KS3 science curriculum review | 1
KS3 science curriculum review
Content correlation between final (September 2013) and previous NC
Schoolzone September 2013
01242 262906 philip@schoolzone.co.uk
KS3 science curriculum review | 2
Introduction
This correlation table is based on the September 2013 final version of the curriculum.
Correlations to the previous standards were carried out by science teachers.
Items in red text are new to the KS3 curriculum while those in green are largely unchanged
from the previous standards. Text shown in blue is where there is a close match to QCA
schemes of work.
Note that this correlation relates only to the learning objectives, not to any changes in
pedagogy, assessment or emphasis.
Code numbers prefixing each learning objective have been introduced by Schoolzone for
referencing purposes.
This document is protected by copyright and may not be shared via TES or other websites.
If you wish to share it, please use the link below, where updates will also be posted.
Further support documents for the introduction of the new
curriculum can be found at:
http://www.schoolzone.co.uk/schools/NewCurriculum.asp
KS3 science curriculum review | 3
CONTENTS
Introduction
2
Working scientifically
7
Scientific attitudes
7
Experimental skills and investigations
8
Analysis and evaluation
9
Measurement
9
Biology
Structure and function of living organisms
10
10
Cells and organisation
10
The skeletal and muscular systems
11
Nutrition and digestion
12
Gas exchange systems
13
Reproduction
14
Health
15
Material cycles and energy
16
Photosynthesis
16
Cellular respiration
16
Interactions and interdependencies
17
Relationships in an ecosystem
17
Genetics and evolution
Inheritance, chromosomes, DNA and genes
Chemistry
19
19
21
The particulate nature of matter
21
Atoms, elements and compounds
22
Pure and impure substances
23
Chemical reactions
24
Energetics
25
The Periodic Table
26
KS3 science curriculum review | 4
Materials
27
Earth and Atmosphere
27
Physics
28
Energy
28
Calculation of fuel uses and costs in the domestic context
28
Energy changes and transfers
28
Changes in systems
29
Motion and forces
30
Describing motion
30
Forces
30
Pressure in fluids
31
Balanced forces
31
Forces and motion
31
Waves
32
Observed waves
32
Sound waves
32
Energy and waves
32
Light waves
32
Electricity and electromagnetism
33
Current electricity
33
Static electricity
34
Magnetism
34
Matter
35
Physical changes
35
Particle model
35
Energy in matter
36
Space physics
36
KS3 science curriculum review | 5
Purpose of study
A high-quality science education provides
the foundations for understanding the
world through the specific disciplines of
biology, chemistry and physics. Science
has changed our lives and is vital to the
world’s future prosperity, and all pupils
should be taught essential aspects of the
knowledge, methods, processes and uses
of science. Through building up a body of
key foundational knowledge and
concepts, pupils should be encouraged to
recognise the power of rational
explanation and develop a sense of
excitement and curiosity about natural
phenomena. They should be encouraged
to understand how key foundational
knowledge and concepts can be used to
explain what is occurring, predict how
things will behave, and analyse causes.
The basic principles of this section are
unchanged from the ‘Importance of
science’ 2007 equivalent; however there
are no longer references to ‘linking
practical experience with scientific ideas’,
‘experimentation and modelling’, the
‘cultural significance’ of science or
‘encouraging critical and creative
thought’.
Aims
The 2007 National Curriculum had 3 overarching aims, for all young people to become:
 successful learners who enjoy learning,
make progress and achieve
 confident individuals who are able to live
safe, healthy and fulfilling lives
 responsible citizens who make a positive
contribution to society.
These aims were followed by four ‘Key
Concepts’ said to underpin the study of
science. The four Key Concepts were: 1.1
Scientific thinking, 1.2 Applications and
implications of science, 1.3 Cultural
understanding and 1.4 Collaboration.
These concepts are not split out in the
curriculum as they were previously.
The National Curriculum for science aims
to ensure that all pupils:
The KS3 science curriculum is now split
out into the specific disciplines of
biology, chemistry and physics – this
was not the case previously.
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KS3 science curriculum review | 6
 develop scientific knowledge and
conceptual understanding through the
specific disciplines of biology, chemistry
and physics
Although not previously an explicit
objective, developing scientific knowledge
was referenced in the ‘Key Concepts’
section – ‘There are a number of key
concepts that underpin the study of science
and how science works. Pupils need to
understand these concepts in order to
deepen and broaden their knowledge, skills
and understanding’. 1.4a Collaboration
previously made reference to ‘sharing
developments and common understanding
across disciplines’. 2007 PoS was not split
out into the three disciplines (biology,
chemistry, physics)
Different wording, but this is essentially covers
the same ground as: 1.1 Scientific thinking.
 develop understanding of the nature,
processes and methods of science
through different types of science
enquiries that help them to answer
scientific questions about the world
around them
As above, this is essentially 1.2 Applications
and implications of science, but reworded.
No reference to 1.3 Cultural understanding.
 are equipped with the scientific
knowledge required to understand the
uses and implications of science,
today and for the future.
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Working scientifically
Working scientifically
Through the content across all three
disciplines, pupils should be taught to:
Scientific attitudes
KS3 science curriculum review | 7
Generally, this section is re-worded from the
former 2007 PoS section 2: Key processes.
More detail has been added and there are
clearer lines of progression to KS4,
particularly through the key language used.
WS1: pay attention to objectivity and
concern for validity, accuracy,
precision and measurement of
uncertainty
Not previously referred to in the 2007 PoS.
‘Precision’ was Level 6 criteria and
‘measurement of uncertainty’ was exceptional
performance under Attainment Target 1: How
science works.
WS2: understand that scientific
methods and theories develop as
scientists modify earlier explanations
to take account of new evidence and
ideas, together with the importance
of publishing results and peer review
4h Curriculum opportunities – ‘explore
contemporary and historical scientific
developments and how they have been
communicated’. The Explanatory Notes state:
‘This should include an appreciation of how
science is represented and sometimes
misrepresented in the media’. No previous
reference to peer review. Potential for crosscurricular links with history.
WS3: evaluate risks.
2.1b Key processes, Practical and enquiry
skills – ‘assess risk…’ Change in terminology
from ‘assess’ to ‘evaluate’.
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Working scientifically
Experimental skills and
investigations
WE1: ask questions and develop a
line of enquiry based on
observations of the real world,
alongside prior knowledge and
experience
WE2: make predictions using
scientific knowledge and
understanding
WE3: select, plan and carry out the
most appropriate types of scientific
enquiries to test predictions,
including identifying independent,
dependent and control variables
where appropriate
WE4: use appropriate techniques,
apparatus, and materials during
fieldwork and laboratory work,
paying attention to health and safety
WE5: make and record observations
and measurements using a range of
methods for different investigations;
and evaluate the reliability of
methods and suggest possible
improvements
WE6: apply sampling techniques.
