoveries of Copernicus, Galileo and more recent scientists.
The Sun and other stars as sources of light, and that planets and other bodies are seen by reflected light.

The importance of questions, evidence and explanations
Planning and carrying out investigations
Using information from secondary sources
Making predictions and review them against evidence
Making conclusions from collected data, including those presented in a graph, chart or spreadsheet
Considering explanations using scientific knowledge and understanding and communicate these

Fossil core mantle crust sedimentary igneous, metamorphic orbit planet star moon solar system eclipse

Codes
7Ce1 Observe and classify different Observe different samples of rocks Several different samples 40min
types of rocks and soils. and asked to sort them into groups. of rocks e.g. granite,
Investigate one property of the rock sandstone, lava, chalk,
7Ep4 Outline plans to carry out samples in more detail e.g. porosity, limestone, marble, etc.
investigations, considering the hardness, susceptibility to
variables to control, change or weathering.
observe.
Pupils plan the experiment and
7Eo1 Make careful observations present their findings to the rest of
including measurements. the class.
7Ce1 Observe and classify different Use secondary sources to give the 40min
types of rocks and soils. properties of igneous, sedimentary
and metamorphic rock and how
7Eo3 Use Information from secondary each different type of rock is
sources. formed.
Relate properties of each type of
rock to its formation.
7Ce1 Observe and classify different Investigate the different soil types Soil samples, measuring Wear goggles. Be 60 min
types of rocks and soils. by shaking in water and letting cylinders, crucibles, bunsen aware of dangers of
mixture settle. burners, balance to weigh handling hot
7Ep4 Outline plans to carry out soil before and after crucibles.
investigations, considering the Students investigate different soil heating and roasting.
variables to control, change or types by finding out how much
observe. water and humus they contain.
7Ep7 Choose appropriate apparatus

and use it correctly.

7Ec4 Present conclusions using

different methods.

Codes
7Ce2 Research simple models of the Use secondary sources to 30min
internal structure of the Earth. investigate the structure of the
Earth.
sources. Discuss the difficulty of studying the
internal structure of the Earth.
7Ce3 Examiner fossils and research Students observe fossils or Plaster of Paris, moulds, Idea that there were 50 min
the fossil record. photographs of fossils. objects such as leaves to only fossils formed
7Ce4 Discuss the fossil record as a Discuss how fossils are formed. form impression in plaster when life exists and
guide to estimating the age of Make a fossil using plaster of Paris. mould. that the conditions of
the Earth. Explain why fossils are found in the early Earth
sedimentary rocks and not in precluded life.
7Ce5 Learn about most recent igneous rocks.
estimates of the age of the Investigate using secondary
Earth. sources how the fossil record can
be used to estimate the age of the
7Eo3 Use information from secondary Earth.
sources. Students discuss the limitation of
this method. Does the age of the
oldest fossil tell you the age of the
Earth.
Pupils investigate the way scientists
have estimated the age of the Earth
e.g. using radioactivity.
7Pb1 Describe how the movement of Discuss what is meant by a day, a Posters of solar system. 40min
the Earth causes the apparent month and a year in terms of the
daily and annual movement of movement of objects in the solar
the Sun and the stars. system.
Discuss why a day and a year on
7Ep1 Be able to talk about the other planet is different to that on
importance of questions, Earth
evidence and explanations.

Codes
7Pb1 Describe how the movement of Watch time-delay images to show Time delay images 50min
the Earth causes the apparent the apparent movement of the Sun www.nasa.gov/
daily and annual movement of and the stars.
the Sun and the stars.
7Pb2 Describe the relative position Students to make explanations for

and movement of the planets these movements and to check
and the Sun in the solar system. them against secondary sources.

knowledge and understanding
and communicate these.
7Pb2 Describe the relative position Appreciate that the Earths axis is Football and tennis ball to 30min
and movement of the planets tilted and explain how this causes demo movement of Earth
and the Sun in the solar system seasons to occur. round the Sun.
7Pb2 Describe the relative position Name the planets of the solar Secondary sources 80min
and movement of the planets system and to place them in order.
and the Sun in the solar system. Appreciate that the planets orbit the
Sun.
sources. Use secondary data to find out
about how and when the planets
7Ec1 Make conclusions from collected were discovered.
data, including those presented
in a graph, chart or spreadsheet. Use secondary data to find out why
Pluto is no longer considered a
planet.

