Range and content yearly learning objectives
2 Organisms,
behaviour and
health
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
2.1 Life processes






explain the role
explain how the
explain how the
explain how
explain how the
use and apply
of organ systems in
organs and tissues in
specialisation of cells
individual intracellular
different intracellular and
their understanding of
plants and animals
plants and animals
in plants and animals
and extracellular
extracellular processes
how life processes in
that can contribute to
function to support
support the seven life
processes and structures
work together to support
organisms work
the seven life
the seven life
processes in a healthy
in plants and animals
life in familiar contexts
together in unfamiliar
processes
processes in a healthy
organism
support the seven life
organism

explain how
processes

evaluate the impact of
contexts
chemical, physical and

biological factors and
the relative impact of
chemical, physical and
explain their effects on the
chemical, physical and
biological factors can
life processes
biological factors and
critically evaluate
chemical, physical and

biological factors can
disrupt the seven life
processes
disrupt the seven life
their effect on life
processes
processes in unfamiliar
explain why certain
contexts
2.2 Variation and
interdependence

describe how

explain how

explain how

explain how the

apply and use their

apply and use
organisms can vary
variation has benefits
variation in organisms
combined effects of
knowledge of variation and
their extensive
and how this may
and limitations for the
can be artificially
changes to genes and
interdependence to
knowledge of variation
lead to their survival
survival of organisms
induced and the
environmental change
explain:
and interdependence to
in changing
in specific habitats
effect of these
can lead to variation in a
–natural selection
explain and critically
organisms on the
species
environments

describe how the

describe some
examples of variation
environment

explain the
major taxonomic
arising from inherited

groups are classified
and environmental
external factors can
distribution and
factors
affect energy transfer
population size using:
in food chains and
–energy flow

use a
combination of food

chains within a
transfer in food chains
habitat to produce
and webs and relate
food webs
this to the abundance
explain energy
of organisms
explain how
webs
fluctuations in
–pyramids of number
and biomass
–predator/prey
relationships
–the applications and
implications of artificial
selection
–evolutionary and
ecological relationships
evaluate the impact of
human activity on
evolutionary and
ecological relationships
Range and content yearly learning objectives
2 Organisms,
behaviour and
health (cont.)
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
2.3 Behaviour






describe simple
explain how
make links
explain how
explain the effects of
evaluate evidence
learned and innate
changes in learned
between observed
chemical and electrical
natural and artificial
from different sources
behaviours in
behaviour due to
social behaviours and
signals enable body
substances on chemical
about the impact of
response to internal
internal and external
the benefit to the
systems to respond to
and electrical signals within
natural and artificial
and external stimuli
stimuli are of benefit
survival of the species
internal and external
the body, and possible
substances on
and how these aid
to the organism
changes and the effect
effects on behaviour
behaviour
survival
of this on behaviour
Range and content yearly learning objectives
3 Chemical and
material
behaviour
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
3.1 Particle
models






describe matter
using a simple model
and use it to explain
changes of state

recognise the
link between heating
and cooling and
apply and use
apply particle
use the particle model
use the particle
the particle model to:
refine the particle
models in unfamiliar
and ideas from science and
model and ideas from
–describe a range
of physical
observations
model to:
contexts, and begin to
across disciplines to explain
science and across
–explain a range of
physical
observations
evaluate the strengths
phenomena and evaluate
disciplines to explain
and weaknesses of the
the use of the model
complex phenomena
–describe a range
of separation
techniques
changes of state

evaluate and
–explain a range of
separation
techniques
model

and make critical
evaluations to justify
refine the particle
the use of a 'good
model to explore the
enough' model
structure of atoms,
use the simple
including protons,
particle model to
neutrons and electrons
explain the physical
characteristics of
solids, liquids and
gases
3.2 Chemical
reactions

sort some

recognise that

use a particle

use a particle

use a particle model

use a particle
reactions into
materials can be
model to construct
model to construct
to predict the outcome of
model to predict the
reversible and
made up of one or
predictions for simple
predictions for chemical
chemical reactions and to
outcome of complex
irreversible
more kinds of
chemical reactions
reactions and to produce
produce balanced symbol
chemical reactions and
particles
and to produce word
symbol equations
equations
to produce balanced