KS3 science curriculum review | 8
4b, c Curriculum opportunities – ‘pursue an
independent enquiry…; use real-life
examples as a basis for finding out about
science’.
No prior reference to making predictions.
2.1a, c Key processes, Practical and
enquiry skills – use a range of scientific
methods and techniques to develop and
test ideas and explanations’; plan and carry
out practical and investigative activities,
both individually and in groups’. 1.1a, b
Key concepts, Scientific thinking – ‘Using
scientific ideas and models to explain
phenomena and developing them
creatively to generate and test theories;
critically analysing and evaluating evidence
from observations and experiments’. 4a
Curriculum opportunities – ‘research,
experiment, discuss and develop
arguments’. No previous explicit mention of
‘independent, dependent and control
variables’ (these have been moved in from
KS4) although identifying variables and
other factors when collecting evidence and
data came under Attainment Target 1: How
science works.
2.1a, b Key processes, Practical enquiry and
skills – ‘use a range of scientific methods and
techniques to develop and test ideas and
explanations; ‘assess risk and work safely in
the laboratory, field and workplace’
‘Reasoned’ previously referred to in the
criteria for Attainment Target 1: How science
works. ‘Hypothesis’ and ‘prediction’ are
terminology moved down from the KS4
curriculum. Sample size was covered in QCA
unit 7c, Environment
2.2b Key processes, Critical understanding of
evidence – ‘evaluate scientific evidence and
working methods’. Reference to awareness of
sources of ‘random and systematic error’ is
new.
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Working scientifically
Analysis and evaluation
KS3 science curriculum review | 9
Maths application not previously specified –
see new Energy calculations section
WA1: Apply mathematical concepts
and calculate results
WA2: present observations and data
using appropriate methods, including
tables and graphs
WA3: interpret observations and
data, including identifying patterns
and using observations,
measurements and data to draw
conclusions
WA4: present reasoned
explanations, including explaining
data in relation to predictions and
hypotheses
WA5: evaluate data, showing
awareness of potential sources of
random and systematic error
WA6: identify further questions
arising from their results.
Measurement
WM1: understand and use SI units
and IUPAC (International Union of
Pure and Applied Chemistry)
chemical nomenclature
WM2: use and derive simple
equations and carry out appropriate
calculations
WM3: undertake basic data analysis
including simple statistical
techniques.
2.1a Key processes, Practical and enquiry
skills – ‘use a range of scientific methods and
techniques to develop and test ideas and
explanations’. 2.2a, b Key processes, Critical
understanding of evidence – ‘obtain, record
and analyse data from a wide range of primary
and secondary sources…; evaluate scientific
evidence and working methods’. Specific
reference to suggesting possible
improvements is new. No longer any
reference to using ICT.
2.3a Key processes, Communication – ‘use
appropriate methods, including ICT, to
communicate scientific information…’ Specific
references to tables and graphs previously
came under Attainment Target 1: How science
works criteria.
Change in terminology, with ‘interpret’
replacing ‘analyse’. Interpreting observations
and data and identifying patterns not
previously explicitly referred to in the 2007
PoS; these came under criteria for Attainment
Target 1: How science works. 2.2a Key
processes, Critical understanding of evidence
– ‘…use findings to provide evidence for
scientific explanations’. 1.1b Key concepts,
scientific thinking – ‘Critically analysing and
evaluating evidence from observations and
experiments’.
Not previously specified within the PoS; this
came under criteria for Attainment Target 3:
Materials, their properties and the Earth.
2.2a Key processes, Critical understanding of
evidence –‘obtain, record and analyse data
from a wide range of primary and secondary
sources…’ Statistical techniques.is new
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Biology
Biology
Structure and function of
living organisms
KS3 science curriculum review | 10
The subject content contains far more
information than the previous Range and
content provided by the 2007 PoS. Most
comments here refer to the QCA KS3
Science SoW.
Pupils should be taught about:
Cells and organisation
BSC1: cells as the fundamental
unit of living organisms,
including how to interpret,
observe and record cell
structure using a light
microscope
BSC2: the functions of the cell
wall, cell membrane, cytoplasm,
nucleus, vacuole, mitochondria
and chloroplasts
BSC3: the similarities and
differences between plant and
animal cells
Cells and organisation was previously just
one objective in the 2007 PoS – 3.3a Range
and Content, Organisms, behaviour and
health – ‘life processes are supported by the
organisation of cells into tissues, organs and
body systems’.
QCA Unit 7A: Cells – ‘pupils should learn to
use a microscope safely and effectively;
prepare simple specimens on a slide for
observation using a microscope; make
observations using a microscope and record
these as drawings.’ Use of a ‘light’
microscope previously not specified.
QCA Unit 7A: Cells – ‘pupils should learn that plant
and animal cells have a cell surface membrane
which keeps the cell together and controls what
enters and leaves; that cells have a cytoplasm
which occupies most of the cell; that cells have
nuclei which control activities of the cell’. ‘Review
the parts of the cells, with pupils identifying
that…plant cells also have a cell wall, almost
always a vacuole and often chloroplasts’. The
QCA SoW also stated: ‘Details of cell structure
visible at higher magnification are not required,
e.g.
Mitochondria’.
QCA Unit 7A: Cells – ‘pupils should learn
that plant and animal cells are similar in a
number of respects; that there are significant
differences between plant and animal cells.
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Biology
KS3 science curriculum review | 11
Not previously mentioned.
BSC4: the role of diffusion in
the movement of materials in
and between cells
BSC5: The structural adaptations
of some unicellular organisms
BSC6: the hierarchical
organisation of multicellular
organisms: from cells to
tissues to organs to systems
to organisms.
The skeletal and muscular
systems
BSS1: the structure and
functions of the human
skeleton, to include support,
protection, movement and
making blood cells
BSS2: biomechanics – the
interaction between skeleton
and muscles, including the
measurement of force exerted
by different muscles
QCA Unit 7A: Cells – ‘pupils should learn
that plants and animals contain organs; that
tissues make up organs; that cells for
tissues, and tissues from organs; about
types of cells, their functions and
organisation into tissues and organs. 3.3a
Range and Content, Organisms, behaviour
and health – ‘life processes are supported by
the organisation of cells into tissues, organs
and body systems’. ‘Hierarchical
organisation of multicellular organisms’ is
new terminology. Unicellular organisms is
new.QCA Unit 9B: Fit and healthy: About the
unit –‘in this unit pupils learn about the
functions of the skeleton. ‘Pupils should learn
that the utilisation of energy by the body
depends on several body systems’ e.g.
describing the processes by which the
energy in food is utilised in muscle; ‘that the
lungs, diaphragm, rib cage and associate
muscles of the rib cage are essential for
breathing; how simple joints function’.