Codes
7Pb1 Describe the relative position Given data about all or some of the Data sheets 60min
and movement of the planets planets including distance from the
and the Sun in the solar system. Sun, day length, year length,
average surface temperature, mass,
7Ep2 Make predictions and review atmosphere identify patterns and
them against evidence. offer explanations for the patterns.
If some pieces of information are
7Ep5 Make predictions referring to missing make predictions.
previous scientific knowledge
and understanding.
7Ec2 Recognise results and

observations that do not fit into a
pattern, including those
presented in a graph, chart or
spreadsheet.

7Pb3 Discuss the impact of the ideas Use secondary data to investigate Secondary sources 50min
and discoveries of Copernicus, the ideas of Copernicus and
Galileo and more recent Galileo.
scientists.
7Eo3 Use information from secondary Discuss the difficulties of a scientist

sources. in getting an idea accepted.
7Ep1 Be able to talk about the

importance of questions,

Codes
7Pb4 Understand that the Sun and Group the following objects 60min
other stars are sources of light according to whether they are light
and that planets and other sources or not stars, planets,
bodies are seen by reflected moons, the Sun.
light.
7Ep2 Make predictions and review Discuss how it is possible to see the
them against evidence. planets and the Moon even though
they are not light sources.
Illustrate answers with labelled
diagrams.
Discuss why we only see stars at

night.
7Pb4 Understand that the Sun and Consider images of lunar and solar Football, tennis ball, torch. Using a football to 60min
other stars are sources of light eclipses. represent the Earth,
and that planets and other a tennis ball to
bodies are seen by reflected Discuss what is happening during represent the moon
light. these eclipses. and a torch light to
represent the Sun, it
7Eo3 Use Information from secondary Check suggested explanations of is possible to
sources. eclipses using secondary data. demonstrate an
eclipse.

Unit 2C: 7.6 Putting Things into Groups

In this unit, pupils build on their previous knowledge of grouping together materials and living things with similar properties and characteristics to develop their
knowledge of
Metals and non-metals.
Everyday materials and their physical properties.
Classify animals and plants into major groups, using some locally occurring examples.
Understand what is meant by a species.
Investigate variation within a species.

Considering the variables to control, change or observe.
Making predictions referring to previous scientific knowledge and understanding and reviewing them against evidence.
Using information from secondary sources.
Choosing appropriate apparatus and using it correctly.
Making careful observations including measurements.
Presenting results in the form of tables, bar charts and line graphs.

Property absorbent transparent opaque brittle high / low density malleable flexible ductile sonorous, melting point boiling point hardness strength
species vertebrates invertebrates microbes fungi bacteria arthropods.

Codes
7Cp2 Describe everyday materials and Compare a few household items, Household items e.g. pans, Achieve a common 30min
their physical properties. pans, doors, shoes, string etc and doors, shoes, string etc. understanding of the
suggest reasons for the choice of words used to
materials. describe properties
e.g. transparent,
Consider the results of interchanging opaque brittle,
the materials, wooden shoes, plastic malleable etc.
pans etc.
7Cp2 Describe everyday materials and Distinguish between absorbent and Brick, freezer, mopping 30min
their physical properties. waterproof materials by studying the cloth.
different materials which make up
7Ep2 Make predictions and review buildings.
them against evidence.
Absorption can be investigated by
finding the mass of water absorbed
by a tissue or mopping cloth. A
soaked brick can be put in the
freezer to show the damage
resulting.
Students should make predictions so
they can review these against the
evidence they obtain
7Cp2 Describe everyday materials and Recognise brittle, flexible and Various materials e.g. dried Safety goggles must 30min
their physical properties. malleable materials by using easily pasta, synthetic foam, be worn if forces are
obtained materials, e.g. brittle dried placticene, rubber band etc. applied to brittle
7Ep5 Make predictions referring to pasta, squashability synthetic materials.
previous scientific knowledge foam, malleability dough /
and understanding. plasticene.