recognise that
equations
symbol equations and
new materials are

made during chemical
and arrangement of
evidence that a chemical
that a chemical reaction
reactions
atoms in elements,
reaction has taken place
has taken place in terms of
compounds and
in terms of energy
rearrangements of bonds

mixtures
transfer and
between atoms, using the
evidence that a
rearrangements of
model of the differences of
chemical reaction has
bonds between atoms
electron structure between
taken place (in a
elements
system at equilibrium)

describe the type
describe and
develop a particle
model to explain the
differences between
the terms atoms,
elements, compounds
and mixtures
explain the
explain the evidence
ionic half-equations
when appropriate
explain the
in terms of energy
transfer and
rearrangements of
bonds between atoms
Range and content yearly learning objectives
3 Chemical and
material
behaviour (cont.)
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
3.3 Patterns in
chemical reactions






describe, record
describe patterns
link experimental
explain properties
apply knowledge of
apply knowledge
and group
in a range of chemical
and numerical data to
and patterns in reactivity
patterns of reactivity in the
of patterns of reactivity
observations from
reactions
illustrate a range of
in terms of particle
periodic table to predict the
in the periodic table to
patterns in chemical
model for atomic
outcomes of reactions from
evaluate critically a
reactions
structure
a range of familiar contexts
range of domestic and
chemical reactions
industrial processes
including systems at
equilibrium
Range and content yearly learning objectives
4 Energy,
electricity and
forces (cont.)
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
4.1 Forces






recognise the
apply ideas
recognise how
use simple
use relationships
apply knowledge
forces acting on an
about balanced and
simple quantitative
quantitative
involving more complex
and understanding of
object in different
unbalanced forces to
relationships can be
relationships to make
quantities, e.g. acceleration
forces in explanations
situations
explain the way
applied to the way:
predictions in more
and momentum, to make
of observations and
complex situations
quantitative predictions in
phenomena to complex
more complex situations,
and unfamiliar contexts
more complex
objects move
between situations

involving balanced
that:
–objects move
(including balanced
and unbalanced
forces)
–forces can be
spread out or
concentrated
–forces can be
spread out or
concentrated
–forces can have a
turning effect
–forces can have a
turning effect

distinguish
and unbalanced
forces

recognise that
forces can combine or
wholly or partly
cancel each other out
and their size and
direction can be
represented using
arrows

recognise that
there are contact
forces and forces that
act at a distance

explore the way
recognise that
forces at a distance
get weaker as the
distance increases

use simple
relationships involving
quantities, e.g.
e.g. impulse, force and
time, acceleration of an
object on a circular path

use valid and
rational argument to
offer solutions to
acceleration, to make
problems arising from
quantitative predictions
the applications and
in everyday situations
implications of forces
based on:
–evaluation of risks
and benefits
–critical judgements
based on valid
evidence
–issues relating to
social, moral,
ethical, political and
economic influences
Range and content yearly learning objectives
4 Energy,
electricity and
forces (cont.)
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
4.2 Energy
transfer and
electricity






describe how
use a simple
develop more
apply the
use quantitative
apply broader or
energy can be stored,
model of energy
complex models of energy
concept of
measures and the concept
deeper knowledge and
e.g. food, fuels and
transfer, e.g. a flow
transfer mechanisms
conservation of
of energy conservation to
understanding of
electrical cells
diagram, to describe
(incorporating ideas about
energy to energy
evaluate a range of
energy in explanations
common observations
particles or waves) to
efficiency calculations
strategies to conserve
of observations and
such as:
explain:
in living and
limited energy resources
phenomena
–conduction,
convection, radiation
non-living systems



describe how
energy is transferred
in simple contexts
such as heating and
cooling, food chains
and simple circuits

recognise that
quantitative measures
of energy transfer are
needed to inform
decisions, e.g. about
lifestyles