Making blood cells previously covered at
KS4, although it is touched upon in QCA Unit
8B – Respiration. Structure of the human
skeleton previously covered at KS2 (Year 4).
QCA Unit 9B: Fit and healthy – ‘pupils should
learn how simple joints function.’ QCA Unit 9L:
Pressure and moments – ‘pupils should learn
about examples of levers in the body; how
pairs of antagonistic muscles produce turning
effects at skeleton joints’. ‘Biomechanics’ is new
terminology.
BSS3: the function of muscles
and antagonistic muscles.
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Biology
Nutrition and digestion
BSNu1: content of a healthy
human diet: carbohydrates,
fats, proteins, vitamins,
minerals, dietary fibre and
water, and why each is needed
KS3 science curriculum review | 12
3.3c Range and Content, Organisms, behaviour
and health – ‘conception, growth, development,
behaviour and health can be affected by diet,
drugs and disease’. QCA Unit 8A Food and
digestion – ‘pupils should learn that foods
contain a mix of proteins, carbohydrates, fats,
vitamins, minerals, fibre and water; that a
healthy diet contains a balance of foodstuffs;
that protein is important for growth and repair
and that carbohydrates and fats more
commonly provide energy’.
QCA Unit 8A Food and digestion – ‘pupils
should learn to use chemical tests to identify
proteins, carbohydrates and fats’.
BSNu2: calculations of energy
requirements in a healthy daily
diet
BSNu3: the consequences of
imbalances in the diet,
including obesity, starvation
and deficiency diseases
QCA Unit 7I Energy resources – ‘pupils should
learn that energy is measured in joules’. QCA
Unit 9B Fit and healthy – ‘pupils should learn
that a balanced diet requires nutrients, including
vitamins in the correct quantities.’ Also links to
QCA Unit 8B Respiration - ‘pupils should learn
that respiration can be represented by a word
equation: glucose + oxygen  carbon dioxide +
water, and this reaction releases energy. No
previous requirement at KS3 to calculate the
energy requirements of a healthy diet.
QCA Unit 9B Fit and healthy – ‘pupils should
learn that deficiencies in specific nutrients lead
to specific diseases’. Learning outcomes also
state that pupils should: describe the rom QCA:
 cells are adapted for different functions
 products of digestion are transported in the
blood to other parts of the body
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Biology
BSNu4: the tissues and organs
of the human digestive system,
including adaptations to
function and how the digestive
system digests food (enzymes
simply as biological catalysts)
BSNu5: the importance of
bacteria in the human digestive
system
KS3 science curriculum review | 13
The effects of deficiencies in the diet e.g.
calcium, iron, protein and describe some of
the effects of an unhealthy diet e.g. obesity,
rickets, scurvy.
QCA Unit 8A Food and digestion – ‘pupils
should learn that the digestive system
consists of a tube through which food
passes; that food is digested by enzymes in
the gut to form smaller molecules’. QCA Unit
7A Cells – ‘pupils should learn that there are
different types of cell, adapted for different
functions’. ‘Biological catalysts’ is new
terminology.
No previous mention of bacteria in the
digestive system at KS3.
Roots were in QCA 9c Section 8.
BSNu6: plants making
carbohydrates in their leaves
by photosynthesis and gaining
Mineral nutrients and water
from the soil via their roots.
Gas exchange systems

BSG1: the structure and
functions of the gas exchange
system in humans, including
adaptations to function
BSG2: the mechanism of
breathing to move air in and
out of the lungs, using a
pressure model to explain the
movement of gases, including
simple measurements of lung
volume
QCA Unit 8B Respiration – ‘that the
exchanges of substances between cells and
the blood occur adjacent to the capillaries;
that blood transports substances to and from
the cells of body tissues; why the heart
needs to work efficiently; that cells need a
good supply of oxygen in order to release
energy; that carbon dioxide is produced
during aerobic respiration; that lungs are
specialised organs where oxygen from the
air enters the blood and carbon dioxide in the
blood passes into the alveoli; how the alveoli
provide a large surface area for gas
exchange.’
QCA Unit 9B Fit and healthy – ‘pupils should
learn that the lungs, diaphragm, rib cage and
associated muscles of the rib cage are
essential for breathing; that reducing the
chest volume expels air from the lungs’.
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Biology
BSG3: the impact of exercise,
asthma and smoking on the
human gas exchange system
BSG4: The role of leaf stomata in
gas exchange in plants.
Reproduction
BSR1: reproduction in humans
(as an example of a mammal),
including the structure and
function of the male and female
reproductive systems,
menstrual cycle (without details
of hormones), gametes,
fertilisation, gestation and birth,
to include the effect of maternal
lifestyle on the foetus through
the placenta
KS3 science curriculum review | 14
Points to note in Unit 9B do refer to using a
‘pair of bellows or a bell-jar model to illustrate
air drawn in and pushed out’ but it states that it
is ‘not necessary to discuss pressure changes
at this stage’. There is also reference to asking
pupils to ‘discuss how they could measure the
volume breathed and which factors might affect
lung volume.’
Stomata not previously mentioned specifically
though QCA 9c section 5 mentioned leaf cell
adaptations.
3.3c Range and content, Organisms, behaviour
and health – ‘conception, growth, development,
behaviour and health can be affected by diet,
drugs and disease. QCA Unit 9B Fit and
healthy– What helps the respiratory system to
function, What is the effect if smoking on the
lungs and other body systems? ‘Pupils should
learn how diet, smoking, alcohol and exercise
can affect fitness and health’.
Reproduction was QCA Unit 7B
BSR2: reproduction in plants,
including flower structure, wind
and insect pollination,
fertilisation, seed and fruit
formation and dispersal,
including quantitative
investigation of some dispersal
mechanisms.
Reproduction in plants often covered at both KS2
(QCA Unit 5B: Life cycles) and KS3
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Biology
KS3 science curriculum review | 15
Health
BSH1: the effects of
‘recreational’ drugs
(including substance
misuse) on behaviour,
health and life processes.
3.3c Range and content, Organisms, behaviour
and health – ‘conception, growth, development,
behaviour and health can be affected by diet,
drugs and disease’. Also, QCA Unit 9B Fit and
healthy – ‘pupils should learn that a drug is any
substance that changes the way the body or mind
works; that drugs alter the way the body works
physically or mentally’. QCA Unit 7B Reproduction
– ‘pupils should learn that harmful substances and
viruses can cross the placenta into the foetus and
affect development’.