Codes
7Cp2 Describe everyday materials and Recognise transparent and opaque Safety glasses must 30min
their physical properties. materials by investigating the be worn for heating.
properties of glass including
transparency, melting and solidifying,
7Ep7 Choose appropriate apparatus forming into narrow tubes etc
and use it correctly. Nylon granules can be heated gently
and drawn into threads.
7Cp2 Describe everyday materials and Distinguish between good and bad Safety glasses must 50min
their physical properties. conductors of heat. be worn for heating.
7Cp1 Distinguish between metals and Heat one end of rods of different
non-metals. materials.
They should be wax-coated with light
weight pins or rice grains set in the
wax, which drop off as the heat is
conducted along. Include one or two
non-metals such as wood or slate to
show that no conduction can be
detected and one or two different
metals to show that metals differ in
their heat conduction.
7Cp1 Distinguish between metals and Distinguish between good and bad Simple electric circuits with 40min
non-metals. conductors of electricity by setting up battery and bulb, variety of
a simple circuit with a gap for materials, metals and non-
7Eo2 Present results in the form of inserting different materials. This will metals.
tables, bar charts and line quickly show that only metals and
graphs. graphite conduct appreciably at room
temperature.
data, including those presented
in a graph, chart or spreadsheet.

Codes
7Cp1 Distinguish between metals and Consider the properties of metals Secondary sources 50 min
non-metals. and non-metals studied so far
Use Information from secondary Use secondary sources to find out
7Eo3 sources. more properties of metals and non-
metals.
7Ec1 Make conclusions from collected Classify unfamiliar materials as

data metal or non-metal giving evidence
to support each decision.
7Bv3 Classify animals and plants into Classify living things plants (food Link to Unit 1A and 20min
major groups, using some locally producers), animals (food 2A.
occurring examples. consumers) and other living things
including microbes.
7Bv3 Classify animals and plants into Working on a poster of, e.g. 20, Poster/photos/living Show that 50min
major groups, using some locally varied animals, ideally locally specimens of about 20 overlapping criteria
occurring examples. occurring, put them into groups in a various animals e.g. (diet), or
number of different ways. earthworm, snail, different characteristics
7Eo1 Make careful observations types of fish etc. showing continuous
including measurements. Evaluate the groupings and decide variation (height), do
which way is the most useful, for not produce such
instance, where they live, what type well-defined groups
of food they eat, number of legs, etc. as items which can
be counted.
Separate into vertebrates and
invertebrates and discuss why
animals are sorted in this way.

Codes
7Bv3 Classify animals and plants into Investigate the different classes of If necessary provide 50min
major groups, using some locally vertebrates using secondary a framework for
occurring examples. sources. Each group of pupils could guidance.
find out about one class and then
7Eo3 Use information from secondary present the information.
sources. Pool the information to complete a
table of characteristics to distinguish
the five classes.
Discuss their information and decide
if it is good enough to distinguish
between animals which look similar
but are in different groups e.g.
fish/shark/whale/dolphin.
7Bv1 Understand what is meant by a Describe what is meant by a Where a species 15min
species. species. Discuss reasons a species cannot respond to a
has or could become extinct. change in the
environment it dies
out because
breeding between
species is not
possible.
7Bv2 Investigate variation within a Pupils can study a single species of
species. bean, flower, moth etc and discover
variation between members. They
7Ec4 Present conclusions using might suggest advantages /
different methods. disadvantages of these.
They can measure variation in

humans by measuring a quantity
such as hand span, tongue rolling,
height.
Pupils decide the best way to

present data.