describe how
energy stored in a
range of energy
–the way sound is
produced,
transmitted and
detected
–how objects are
seen
–how heating
transfers energy by
conduction,
convection and
radiation
–how an electric
current transfers
energy in a circuit
–how energy is
transferred in
ecosystems
resources, e.g. food,

biomass, oil, gas,
quantitative measures
wind and waves, can
of energy transfer
be usefully
should also be
transferred
considered when
explain why
making informed
decisions, e.g.
building wind farms
–reflection, refraction
and dispersion of light
–the transmission of
sound
explain how
electricity is
generated using a
variety of energy
resources
develop the idea
use and apply
rational argument to
of energy dissipation
transfer to a wide range of
offer solutions to
in a variety of
phenomena
problems arising from
contexts

explain a wide range

–communication
systems
economic costs and
using the principle of
environmental effects
conservation of energy and
of energy use through
appropriate wave or
the measurement of
particle models

use energy-
accounting systems, e.g.
Sankey diagrams, to:
–track energy transfers
–introduce the idea of
energy conservation
–account for the energy
dissipated in biological,
chemical and physical
systems

use quantitative
measures of energy
transfer to support
e.g. comparing different
transport systems when
considering how to travel
use valid and
complex models of energy
–the flow of electric
current
informed decision-making,


evaluate the
energy transfers and
efficiency calculations

describe the
effects of energy
transfer to living
systems by
electromagnetic and
nuclear radiation
of complex phenomena
the applications and
implications of energy
based on:
–evaluation of risks
and benefits
–critical judgements
based on valid
evidence
–issues relating to
social, moral,
ethical, political and
economic influences
Range and content yearly learning objectives
5 Environment,
Earth and the
universe
Year 7
Year 8
Year 9
Year 10
Year 11
Extension
5.1 Changing
Earth






5.2 Earth, Space
and beyond
describe the
describe the
use the rock cycle
use the idea of
link plate tectonic theory
apply and use the
processes involved in
processes involved
as a model to explain
plate tectonics to
to its supporting geological
theory of plate tectonics
the formation of
in the formation of
the cyclical nature of
explain some of the
evidence
to explain related
sedimentary rocks
igneous and
rock-forming processes
major slow (long-
and use the
metamorphic rocks
and the timescales over
term) changes and
characteristics of the
and use the
which they operate
the distribution and
rocks to explain how
characteristics of
nature of active zones
they formed
the rocks to explain
in the surface of the
how they formed
Earth

describe the

describe the

apply models and

explain some
geological phenomena

evaluate the available

explain, using
apparent movement
position of the
use scientific data to
methods used to
evidence and explain why it
available evidence and
of the Sun across the
Earth in relation to
explain the relative
explore the solar
favours an expanding
models of the universe,
sky and the pattern in
the position of
movement of the bodies
system and galaxy
universe as the current
why the ultimate fate of
the changing
other bodies in the
in the solar system
(both from the Earth
consensus model
the universe is difficult to
appearance of the
solar system and
Moon
use this to explain
and from Space)

some phenomena
predict
explain how the
electromagnetic
spectrum can inform
the study the stars in
our galaxy (and
universe)
5.3 Changing
environment
and
sustainability

describe how

explain some

use one or more

use primary and

evaluate the accuracy

link and synthesise
natural and human
of the changes that
models, such as the
secondary forms of
and validity of primary and
data and evidence from a
processes have
have led to the
carbon cycle or food
evidence to describe
secondary evidence in
range of sources to
changed the
composition of the
webs, to explain some
and explain the
relation to human impact on
explain human impact on
atmosphere over time
current atmosphere
of the consequences of
impact of human
the biosphere
the biosphere
changes in the
actions at a local,
environment
regional and global



recognise
simple ideas of
sustainable
development
level
describe and analyse
describe how
how complex data could be
evidence and arguments
represented or
from different political and
misrepresented to justify
economic perspectives
decisions taken to manage
have been used to justify
sustainability
decisions taken to
manage sustainability
Range and content yearly learning objectives