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Biology
KS3 science curriculum review | 16
Material cycles and energy
Photosynthesis

BMP1: reactants in, and
products of, photosynthesis,
and the word equation for
photosynthesis
BMP2: the dependence of
almost all life on Earth on the
ability of photosynthetic
organisms, such as plants
and algae, to use sunlight
in photosynthesis to build
organic molecules that are an
essential energy store and to
maintain levels of oxygen and
carbon dioxide in the
atmosphere
BMP3: the adaptations of
leaves for photosynthesis.
QCA Unit 9C Plants and photosynthesis –
What is the role of the leaf in
photosynthesis? QCA Unit 7A Cells – What
are cells like? No previous explicit mention of
stomata at KS3.
QCA Unit 9C Plants and photosynthesis –
How do plants grow? What is the role of the
leaf in photosynthesis? What happens to the
glucose produced in leaves? Why are green
plants important in the environment? QCA
Unit 9D Plants for food – ‘pupils should learn
about the products of photosynthesis; how
plants respire
QCA Unit 9C Plants and photosynthesis –
What is the role of the root in
photosynthesis?
Cellular respiration
BMC1: aerobic and anaerobic
respiration in living
organisms, including the
breakdown of organic
molecules to enable all the
other chemical processes
necessary for life
QCA Unit 8B Respiration – How do cells use
the food molecules absorbed after digestion?
How does the oxygen needed for respiration
reach the tissues of the body?
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Biology
BMC2: a word summary for
aerobic respiration
BMC3: the process of
anaerobic respiration in
humans and microorganisms, including
fermentation, and the word
summary for anaerobic
respiration
BMC4: the differences
between aerobic and
anaerobic respiration in
terms of the reactants, the
products formed and the
implications for the organism.
Interactions and
interdependencies
Relationships in an ecosystem
BIR1: the interdependence of
organisms in an ecosystem,
including food webs and
insect pollinated crops
KS3 science curriculum review | 17
QCA Unit 9B Fit What happens to the
oxygen when it reaches the cells? QCA Unit
9B Fit and Healthy – What do we mean by
fit? QCA Unit 8C Microbes and disease –
pupils should learn that yeast respires like
other organisms.
Anaerobic respiration was previously dealt
with at KS4, although the Points to note in
QCA Unit 8B Respiration state: ‘Oxygen debt
and the production of lactic acid in anaerobic
respiration are dealt with in KS4. Some
teachers may wish to introduce some pupils
to here to the idea of lactic acid formation’.
Stronger link with chemistry
3.3d Range and content, Organisms,
behaviour and health – ‘all living things show
variation, can be classified and are
independent, interacting with each other and
their environment’. QCA Unit 7C
Environment and feeding relationships –
What is a feeding relationship? What do food
webs tell us? QCA Unit 8D Ecological
relationships – How do plants, animals and
environmental conditions interact in a
habitat? How do living things in a community
depend on one another? QCA Unit 9D Plants
for food – Where does our food come from?
How does competition with other plants
affect plant growth? How do pests affect
plant growth?
3.3e Range and content, Organisms,
behaviour and health – ‘behaviour is
influenced by internal and external factors
and can be investigated and measured’
BIR2: The importance of
plant reproduction through
insect pollination in human
food security
BIR2 duplicates BSR3, p15 above
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Biology
BIR3: how organisms
affect, and are affected
by, their environment
including the
accumulation of toxic
materials.
KS3 science curriculum review | 18
3.4c Range and content, The environment,
Earth and the universe – ‘human activity and
natural processes can lead to changes in the
environment’. Also links to QCA Unit 7C
Environment and feeding relationships – How
does the environment influence the animals and
plants living in a habitat? How do environments
vary? QCA Unit 7D Variation and classification
– ‘pupils should learn how environmental
differences can result in variations in a species’.
QCA Unit 8D Ecological relationships – How do
plants, animals and environmental conditions
interact in a habitat? How do living things in a
community depend on one another? QCA Unit
9D Plants for food –How do fertilisers affect
plant growth? How does competition with other
plants affect plant growth? How do pests affect
plant growth? What is the perfect environment
for growing plants?
QCA Unit 9G Environmental chemistry – How
are soils different from each other? What
causes acid rain? What are the effects of acid
rain and how can they be reduced? Is pollution
worse now? Is global warming happening?
3.3d Range and content, Organisms, behaviour
and health – ‘all living things show variation, can
be classified and are independent, interacting
with each other and their environment’. QCA
Unit 7D Variation and classification – How do
individuals of the same species differ from each
other? What are the causes of variation? How
can we describe living things?
The human reproductive cycle includes adolescence
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From QCA:
 animals have different patterns of reproduction
Biology
Genetics and evolution
Inheritance, chromosomes, DNA
and genes
BGI1: heredity as the process
by which genetic information
is transmitted from one
generation to the next
BGI2: a simple model of
chromosomes, genes and
DNA in heredity, including
the part played by Watson,
Crick, Wilkins and Franklin in
the development of the DNA
model
BGI3: differences between
species
BGI4: the variation between
individuals within a species
being continuous or
discontinuous, to include
measurement and graphical
representation of variation
BGI5: the variation between
species and between
individuals of the same
species leading to
competition which can drive
natural selection
KS3 science curriculum review | 19
How can we sort things into groups? How do
scientists classify living things? Touches on
some of QCA Unit 7C Environment and
feeding relationships, Unit 8D Ecological
relationships and Unit 9A Inheritance and
selection.
QCA Unit 9A Inheritance and selection –
What characteristics can be inherited? Why
are offspring of the same parents similar but
not identical?
DNA not previously covered until KS4.
3.3d Range and content, Organisms,
behaviour and health – ‘all living things show
variation, can be classified and are
independent, interacting with each other and
their environment. QCA Unit 7D Variation
and classification – How can we describe
living things? How can we sort things into
groups? How do scientists classify living
things?
QCA Unit 7D Variation and classification –
How do individuals of the same species differ
from each other? What are the causes of
variation? QCA Unit 9A Inheritance and
selection – What characteristics can be
inherited? Why are offspring of the same
parents similar but not identical? How do
differences between offspring with the same
parents compare with differences between
offspring of different parents? New
terminology with reference to variation being
‘continuous or discontinuous’.
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Biology
BGI6: changes in the
environment that leave
individuals within a species,
and some entire species, less
well adapted to compete
successfully and reproduce,
which in turn may lead to
extinction
BGI7: The importance of
maintaining biodiversity and the
use of gene banks to preserve
hereditary material.