Unit 3A: 7.7 Putting Things into Groups

In this unit, pupils build on their previous knowledge of sorting living things into groups and the characteristics of living things to develop their knowledge of
Where organisms live.
How organisms interact with each other and the environment.
The influences humans have on the natural environment.

Making conclusions from collected data. Carefully observing and describing living things.
Recording accurately in a variety of ways e.g. drawing, using tabular forms.
Communicating their ideas supported by evidence.
Making and presenting conclusions by bringing together evidence from different sources.

Habitat adaptation predator prey producer consumer herbivore omnivore carnivore ecosystem ozone depletion greenhouse effect renewable non-
renewable.

Codes
7Be1 Describe how organisms are Explain what is meant by a habitat. Make pictures available for A comparison of 60min
adapted to their habitat, drawing Groups study and describe/draw a identifying organisms. town and country
on locally occurring examples. local small habitat such as a hedge, habitats e.g. for mice,
Secondary sources can be used. a tree, a pond etc. They try to Quadrats, pooters, pit-fall could extend this
identify as many living things there traps, trowel, magnifying investigation.
7Ep6 Identify appropriate evidence to as possible and group them into lens.
collect and suitable methods of green plants or fungi, herbivores,
collection. omnivores, carnivores.
7Eo1 Make careful observations Through discussion each group

including measurements. decides the best way to collect and
present their results.
tables, bar charts and line
graphs.
7Eo3
Use Information from secondary
sources.
7Be2 Draw and model simple food Draw and interpret simple food Lots of pictures are Emphasise that food 50min
chains. chains. Draw, or cut out supplied, available on web sites. is used for growth
shapes of plants and animal which and energy so the
7Eo3 Use Information from secondary can form three item food chains and direction of the
sources. hang them up so that the producer is passage of energy
the lowest item. goes from producer
7Eo2 Present results in the form of to primary consumer
tables, bar charts and line graphs Introduce the terms: producer, to secondary
primary consumer, secondary consumer.
consumer, an omnivore, herbivore,
carnivore.
Draw some food chains from the

habitat they have studied in the
previous lesson.

Codes
7Be3 Discuss positive and negative Describe the effect of human activity 30min
influence of humans on the on a food chain. Discuss several
environment, e.g. the effect on different scenarios involving human
food chains, pollution and ozone activity and food chains to predict the
depletion. effect on the organisms within the
food chain.
7Be1 Describe how organisms are Investigate by fieldwork how Quadrats, pooters, pit-fall Physical differences, 100 min
adapted to their habitat, drawing organisms are adapted within a local traps, trowel, magnifying for plants; roots,
on locally occurring examples. habitat. lens leaves, for animals;
Secondary sources can be used. skin, limbs, sense
organs etc.
7Ep3 Suggest ideas that may be Students should investigate using Pupils will meet only
tested. secondary sources adaptations of a small variety but
plants and animals in more should be able to
7Ep4 Outline plans to carry out extreme habitats such as desert, suggest how a given
investigations, considering the mountain, arctic, underwater. adaptation helps an
variables to control, change or organism to survive.
observe.


graphs.

sources.

Codes
7Be1 Describe how organisms are Explain how some organisms are Examples will be 40min
adapted to their habitat, drawing adapted for day and night. In groups, depend on regions
on locally occurring examples. consider which animals are active in but should include a
Secondary sources can be used. daytime and which in night-time and variety from the
study their adaptations. animal kingdom,
7Eo3 Use information from secondary frogs, lizards, owls,
sources. The adaptations are based on bats. Also include
survival; food, water, shelter, some plants, flowers
7Ec4 Present conclusions using protection from predation. opening in the day
different methods. time.
7Be1 Describe how organisms are Compare photographs/pictures of Photographs/pictures of 40min
adapted to their habitat, drawing animals and plants at different animals and plants at
on locally occurring examples. seasons and discuss how they different seasons. Examples
Secondary sources can be used. survive e.g. hot/rainy season, may include hibernation,
summer/winter season and why migration, coat colour
7Eo3 Use information from secondary particular measures have to be taken change in animals.
sources. in extreme temperatures. Deciduous trees, flowering
times etc in plants.
7Ec4 Present conclusions using
different methods.
7Be3 Discuss positive and negative The needs of an increasing human The list may include 30min
influence of humans on the population. fresh air, living
environment, e.g. the effect on space, water, food,
food chains, pollution and ozone In groups, discuss the needs of an mineral resources.
depletion. increasing population and display
e.g. as a topic web. Compare two
7Ec4 Present conclusions using differing populations such as people
different methods. in desert areas and those in major
cities. Present ideas to the whole
class.

