· Web viewCCh2: representing chemical reactions using formulae and using equations 3.2c Range and content, Chemical and material behaviour – ‘elements consist of atoms that

KS3 science curriculum review | 1

KS3 science curriculum reviewContent correlation between final (September 2013) and previous NC

Schoolzone September 2013 01242 262906 [email protected]


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



CONTENTS

Introduction 2

Working scientifically 7

Scientific attitudes 7

Experimental skills and investigations 8

Analysis and evaluation 9

Measurement 9

Biology 10

Structure and function of living organisms 10

Cells and organisation10

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 19

Inheritance, chromosomes, DNA and genes 19

Chemistry 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


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 waves32

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


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’.

The KS3 science curriculum is now split out into the specific disciplines of biology, chemistry and physics – this was not the case previously.

AimsThe National Curriculum for science aims to ensure that all pupils:

The 2007 National Curriculum had 3 over-arching 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.

Correlations are the intellectual property of Schoolzone.co.uk Ltd


develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics

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

are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

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.

As above, this is essentially 1.2 Applications and implications of science, but reworded.

No reference to 1.3 Cultural understanding.


Working scientifically KS3 science curriculum review | 7

Working scientificallyThrough the content across all three disciplines, pupils should be taught to:

Scientific attitudes

WS1: pay attention to objectivity and concern for validity, accuracy, precision and measurement of uncertainty

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

WS3: evaluate risks.

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.

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.

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 cross-curricular links with history.

2.1b Key processes, Practical and enquiry skills – ‘assess risk…’ Change in terminology from ‘assess’ to ‘evaluate’.



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.

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.



Analysis and evaluation

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.

MeasurementWM1: 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.

Maths application not previously specified – see new Energy calculations section

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


BiologyKS3 science curriculum review |

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Biology

Structure and function of living organismsPupils 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

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.

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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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

BSS3: the function of muscles and antagonistic muscles.

Not previously mentioned.

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.



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Nutrition and digestion

BSNu1: content of a healthy human diet: carbohydrates, fats, proteins, vitamins, minerals, dietary fibre and water, and why each is needed

BSNu2: calculations of energy requirements in a healthy daily diet

BSNu3: the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases

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’.

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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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

BSNu6: plants making carbohydrates in their leaves by photosynthesis and gainingMineral 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

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.

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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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.

ReproductionBSR1: 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

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.

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

Reproduction in plants often covered at both KS2 (QCA Unit 5B: Life cycles) and KS3



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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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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 sunlightin 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.

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 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?

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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BMC2: a word summary for aerobic respiration

BMC3: the process of anaerobic respiration in humans and micro-organisms, 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

BIR2: The importance of plant reproduction through insect pollination in human food security

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 duplicates BSR3, p15 above



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BIR3: how organisms affect, and are affected by, their environment including the accumulation of toxic materials.

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?



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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

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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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.

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 ina 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.


Chemistry KS3 science curriculum review | 21

ChemistryPupils 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.


ChemistryKS3 science curriculum review |

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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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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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Chemical reactions

CCh1: chemical reactions as the rearrangement of atoms

CCh2: representing chemical reactions using formulae and using equations

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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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.

EnergeticsCEn1: Energy changes on changes of state (qualitative)

CEn2: exothermic and endothermic chemical reactions (qualitative).

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.



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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.

QCA Unit 8E Atoms and elements – What are elements like? QCA Unit that pupils will explore the properties of metals and non-metals.

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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Materials

CMa1: the order of metals and carbon in the reactivity series

CMa2: the use of carbon in obtaining metals from metal oxides

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 atmosphere

CEa7: the production of carbon dioxide by human activity and the impact on climate.

Previously not specified at KS3.

Previously not specified at KS3.

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.

Carbon cycle atmosphere from previous NC / KS4

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 | 29

PhysicsPupils 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.

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

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

PEnCh3: other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels.

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.

QCA Unit 9L Pressure and moments – How do levers work?QCA Unit 7K Forces and their effects

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.

3.1a Range and content, Energy, electricity and forces – ‘energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed’.


PhysicsKS3 science curriculum review |

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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

PEnSy3: using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes.

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?



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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


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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PMF5: forces measured in newtons, measurements of stretch or compression as force is changed

PMF6: force-extension linear relation; Hooke’s Law as a special case

PMF7: work done and energy changes on deformation

PMF8: non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and with static electricity.

Pressure in fluidsPMP1: 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 forcesPMB1: opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface

Forces and motionPMF1: forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

PMF2: change depending on direction of force and its size.

QCA Unit 7K Forces and their effects – How do different materials stretch? What is weight?

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.

New content at KS3.

QCA Unit 9J Gravity and space – What is gravity? How does gravity change? What keeps the planets and satellites in orbit?

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?



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WavesPupils should be taught about:

Observed waves

PWO1: waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition

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

PWS4: auditory range of humans and animals.

Energy and wavesPWE1: pressure waves transferring energy: use for cleaning and physiotherapy by ultra-sound; waves carrying transferring information for conversion to electrical signals by microphone

Light wavesPWL1: the similarities and differences between light and waves in matter

PWL2: light waves travelling through a vacuum; speed of light


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.’

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.

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.

.Correlations are the intellectual property of Schoolzone.co.uk Ltd


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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; photo-sensitive 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

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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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

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).

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.

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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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.

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?


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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Energy in matter

PME1: changes with temperature in motion and spacing of particles

PME2: internal energy stored in materials.

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)

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

PSp4: the light year as a unit of astronomical distance.

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.

Previously KS4

Seasons covered in QCA Unit 7L : The solar system and beyond


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Further support documents for the introduction of the new curriculum can be found at:



Documents

· Web viewCCh2: representing chemical reactions using formulae and using equations 3.2c Range and content, Chemical and material behaviour – ‘elements consist of atoms that