KS3 science curriculum review | 20
QCA Unit 7C – Environment and feeding
relationships – ‘pupils should learn that organisms
in a habitat compete for resources from the
environment’. ‘About the unit’ states that pupils will
learn how plants and animals are adapted to live in
a particular habitat and about adaptations for
feeding.
QCA Unit 8D Ecological relationships – ‘pupils
should learn that organisms only survive in a
habitat where they have all the essentials for life
and reproduction; organisms show adaptations to
environmental conditions; that both plants and
animals are adapted to ensure the survival of the
species’; the abundance of organisms in habitats
is affected by environmental factors such as
availability of light, water and nutrients; that
distribution of organisms in an environment is
affected by environmental factors; that the size of
a population depends on resources’.
Importance of biodiversity is stronger emphasis
In the new PoS there is no mention of the
bloodstream - students need to be aware of the
circulatory system as this helps to pull
respiration, cells, breathing and exercise
together.
Pathogens, microbes and disease are no longer
part of key stage 3 science, although students
will have to learn about bacteria as part of
anaerobic respiration and the function of them in
the digestive system.
Although there is a lot about variation and
adaptation, actual classification of living things
appears to have been removed.
The level of detail now needed about inheritance
has increased significantly, although cloning,
selective breeding and genetic modification
removed.
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Chemistry
KS3 science curriculum review | 21
Chemistry
Pupils should be taught about:
The particulate nature of matter
CPa1: the properties of the different
states of matter (solid, liquid and
gas) in terms of particle model,
including gas pressure
CPa2: changes of state in terms of
particle model.
3.2a Range and content, Chemical and
material behaviour – ‘the particle model
provides explanations for the different
physical properties and behaviour of matter’.
QCA Unit 7G Particle model of solids, liquids
and gases – How can we explain evidence
from experiments? What are the differences
between solids, liquids and gases? How can
the particle model explain the differences
between solids, liquids and gases? How can
the particle model explain other phenomena?
‘Particle kinetics’ is new terminology but is
essentially covered in Unit 7G. Linked to
QCA Unit 8A Food and digestion – relates
the particle model of matter to the context of
digestion - and Unit 9L Pressure and
moments – What are pneumatics and
hydraulics?
QCA Unit 8I Heating and cooling – About this
unit’ states that pupils will use the particle
model to explain conduction, convection and
change of state.
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Chemistry
KS3 science curriculum review | 22
Atoms, elements and
compounds
CAt1: a simple (Dalton) atomic model
CAt2: differences between atoms,
elements and compounds
CAt3: chemical symbols and
formulae for elements and
compounds
CAt4: conservation of mass,
changes of state and chemical
reactions.
Atomic structure not previously specified
3.2b, c Range and content, Chemical and
material behaviour – ‘elements consist of
atoms that combine together in chemical
reactions to form compounds; elements and
compounds show characteristic chemical
properties and patterns in their behaviour.’
Also QCA Unit 8E Atoms and elements – How
many different materials are there? What are
elements made from? What are elements
like? How do we get all the other materials?
QCA Unit 8F Compounds and mixtures – How
are elements and compounds different? How
do compounds differ from the elements from
which they were made? Do compounds react
chemically? Are there other sorts of material
besides elements and compounds?
QCA Unit 8E Atoms and elements - How can
we represent the changes when new materials
are made? QCA Unit 8F Compounds and
mixtures – ‘pupils should learn that formulae
indicate the (relative) numbers of atoms in a
compound.
QCA Unit 9E Reactions of metals and metal
compounds and ‘About this unit’ states that
pupils will represent elements by symbols and
compounds by formulae.
QCA Unit 9H Using chemistry – ‘pupils should
learn that mass is conserved in chemical
reactions; that when gases are formed in
reactions, mass may appear to decrease
because the gas escapes; that mass is also
conserved in dissolving and changes of state;
that mass is conserved when materials burn’.
Changes of state not previously specified, but
likely to have been encountered in 9H
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Chemistry
KS3 science curriculum review | 23
Pure and impure substances
CPu1: The concept of a pure substance
CPu2: mixtures, including dissolving
CPu3: diffusion in terms of the particle
model
CPu4: simple techniques for
separating mixtures: filtration,
evaporation, distillation and
chromatography
CPu5: the identification of pure
substances.
QCA Unit 7H Solutions – How can we tell
whether a liquid is a mixture? What happens to
the solute when a solution is made? How can
we separate solvents from solutes? How can
chromatography separate and identify
substances in mixtures? Is there a limit to the
amount of solid that will dissolve in a liquid?
What else affects solubility? QCA Unit 8F
Compounds and mixtures – Are there other
sorts of material besides elements and
compounds?
Pure substances often introduced in 7H or 8F,
though not previously stated separately as in
CPu1
CPu3 Diffusion covered in QCA Unit 7G
section 4.
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Chemistry
Chemical reactions
CCh1: chemical reactions as the
rearrangement of atoms
CCh2: representing chemical
reactions using formulae and using
equations
KS3 science curriculum review | 24
3.2c Range and content, Chemical and
material behaviour – ‘elements consist of
atoms that combine together in chemical
reactions to form compounds’. Ideas about
chemical change first introduced in QCA Unit
7F Simple chemical reactions.
QCA Unit 8E Atoms and elements - How can
we represent the changes when new materials
are made? QCA Unit 8F Compounds and
mixtures – ‘Points to note’ state that teachers
may need to emphasise that some physical
changes also involve colour changes and gas
evolution and that a chemical reaction is
distinguished by changes in the ways atoms
are bonded together’. QCA Unit 9H Using
chemistry – What happens to atoms and
molecules when new materials are made?
QCA Unit 8E Atoms and elements – ‘pupils
should learn to represent and explain
chemical reactions by word equations, models
or diagrams’. QCA Unit 8F Compound and
mixtures – ‘About the unit’ states that pupils
will distinguish between elements and
compounds and how they are represented by
symbols and formulae’. QCA Unit 9E
Reactions of metals and metal compounds –
‘pupils should learn to represent the reactions
of dilute acids by word equations; to represent
reactions of acids with metal oxides by word
equations’ Under ‘Learning Outcomes’ pupils
will also translate word equation into symbol
equations. QCA Unit 9F Patterns of reactivity
– ‘About this unit’ states that pupils will
represent chemical reactions by word and/or
symbol equations. QCA Unit 9H Using
chemistry – ‘About the unit’ states that pupils
will represent chemical reactions by word
and/or symbol equations.
What new substances are made when
materials burn in air or oxygen? QCA Unit 7I
Energy resources – Why are fuels useful?
