Biology
Cells, Tissues, Muscles and Bones:
 I can label the basic parts of a microscope.
 I can draw & label the main parts of plant and
animal cells.
 I can describe the functions of the cell wall, cell
membrane, cytoplasm, nucleus, vacuole,
mitochondria and chloroplasts.
 I can identify the main structures in the skeletal
system.
 I can measure muscle strength.
 I can prepare microscope slides and view them
under the microscope.
 I can describe the functions of the skeleton.
 I can describe how muscles bring about
movement.
 I can identify the 3 different types of joints.
Animal & Plant Reproduction:
 I can label the main organs of the male and
female reproductive systems.

I can describe the functions of flowers and
seeds.

I can describe sexual intercourse and
fertilisation.

I can label the main structures in a flower.

I can describe how fertilisation occurs in plants.

I can describe the changes that occur from
fertilisation to birth of a baby.

I can describe the effects of maternal lifestyle
on the development of her baby.

I can describe the changes that occur in the
menstrual cycle.

I can describe the differences between wind and
insect pollinated flowers.

I can identify different types of fruits and
seeds.
Variation & Photosynthesis:
 I can give examples of genetic and environmental
variation in humans.

I can draw some food chains.

I can identify the raw materials needed for
photosynthesis.

I can explain variation caused by environmental
factors.

I can collect and graphically represent data for
examples of discontinuous variation.

I can describe why most food chains begin with a
plant.

I can write the word equation for photosynthesis.

I can state how a plant gets all the raw materials
needed for photosynthesis.

I can describe how gases enter and leave leaves.

I can suggest some ways in which a leaf is
adapted for photosynthesis.
Environment & Adaptation
 I can name the main resources that plants and
animals need to survive.
 I can describe how organisms are adapted to
survive in their habitat.
 I can use a quadrat to estimate the population of
plants.
 I can interpret food chains and webs.
 I can describe resources that organisms may
compete for.
 I can draw and interpret pyramids of numbers.
 I can explain factors that affect population size.
 I can describe the effects of modern food
production techniques on the environment.
 I can explain the interdependence of living
organisms.
 I can explain bioaccumulation in food chains and
some effects of this.
Chemistry
Particles, Pure & Impure Substance:
 I can list the eight different energy stores.
 I can describe different states of matter and changes
of state in terms of the particle model.
 I can describe the properties of pure and impure
substances.
 I can describe that mixtures can be made and this will
affect the purity of a substance.
 I can use particle model diagrams to:
o explain the properties of different states,
o show the steps during changes of state,
o show the process of diffusion.
 I can predict whether an object will float or sink from
knowledge of its density compared to that of water.
 I can recall the unit of density.
 I can draw particle diagrams to show I understand the
terms: dissolve, solute, solvent, solution and saturated.
 I can describe how to separate mixtures by the
following methods;
o chromatography,
o freezing and melting,
o filtration,
o distillation.
 I can use the following equation: density = mass ÷
volume.
 I can explain different states of matter and changes
of state in terms of energy.
 I can describe other features of matter including
density, diffusion and gas pressure.
 I can calculate density from mass and volume data.
Simple Chemical Reactions:
 I can describe observations that show chemical change
and suggest ways to measure the changes.
 I can identify different types of chemical reaction.
 I can describe observations that could be made during
a chemical reaction.
 I can state that the following factors may affect the
rate of a chemical reaction:
o temperature,
o catalysts
o surface area,
o concentration
 I can describe possible methods for collecting gases
and results of common gas tests.
 I can use particle diagrams to show the rearrangement
of atoms in a chemical reaction.
 I can recognise chemical reactions as:
o combustion,
o thermal decomposition,
o oxidation and reduction
o displacement.
 I can describe that reaction involves energy changes
and use the terms endothermic and exothermic
accurately.
 I can describe methods to monitor the rate of a
chemical reaction.
Acids & Alkalis
 I can recall examples of everyday, and laboratory, acids
and alkalis.
 I can recognise the safety precautions needed when
carrying out experiments.
 I can describe the use of simple indicators.
 I can state that acids react with metals, metal oxides,
metal carbonates and alkalis.
 I can describe observations from acid reactions.
 I can recognise the range of colours of Universal
Indicator and quote the pH of some common examples.
 I can link concentration to safety and describe how a
dilution can be carried out.
 I can name the salt produced in an acid reaction.
 I can state that metal oxides may also be acidic or
alkaline.
 I can describe the steps needed to make a pure salt.
 I can describe a neutralisation reaction and list some
uses of these reactions.
 I can explain how indicators or pH probes could be used
to track a neutralisation reaction.
 I can write word equations for acid reactions.
Physics
Forces and their effects
 I can recall that a force can change an
object’s speed, direction, or shape.
 I can name some of the common forces
seen in everyday life.
 I can describe friction as a force which
opposes motion.
 I can name the most commonly used forces,
i.e.
o applied forces (push and pull)
o gravity
o friction
o magnetism
o electrostatic force
o air resistance.
 I can label the forces acting on an object in
a force diagram.
 I can use the equation: average speed =
distance travelled ÷ time taken.
 I can calculate the relative speed of two
moving objects.
 I can recall that if the forces on an object
are balanced it is in equilibrium, with a
constant speed and direction.
 I can compare forwards and backwards
forces to find the direction of the
resultant force, and use this to predict the
direction of acceleration.
 I can plot and interpret graphs of distance
against time.
 I can explain the difference between a
contact and a non-contact force, and name
some examples of each.
 I can recall that a resultant force is
needed to cause acceleration.
 I can name the less commonly used forces,
i.e.
o support force
o upthrust
o surface tension
o tension.
 I can give examples of situations in which
friction is useful, and in which friction is a
nuisance.
 I can plot and interpret graphs of speed
against time.
Energy Resources
 I can describe that we receive energy from
the sun in the form of light and infra-red
radiation.
 I can list the three fossil fuels, and can
describe how fossil fuels were formed.
 I can list some typical uses of fossil fuels,
and the names of some fuels derived from
crude oil.
 I can recall that the burning of fossil fuel
has led to increased levels of CO2 in the
air, and that this is causing global warming.
 I can list a good number of renewable
energy resources.
 I can describe how the energy stored in
fossil fuels originally came from the sun.
 I can describe the difference between
renewable and non-renewable energy
resources, and recall which energy
resources are which.
 I can identify the difference between HEP,
tidal power and wave power and state
where the energy comes from in each case.
 I can describe the workings of a typical
power station.