Codes
7Be3 Discuss positive and negative Understand the problems of Waxy /oily fuel /candle Pollutants include 60min
influence of humans on the obtaining clean air. Cotton wool /white paper. carbon dioxide
environment, e.g. the effect on This should be a (global warming),
food chains, pollution and ozone Schools in cities can test for air born demonstration as the fumes oxides of nitrogen
depletion. particles by leaving a white tissue on can be unpleasant. Safety and sulphur dioxide
the outside of a building for a few precautions should be taken (acid rain), smoke
7Ep1 Be able to talk about the days and comparing with a clean as appropriate and a fume (smog).
importance of questions, one. hood used if necessary.
A waxy or oily fuel can be burned
7Eo3 Use information from secondary and the fumes collected on cotton
sources. wool or similar.
7Ec4 Present conclusions using Use secondary sources to

different methods. investigate the cause and effects of
ozone depletion.
Produce a poster or PowerPoint to

explain why the use of CFCs should
be banned
7Be4 Discuss a range of energy Distinguish between a non- 70min
sources and distinguish between renewable and a renewable energy
renewable and non-renewable resource. Produce a list of a list of
resources. Secondary sources non-renewable and a list of
can be used. renewable resources.
7Ep1 Be able to talk about the Evaluate the advantages of having

importance of questions, renewable energy resources.
Research the mining of a named
7Eo3 Use Information from secondary fossil fuel and report findings to
sources whole class, giving both advantages
and disadvantages.

Unit 3B: 7.8 Acids and Bases

In this unit, pupils build on their previous knowledge of acids to develop their knowledge of
How to tell if a solution is an acid or an alkali.
Using a pH scale.
Neutralisation and some of its applications.

Suggesting ideas that may be tested.
Outlining plans to carry out investigations, considering the variables to control, change or observe.
Choosing appropriate apparatus and use it correctly.

Acid acidic alkali alkaline base neutral indicator pH scale.

Codes
7Cc3 Use indicators to distinguish acid Comparing different acids. Provide Different acids e.g. vinegar, Teacher and 20min
and alkaline solutions. a display of acids (vinegar, lemon lemon juice, canned drink, students to wear
juice, canned drink, laboratory acids) laboratory acids safety glasses
with hazard labels where Hazard labels. whenever using
appropriate. acids.
Discuss the meaning of the hazard Link wash of spillage

labels. with dilution of acid.
Students can discuss and draw a

hazard label seen on a sack of
chemicals or on a chemical
transporter.
7Cc3 Use indicators to distinguish acid Test indicator solutions with an Spotting tiles and teat Teacher and 40min
and alkaline solutions. acidic solution, alkaline solution and pipettes will reduce the students to wear
distilled water (neutral). quantities of chemicals safety glasses
7Ep3 Suggest ideas that may be needed. whenever using
tested. acids.
Suitable indicators are
7Ep4 Outline plans to carry out Students to design a set of litmus, methyl orange and
investigations, considering the instructions to explain how to phenolphthalein. Suitable
variables to control, change or distinguish acidic, alkaline and indicator paper can be used
observe. neutral solutions (this will normally if needed. Do not use
need the use of two indicators). Universal Indicator at this
stage.
Use dilute hydrochloric acid

as the acidic solution and
dilute sodium hydroxide as
the alkaline solution.