QCA Unit 8B Respiration – in this unit pupils
observe energy released in the combustion of
sugar.
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Chemistry
CCh3: combustion, thermal
decomposition, oxidation and
displacement reactions
CCh4: defining acids and alkalis in
terms of neutralisation reactions
CCh5: the pH scale for measuring
acidity/alkalinity; and indicators
CCh6: reactions of acids with metals
to produce a salt, plus hydrogen
CCh7: reactions of acids with alkalis
to produce a salt, plus water
CCh8: What catalysts do.
KS3 science curriculum review | 25
QCA Unit 9F Patterns of reactivity – Can
metals displace each other?
QCA Unit 9H Using chemistry – What
chemical reactions take place when fuels
burn; How else are chemical reactions used
as energy resources? Also explored through
QCA Units 8E Atoms and elements and 8F
Compounds and mixtures. QCA Unit 9E
‘Reactions of metals and metal compounds’
and Unit 9F ‘Patterns of reactivity’ include
further work on the reactions of acids and on
burning as a chemical change. ‘Thermal
Decomposition’ is new terminology at KS3 –
language not previously introduced until KS4.
Only previously covered as an example in
QCA Unit 7F Simple chemical reactions,
language not introduced until KS4.
QCA Unit 7E Acids and alkalis – ‘What are
acids and alkalis and where to we use them?
How can acids and alkalis be identified and
distinguished from each other? What happens
when an acid is added to an alkali? Where is
neutralisation important? Bases previously not
introduced until KS4.
QCA Unit 7E Acids and alkalis – ‘Is there a
range of acidity and alkalinity?
QCA Unit 7E Acids and alkalis – How do acids
react with carbonates? QCA Unit 9E
Reactions of metals and metal compounds –
What happens when metals react with acids?
How do acids react with metal carbonates?
What evidence is there of a chemical reaction
between acids and metal oxides? What is a
salt? Reaction of acids with metals to produce
salt and hydrogen.
Energetics
CEn1: Energy changes on changes of
state (qualitative)
CEn2: exothermic and endothermic
chemical reactions (qualitative).
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Chemistry
The Periodic Table
CPe1: the varying physical and
chemical properties of different
elements
CPe2: the principles underpinning the
Mendeleev Periodic Table
CPe3: the Periodic Table: periods
and groups; metals and non-metals
CPe4: how patterns in reactions can
be predicted with reference to the
Periodic Table
CPe5: The properties of metals and
non-metals
CPe6: the chemical properties of
metal and non-metal oxides with
respect to acidity.
KS3 science curriculum review | 26
QCA Unit 8E Atoms and elements – What are
elements like? QCA Unit that pupils will
explore the properties of metals and nonmetals.
QCA Unit 8E Atoms and elements – What
are elements made from? What are
elements like? Principles previously Ks4
QCA Unit 7F Simple chemical reactions –
How do acids react with metals? QCA Unit
9E Reactions of metals and metal
compounds – ‘About this unit’ states that
pupils will explore the properties of metals
and non-metals. What happens when metals
react with acids? What evidence is there of a
chemical reaction between acids and metal
oxides? How do acids react with metals?
QCA Unit 9F Patterns of reactivity – Why do
metals tarnish? How do metals react with
water? IS the order of reactivity of metals
with water the same as that with acids? Can
we make predictions about the reactions of
metals with oxygen? Can metals displace
each other? How can we find out more about
the reaction of metals with acids? ‘Non-metal
oxides with respect to acidity’ links to acid
rain – Unit 9G Environmental chemistry –
What causes acid rain? What are the effects
of acid rain and how can they be reduced?
QCA Unit 9F Patterns of reactivity –
‘About this unit’ states that pupils will
establish and use a reactivity series for
metals.
9E Reactions of metals and metal
compounds – ‘About this unit’ states that
pupils will explore the properties of metals
and non-metals.
QCA Unit 9F Patterns of reactivity
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Chemistry
KS3 science curriculum review | 27
Materials
CMa1: the order of metals and
carbon in the reactivity series
Previously not specified at KS3.
CMa2: the use of carbon in obtaining
metals from metal oxides
Previously not specified at KS3.
CMa3: properties of ceramics, polymers
and composites (qualitative).
Earth and Atmosphere

CEa1: the composition of the Earth
CEa2: The structure of the Earth
CEa3: The rock cycle and the formation
of igneous, sedimentary and
metamorphic rocks
CEa4: Earth as a source of limited
resources and the efficacy of recycling
CEa5: The carbon cycle
CEa6: the composition of the
Previously KS4 content.
Changes to the Earth over time were
previous covered via 3.4a Range and
content, The environment, Earth and
universe – ‘geological activity is caused
by chemical and physical processes’.
QCA Unit 8G Rocks and weathering –
‘About the unit’ states that in scientific
enquiry pupils will consider how evidence
from sedimentary layers and from fossils
has led to changes in ideas about the
development of the Earth’. Also links to
Unit 8H The rock cycle – ‘how the rock
cycle provides a continuous supply and
transformation of Earth materials’.
However, in the new PoS only changes to
the Earth’s atmosphere are mentioned,
which was previously KS4 content.
atmosphere
Carbon cycle atmosphere from previous
NC / KS4
CEa7: the production of carbon
dioxide by human activity and the
impact on climate.
3.4c Range and content, The
environment, Earth and universe –
‘human activity and natural processes can
lead to changes in the environment’. Also
QCA Unit 9G Environmental chemistry –
What causes acid rain? What are the
effects of acid rain? Is pollution worse
now? Is global warming happening? Links
to QCA Unit 7I Energy resources and
renewable energy resources and QCA
Unit 9D Plants for food and sustainable
development.
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Physics
KS3 science curriculum review | 28
Physics
Pupils should be taught about:
Energy
Calculation of fuel uses and costs in the
domestic context
PEnCa1: comparing energy values of
different foods (from labels) (kJ)
PEnCa2: comparing power ratings of
appliances in watts (W, kW)
PEnCa3: comparing amounts of energy
transferred (J, kJ, kW hour)
PEnCa4: domestic fuel bills, fuel use and
costs
PEnCa5: fuels and energy resources.
Food as a fuel covered in QCA Unit 7I
Power of household items covered in
QCA 9I section 8
Comparing electrical appliances
previously KS4 content. QCA Unit 7I
Energy resources – how do living
things use energy? 8A Food and
digestion – using food packaging to
identify nutrients and the energy
contained in food.
Energy changes and transfers
PEnCh1: simple machines give bigger
force but at the expense of smaller
movement (and vice versa): product of
force and displacement unchanged
QCA Unit 9L Pressure and moments
– How do levers work?