Codes
7Cc3 Use indicators to distinguish acid Prepare indicator dyes from colourful Selection from: turmeric, red If stored until another 80 min
and alkaline solutions. vegetables, fruits, flowers; good cabbage, beetroot, colourful lesson the prepared
examples are turmeric, red cabbage, flowers. dyes should be kept
7Ep7 Choose appropriate apparatus beetroot. out of the light.
and use it correctly. Heating apparatus,
heatproof beakers, water.
7Eo1 Make careful observations Use the prepared indicator on some Two named acid solutions,
including measurements. acids and alkalis as the chemical two named alkali solutions.
opposite of an acid.
graphs.
7Cc1 Use a PH scale. Define acids, alkalis and a neutral Coloured pencils are 40min
solution in terms of pH. more realistic than
7Cc3 Use indicators to distinguish acid pens for charts.
and alkaline solutions. Demonstrate the scale of colours
(pH) shown by Universal Indicator
(mixture of plant dyes).
Pupils should draw a suitable colour
chart.
Explain why Universal Indicator is

more useful than other indicators
with one colour change.
7Cc1 Use a PH scale. Use Universal Indicator to test some Universal Indicator solution, Teacher and 30min
different substances such as toothpaste, fruit drinks, students to wear
7Cc3 Use indicators to distinguish acid toothpaste, fruit drinks, indigestion indigestion tablets, soil safety glasses
and alkaline solutions. tablets, soil shaken in water, and put shaken in water. whenever using
in position on the scale. acids.

Codes
7Cc3 Use indicators to distinguish acid Recognise some problems with HCl, crushed limestone, 60min
and alkaline solutions. acidic properties. soils, milk of different ages,
Plan to investigate one or more of Universal Indicator solution.
7Ep3 Suggest ideas that may be these. Test-tubes etc.
tested. Acid rain on buildings (HCl and
crushed limestone)
7Ep4 Outline plans to carry out pH of soil (test soils to find out
investigations, considering the which would support which range of
variables to control, change or plants)
observe. Sour milk (test milk of different
ages left in warm conditions).
including measurements. Do preliminary work and then some
experimental work to collect primary
7Eo2 Present results in the form of data and then make a simple
tables, bar charts and line conclusion.
graphs.
7Ec4
Present conclusions using
different methods.
7Cc2 Understand neutralisation and Prepare a neutral solution by adding Dilute alkali solution, dilute Teacher and 60min
some of its applications. alkali a drop at a time to acid acid solution, Universal students to wear
containing indicator and identify Indicator solution. safety glasses
7Cc3 Use indicators to distinguish acid neutralisation. Similarly add acid to whenever using
and alkaline solutions. alkali. acids. Encourage
the use of small
7Eo1 Make careful observations quantities.

graphs.

Codes
7Cc2 Understand neutralisation and Prepare crystals of common salt. Dil HCl, dil NaOH, It is important that 60min
some of its applications. evaporating basins, heating pupils are
apparatus, hand lenses evaporating a
7Ep7 Choose appropriate apparatus Pupils can prepare salt but it is best solution which is
and use it correctly. to demonstrate the neutralisation neutral. A pH probe
and then provide students with can be demonstrated
solution. This is then evaporated to if available.
reduce and then left to cool. The Safety goggles must
crystals can be examined. be worn.
Commercial production of salt can

be researched.
7Cc2 Understand neutralisation and Describe the use of neutralisation to The most effective 80min
some of its applications. solve a problem. acids / alkalis are too
corrosive to be used
7Eo3 Use Information from secondary Cures for indigestion (test some in these
sources. powders with indicator). circumstances.
Dissolving scale from kettles.
Cleaning teeth.
Acidic bites (ants, bees) can eased
by adding mild alkali (sodium
carbonate), alkaline bites (wasps)
can be eased using mild acid
(vinegar).
Study the labels of cosmetics,
shampoos etc.
Make a display of magazine pictures

of uses of acids and alkalis.

Unit 3C: 7.9 Forces and their Effects

In this unit, pupils build on their previous knowledge of pushes and pulls to develop their knowledge of
The effects of forces on movement, including friction and air resistance.
The effects of gravity on objects.

Suggesting ideas that may be tested.
Outlining plans to carry out investigations, considering the variables to control, change or observe.
Making predictions referring to previous scientific knowledge and understanding.
Choosing appropriate apparatus and use it correctly.
Making careful observations including measurements.
Presenting results in the form of tables, bar charts and line graphs.
Considering explanations for predictions using scientific knowledge and understanding and communicate these.
Presenting conclusions using different methods.

Force motion gravity friction air resistance.

Codes
7Pf1 Describe the effects of forces on Find out that forces change the Squashy football, raft, large 60min
motion, including friction and air speed and direction of objects. bowl of water, roller skate
resistance. Pupils should try activities to show etc
the effect on speed of pushing and
7Eo1 Make careful observations pulling forces.
Examples include kicking a squashy
7Eo2 Present results in the form of football and pulling a raft across
tables. water.
7Pf1 Describe the effects of forces on Measuring forces using various force Forcemeters, bathroom 60min
motion, including friction and air meters. Use bathroom scales for scales. You could use a
resistance. pushing against a wall or squeezing strong spring for stretching
with the hands. (it can be calibrated against
7Eo1 Make careful observations known weights).

tables.
7Pf1 Describe the effects of forces on Investigate the effect of forces on the Copper wire, rubber bands, 80min
motion, including friction and air shape of objects. various small weights (10g -
resistance. 100g)
7Ep4 Outline plans to carry out Investigate the extension of an

investigations, considering the expendable spring with added
variables to control, change or weights. Pupils make their own
observe. springs with copper wire and this
avoids the need to use heavy
7Ep5 Make predictions referring to weights. Rubber bands can be used
previous scientific knowledge but need quite a few heavy weights.
and understanding.

Codes
collection.
7Ep7 Choose appropriate apparatus

and use it correctly.


tables.
7Pf2 Describe the effect of gravity on The relationship between gravity and Kilogram masses, newton Describe weight as 60 min
objects. weight. meters. Other masses to the force of gravity.
Hang kilogram masses on Newton find weight of.
7Ep7 Choose appropriate apparatus meters to find their weight. This can Explain the
and use it correctly. be described as the pulling force of difference between
the earth. Other weights can be mass and weight.
found to familiarise students with
newtons.
7Pf1 Describe the effects of forces on Investigate balanced and Wooden trolleys, newton Introduce the idea of 60min
motion, including friction and air unbalanced forces on objects. meters, various masses, the reaction force.
resistance. Pupils should find out by applying wooden blocks.
equal forces in opposite directions to
7Ep5 Make predictions referring to an object at rest, that it can stay at
previous scientific knowledge rest, e.g. a wooden trolley with equal
and understanding. masses attached on opposite sides.
Pupils can apply the idea to a
7Ec3 Consider explanations for floating object such as wood on
predictions using scientific water. The force acting downwards
knowledge and understanding can be measured with a Newton
and communicate these. meter and then the wood lowered
into water showing the upthrust.