QCA Unit 7K Forces and their effects
PEnCh2: heating and thermal equilibrium:
temperature difference between two
objects leading to energy transfer from
the hotter to the cooler one, through
contact (conduction) or radiation; such
transfers tending to reduce the
temperature difference: use of insulators
QCA Unit 8I Heating and cooling –
‘pupils should learn that radiation
energy (infrared) can travel through a
vacuum; heat as energy, energy
transfer result from a difference in
temperature.
PEnCh3: other processes that involve
energy transfer: changing motion,
dropping an object, completing an
electrical circuit, stretching a spring,
metabolism of food, burning fuels.
3.1a Range and content, Energy,
electricity and forces – ‘energy can be
transferred usefully, stored or
dissipated, but cannot be created or
destroyed’.
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Physics
KS3 science curriculum review | 29
Changes in systems
PEnSy1: energy as a quantity that can
be quantified and calculated; the total
energy has the same value before and
after a change
PEnSy2: comparing the starting with the
final conditions of a system and
describing increases and decreases in
the amounts of energy associated with
movements, temperatures, changes in
positions in a field, in elastic distortions
and in chemical compositions
3.1a Range and content, Energy,
electricity and forces – ‘energy can be
transferred usefully, stored or
dissipated, but cannot be created or
destroyed’.
QCA Unit 9I Energy and electricity –
How is energy involved in doing
useful things? How does electricity
transfer energy?
PEnSy3: using physical processes and
mechanisms, rather than energy, to
explain the intermediate steps that
bring about such changes.
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Physics
Motion and forces
Describing motion

PMD1: speed and the quantitative
relationship between average speed,
distance and time (speed = distance ÷
time)
PMD2: the representation of a journey
on a distance-time graph
PMD3: relative motion: trains and cars
passing one another
Forces
PMF1: forces as pushes or pulls,
arising from the interaction between
two objects
PMF2: Using force arrows in
diagrams, adding forces in one
dimension, balanced and
unbalanced forces
PMF3: moment as the turning effect of
a force
PMF4: forces: associated with
deforming objects; stretching and
squashing – springs; with rubbing and
friction between surfaces, with pushing
things out of the way; resistance to
motion of air and water
KS3 science curriculum review | 30
Previously KS4 content.
3.1b Range and content, Energy,
electricity and forces – ‘forces are
interactions between objects and can
affect their shape and motion’.
QCA Unit 9K Speeding up – How fast
is it moving?
QCA Unit 7K Forces and their effects –
What affects how quickly a car stops?
QCA Unit 9K Speeding up – How do
parachutes work?
Relative motion was previously KS4 content.
QCA Unit 7L The solar system and beyond –
What is the cause of a year, a month, a day?
What causes the seasons on Earth? 3.4b
Range and content, The environment, Earth
and universe – ‘astronomy and space
science provide insight into the nature and
observed motions of the sun, moon, stars,
planets and other celestial bodies’.
QCA Unit 7K Forces and their effects –
Where do we come across forces?
Force arrows previously specified at KS2:
QCA Unit 6E: Forces in action,
Section 3: Showing how forces act on
objects
QCA Unit 9L Pressure and moments – How
do things balance?
QCA Unit 7K Forces and their effects – How
do different materials stretch? What does
friction do? Where do we come across
forces? Why do things float? QCA Unit 9K
Speeding up – How do parachutes work?
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Physics
KS3 science curriculum review | 31
PMF5: forces measured in newtons,
measurements of stretch or
compression as force is changed
QCA Unit 7K Forces and their effects –
How do different materials stretch? What is
weight?
PMF6: force-extension linear relation;
Hooke’s Law as a special case
The principles of Hooke’s Law are first
encountered in QCA Unit 7K Forces and
their effects, but the significance of it was
previously was not taught until KS4.
PMF7: work done and energy changes
on deformation
New content at KS3.
PMF8: non-contact forces: gravity
forces acting at a distance on Earth
and in space, forces between
magnets, and with static electricity.
QCA Unit 9J Gravity and space – What is
gravity? How does gravity change? What
keeps the planets and satellites in orbit?
Pressure in fluids
PMP1: atmospheric pressure,
decreases with increase of height as
weight of air above decreases with
height
PMP2: pressure in liquids, increasing
with depth; upthrust effects, floating
and sinking
PMP3: pressure measured by ratio of
force over area – acting normal to any
surface.
Balanced forces
PMB1: opposing forces and
equilibrium: weight held by stretched
spring or supported on a compressed
surface
Forces and motion
PMF1: forces being needed to cause
objects to stop or start moving, or to
change their speed or direction of
motion (qualitative only)
QCA Unit 9L Pressure and moments –
What is pressure? What are pneumatics
and hydraulics?
QCA Unit 7K Forces and their effects –
Why do things float? QCA Unit 9L Pressure
and moments – What are pneumatics and
hydraulics?
QCA Unit 9L Pressure and moments –
‘pupils should learn how to use the
quantitative relationship between force,
area and pressure’.
QCA Unit 7K Forces and their effects –
How do different materials stretch? What
does friction do? Why do things float?
‘Equilibrium’ is new vocabulary at KS3.
QCA Unit 7K Forces and their effects –
What does friction do? QCA Unit 9K
Speeding up – How do forces affect speed?
How can we increase speed?
PMF2: change depending on direction
of force and its size.
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KS3 science curriculum review | 32
Physics
Waves
Pupils should be taught about:
Observed waves
Previously KS4 content.
PWO1: waves on water as undulations
which travel through water with
transverse motion; these waves can
be reflected, and add or cancel –
superposition
QCA Unit 8L Sound and hearing – How are
different sounds made? How do we hear
sounds? Can sound be dangerous? The
explicit mention of the frequency of sound
waves being measured in hertz (Hz) is new.
Echoes and reflection of sound were
previously KS4 content. Explicit reference
to the effects of vibrations on microphone
diaphragms is new. ‘Points to note’ in Unit
8L states that ‘a detailed account of the
longitudinal nature of sound waves is left
until KS4.’
Sound waves
PWS1: frequencies of sound waves,
measured in hertz (Hz); echoes,
reflection and absorption of sound
PWS2: sound needs a medium to
travel, the speed of sound in air in
water, in solids
PWS3: sound produced by vibrations of
objects, in loud speakers, detected by
their effects on microphone diaphragm
and the ear drum; sound waves are
longitudinal
Concept of sound waves carrying
energy first introduced in QCA Unit 8L
Sound and hearing – ‘pupils should
learn that the energy of sound is
transferred through the eardrum’,
however learning about specific uses
such as cleaning and physiotherapy
by ultrasound and information for
conversion to electrical signals by
microphone is new.