Codes
7Pf1 Describe the effects of forces on Look at sliding forces along different Handmade hovercraft are 60min
motion, including friction and air surfaces e.g. the soles of shoes on flat wooden shapes with a
resistance. gravel, tarmac, vinyl. Balanced hole in the centre. The
forces can also result in constant mouth of a blown up balloon
7Ep5 Make predictions referring to speed. To show reduction of friction can be pushed through the
previous scientific knowledge leading to balanced forces home- hole and the air will support
and understanding. made hovercraft can be used. the wood for a short time.
7Ec3 Consider explanations for Friction during movement can be Ramp, objects with different
predictions using scientific compared with and without the roughness of surface, or
knowledge and understanding balloon. different masses.
Investigate the forces that move an www.school.discovery.com/l
object down a ramp. The effect of essonplans/programs/frictio
the gradient of the ramp, the weight ninourlives/index.html
of the object, the surface of the
object could all be studied.
7Pf1 Describe the effects of forces on Discuss air resistance and explain in Homemade parachutes The air resistance on 60min
motion, including friction and air terms of forces what happens to a from handkerchiefs/tissue falling objects leading
resistance. parachutist when they jump from an and thread with a bob to terminal velocity
aeroplane until they land. weight. should be referred to
7Ep5 Make predictions referring to here.
previous scientific knowledge Investigate the motion of different
and understanding. parachutes e.g. changing surface
area, weight.

Codes
7Pf1 Describe the effects of forces on Consider gravity and the planets. Small bung, string. Link to Unit 2B, The 40min
motion, including friction and air Earth and beyond.
resistance.
7Ep5 Make predictions referring to The existence of a centripetal force

previous scientific knowledge can be shown by swinging a small
and understanding. object (a bung) around the head on
a string. Releasing it shows the
7Ec3 Consider explanations for direction of travel of the object. Show
predictions using scientific a model of the solar system and
knowledge and understanding discuss how the planets are held in
and communicate these. place by the gravitational pull of the
Sun.

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Scheme of Work Science stage 7

V1 1Y07 Science Stage 7 1

Unit 1A: 7.1 Living Things

Scientific Enquiry work focuses on:

Recommended Vocabulary for this unit:

V1 1Y07 Science Stage 7 2

Discuss why movement is essential

Detecting different flavours using Different flavoured crisps or

Describe texture of a variety of Various materials with

V1 1Y07 Science Stage 7 3

7Eo3 Use information from secondary

V1 1Y07 Science Stage 7 4

Students can also investigate the

V1 1Y07 Science Stage 7 5

Unit 1B: 7.2 Solids, Liquids and Gases

Scientific Enquiry work focuses on:

Recommended Vocabulary for this unit:

V1 1Y07 Science Stage 7 6

V1 1Y07 Science Stage 7 7

V1 1Y07 Science Stage 7 8

7Eo1 Make careful observations including

7Eo2 Present results in the form of tables,

7Ep6 Identify appropriate evidence to

7Ep7 Choose appropriate apparatus and

7Eo1 Make careful observations including

V1 1Y07 Science Stage 7 9

7Ec2 Recognise results and observations

7Ep4 Outline plans to carry out

7Ec3 Consider explanations for

V1 1Y07 Science Stage 7 10

Unit 1C: 7.3 Energy Transformations

Scientific Enquiry work focuses on:

Recommended Vocabulary for this unit:

V1 1Y07 Science Stage 7 11

V1 1Y07 Science Stage 7 12

Students can list some home

V1 1Y07 Science Stage 7 13

A Sankey diagram showing the

7Ep5 Make predictions referring to Sankey diagrams also help in the

V1 1Y07 Science Stage 7 14

Unit 2A: 7.4 Microorganisms and Disease

Scientific Enquiry work focuses on:

Recommended Vocabulary for this unit:

V1 1Y07 Science Stage 7 15

7Eo3 Use information from secondary

7Eo1 Make careful observations

7Ep3 Suggest ideas that may be tested.

7Ep4 Outline plans to carry out

7Ep6 Identify appropriate evidence to

V1 1Y07 Science Stage 7 16

7Eo3 Use Information from secondary

7Eo2 Present results in the form of

7Eo3 Use Information from secondary

V1 1Y07 Science Stage 7 17

7Bh3 Research the work of scientists

7Ep1 Be able to talk about the

Scheme of Work Science stage 7

V1 1Y07 Science Stage 7 18

Unit 2B: 7.5 The Earth and Beyond

Scientific Enquiry work focuses on:

Recommended Vocabulary for this unit:

V1 1Y07 Science Stage 7 19

7Ep7 Choose appropriate apparatus