PWS4: auditory range of humans and
animals.
Energy and waves
PWE1: pressure waves transferring
energy: use for cleaning and
physiotherapy by ultra-sound; waves
carrying transferring information for
conversion to electrical signals by
microphone
QCA Unit 8K Light – Where the unit
fits in states that ‘light as a wave is
studied at KS4’. QCA Unit 8K Light.
Light as a wave was previously KS4
content. Interestingly, sound through
a vacuum has been removed,
whereas light through a vacuum has
been added.
Light waves
PWL1: the similarities and differences
between light and waves in matter
PWL2: light waves travelling through a
vacuum; speed of light
.
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Physics
PWL3: the transmission of light through
materials: absorption, diffuse
scattering and specular reflection at a
surface
PWL4: use of ray model to explain
imaging in mirrors, the pinhole camera,
the refraction of light, action of convex
lens in focusing (qualitative) and the
human eye
PWL5: light transferring energy from
source to absorber leading to
chemical and electrical effects; photosensitive material in the retina and in
cameras
PWL6: colour and the different
frequencies of light, white light and
prisms (qualitative only); differential
colour effects in absorption and diffuse
reflection.
Electricity and electromagnetism
Current electricity
PElC1: electric current, measured in
amperes, in circuits, series and
parallel circuits, currents add where
branches meet and current as flow of
charge
PElC2: potential difference, measured
in volts, battery and bulb ratings;
resistance, measured in ohms, as the
ratio of potential difference (p.d.) to
current
KS3 science curriculum review | 33
QCA Unit 8K Light – How does light
travel? What happens light meets an
object? ‘Diffuse scattering’ and
‘specular reflection’ is new terminology,
however it is essentially covered
through Unit 8K Light – How do we see
things? (non-luminous and luminous
objects) How do mirrors reflect light?
How are images formed?
QCA Unit 8K Light – Can light be bent?
Convex lenses previously KS4 content.
New content at KS3.
QCA Unit 8K Light – What is a
spectrum? How can we change
colour? How do we see things?
Frequencies of light is new content at
KS3. ‘Diffuse reflection’ is new
terminology.
3.1c Range and content, Energy,
electricity and forces – ‘electric current
in circuits can produce a variety of
effects’.QCA Unit 7J Electrical circuits
– How do electrical circuits work? What
happens in a circuit? How can we
explain what happens in electrical
circuits? What kinds of circuits are
useful and what are the hazards?
QCA Unit 7J Electrical circuits – What
happens in a circuit? introduces the
term ‘resistance’. QCA Unit 9I Energy
and electricity – How does electricity
transfer energy? Resistance as the
ratio of p.d to current measured in
ohms is new content.
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Physics
PElC3: differences in resistance
between conducting and insulating
components (quantitative).
Static electricity
PElS1: separation of positive or
negative charges when objects are
rubbed together: transfer of electrons,
forces between charged objects
KS3 science curriculum review | 34
Unit 8I Heating and cooling – How do
things get hotter and colder? looks at
conductors and insulators, however the
reference to the difference in
resistance between them is new.
New content at KS3.
PElS2: the idea of electric field, forces
acting across the space between
objects not in contact.
Magnetism
PElMg1: magnetic poles, attraction and
repulsion
PElMg2: magnetic fields by plotting with
compass, representation by field lines
PElMg3: Earth’s magnetism, compass
and navigation
PElMg4: the magnetic effect of a
current, electromagnets, D.C. motors
(principles only).
QCA Unit 8J Magnets and
electromagnets – What can a magnet
do? Can magnetism be stopped? Can
magnets be made? What is a magnetic
field? How can electricity make a
magnet? How can we explain how
electromagnets work? The reference to
D.C motors is new.
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Physics
Matter
Physical changes
PMPh1: conservation of material and of
mass, and reversibility, in melting,
freezing, evaporation, sublimation,
condensation, dissolving
PMPh2: similarities and differences,
including density differences, between
solids, liquids and gases
PMPh3: Brownian motion in gases
PMPh4: diffusion in liquids and gases
driven by differences in concentration
PMPh5: the difference between
chemical and physical changes.
Particle model
PMPa1: the differences in
arrangements, in motion and in
closeness of particles explaining
changes of state, shape and density,
the anomaly of ice-water transition
PMPa2: atoms and molecules as
particles.
KS3 science curriculum review | 35
QCA Unit 8I Heating and Cooling – How
can we explain change of state? How can
we reduce energy waste? What’s the
temperature? Dissolving, conservation of
mass, evaporation and condensation
(distillation) covered in QCA Unit 7H
Solutions. ‘Sublimation’ is new
terminology at KS3.
QCA Unit 7G Particle model of solids,
liquids and gases – How can we explain
evidence from experiments? What are the
differences between solids, liquids and
gases? How can the particle model
explain the differences between solids,
liquids and gases?
Previously KS4 content.
QCA Unit 7G Particle model of solids,
liquids and gases – How can the particle
model explain other phenomena? Explicit
reference to diffusion in liquids and gases
related to concentration is new at KS3.
QCA Unit 7F Simple chemical reactions –
‘About this unit’ states that pupils will be
introduced to the idea of chemical change.
QCA Unit 7G Particle model of solids,
liquids and gases – How can the particle
model explain the differences between
solids, liquids and gases? QCA Unit 8I
Heating and cooling – ‘pupils will learn
that evidence of conduction in solids,
liquids and gases can be explained using
the particle model’. How do materials
change when they are heated and
cooled? How can we explain change of
state?
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KS3 science curriculum review | 36
Physics
Energy in matter
PME1: changes with temperature in
motion and spacing of particles
PME2: internal energy stored in
materials.
QCA Unit 8I Heating and cooling – ‘pupils
will learn that evidence of conduction in
solids, liquids and gases can be explained
using the particle model’. How do
materials change when they are heated
and cooled? How can we explain change
of state?
There appears to be a lot less detail
regarding resources providing the energy
we need as well as conduction,
convection, evaporation and radiation.
Space physics
PSp1: gravity force, weight = mass x
gravitational field strength (g), on earth
g=10 N/kg, different on other planets
and stars; gravity forces between earth
and moon, and between earth and sun
(qualitative only)
Previously KS4
PSp2: our Sun as a star, other stars in our
galaxy, other galaxies
PSp3: the seasons and the Earth’s tilt,
day length at different times of year, in
different hemispheres
Seasons covered in QCA Unit 7L : The
solar system and beyond
PSp4: the light year as a unit of
astronomical distance.
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