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Curriculum overview:
Y7:
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Autumn 1
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Autumn 2
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Spring
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Summer
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Area of study:
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Lab Safety Skills
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Biology unit 1 Cells and
Reproduction
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Chemistry unit 1 - Particles or Physics unit 1 depending on year half
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Chemistry unit 1 or Physics unit 1 depending on year half
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Biology unit 2- Ecology or Chemistry unit 2 - depending on year half
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Biology unit 2 or Chemistry unit 2 - Chemical Reactions depending on year half
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End of year exam revision and preparation
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Physics unit 2
Electricity
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What should they know?
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Students will study and be able to do…
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Understand the risks involved in practicals and how to avoid them
Students will be able to use bunsen burners safely.
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Animal & Plant Cells – identify features.
Microscopy – prepare cells for observation
Specialised cells – identify features, describe functions and explain adaptations.
Cell Division & Organisation – describe mitosis.
Fertilisation – describe changes during puberty and recall the stages of the menstrual cycle.
Contraception & IVF – compare contraceptive methods and describe the process of IVF
Basic explanations of inheritance and genetics.
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The particle arrangement in the three states of matter and their differing properties
Changes of state, their names and states they convert between.
The definitions of an element, a mixture, and a compound.
Separation techniques for soluble and insoluble solids, two liquids and two soluble liquids.
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What is a force? How can we define a force? Recall the forces.
How do we measure forces? Investigate different forces using scientific equipment
Using equations to calculate forces. Be able to rearrange equations to calculate factors affecting a force.
Recall the speed = distance/time equation
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To describe feeding relationships within a community using a food chain.
To know how species are grouped or ‘classified’.
To describe the work of Charles Darwin in the development of the theory of evolution.
To know the difference between continuous and discontinuous variation.
To be able to identify and describe adaptations for different habitats
Describe how we use quadrats to sample organisms.
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Identify whether a substance is acidic, alkaline or neutral
Recall the colours of the pH scale
Describe what acid rain is
Explain what causes acid rain
Describe the effects of acid rain
Describe what neutralisation is
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Content revisited from all previous and retrieval practice utilised. Literacy and exam technique practice.
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How to draw circuits and how to construct them.
The definitions of current, potential difference and resistance and how we can measure each.
Define insulator and conductor and relate them to a) static electricity, b) current
Comparisons of bar magnets and electromagnets and how to make an electromagnet.
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What should they be able to do?
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Perform a range of practicals safely and construct a risk assessment.
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To apply the above knowledge in a range of contexts and to evaluate the processes involved.
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To explain how to carry out separation practicals and apply the skills to a range of exam questions.
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Define what a force is. Understand the difference between contact and non-contact forces
Explain what the different forces do
Describe what is happening if a force is balanced or unbalanced
Be able to draw a graph based off a set of results
Be able to rearrange simple equations e.g. pressure = force/area
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Produce a food chain and be able to interpret feeding relationships from food chains/webs
Recall how different organisms are grouped i.e. mammal, bird.
Describe the theory evolution with reference to the evidence in the fossil record
Collect and interpret continuous (e.g. height) and discontinuous data (e.g. blood group)
Describe and explain how organisms including plants adapt to their environment.
Use different sampling techniques to estimate population type and size in a given environment.
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To test a range of chemicals and devise if they are acids or alkalis.
To use a range of indicators
To explain the environmental causes and effects of acid rain.
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To use circuit equipment to build circuits.
To use mathematical techniques to calculate resistance.
To create an electromagnet and describe real world uses.
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Key vocabulary
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Hazard
Risk
Corrosive
Goggles
Flammable
Toxic
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Nucleus
Cell Membrane
Cytoplasm
Chloroplast
Vacuole
Mitosis
Contraception
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Solid Liquid Gas
Melting freezing evaporating condensing
Melting point boiling point
Soluble and insoluble
Miscible and immiscible
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Gravitational
Friction
Magnetism
Air Resistance
Moments
Weight
Upthrust
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Evolution
Ecology
Food chain
Food web
Adaption
Classification
Species
Carnivore
Herbivore
Quadrat
Population
Community
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Acid
Alkaline
Neutral
Corrosive
Toxic
Base
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Static
Electrostatic
Insulators
Conductors
Series
Parallel
current
ammeter
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Assessment
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Multiple choice quiz at the end of the unit.
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Mid unit - open book long answer questions
End of unit test - questions mixed in difficulty and length.
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Mid unit - open book long answer questions
End of unit test covering 2 units content- questions mixed in difficulty and length.
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Mid unit - open book long answer questions
End of unit test covering 2 units content- questions mixed in difficulty and length.
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Mid unit - open book long answer questions
End of unit test covering 2 units content- questions mixed in difficulty and length.
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Mid unit - open book long answer questions
End of unit test covering 2 units content- questions mixed in difficulty and length.
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1 Hour exam including content from all previously taught units.
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Mid unit - open book long answer questions
End of unit test covering 2 units content- questions mixed in difficulty and length.
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Y8:
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Autumn 1
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Autumn 2
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Spring 1
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Spring 2
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Summer
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Area of study:
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Biology Microbes and disease
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Chemistry 1- Periodic table
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Physics 1 - Energy
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Biology 2 - Organ Systems
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Chemistry 2 - Reactions
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Physics 2- Space and light
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What should they know?
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The difference between three types of microbes.
How the body can defend itself from microbes/disease (physical barriers and the immune response).
The equation and purpose of respiration.
How carbon is recycled in the environment.
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To describe the structure of an atom.
To compare metals and non-metals.
To construct word and symbol equations.
To compare elements, compounds and mixtures.
To balance equations.
To explain conservation of mass.
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The different types of energy.
The difference between renewable and non-renewable energy, with examples, advantages and disadvantages.
How to carry out the Thermal Insulation Required Practical.
How to calculate efficiency, power and cost.
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The function of the skeleton and the main joints.
The adaptations of the lungs for gas exchange The structure of the heart and the path of blood flow.
The structure and function of Arteries, Veins and Capillaries.
The structure of the digestive system and the function of each organ.
The role of enzymes in digestion.
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Recall the differences between physical change and chemical reactions
Describe and explain different types of reactions
Identify fast/slow reactions & Endothermic/Exothermic reactions
Be able to write word/formulae equations
Be able to balance chemical equations.
Describe the difference between complete and incomplete combustion
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The order of the planets in our solar system
Heliocentric theory
The basic features of a wave
The wave speed equation
Descriptions of reflection and refraction
The names of the structures found in a human eye
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What should they be able to do?
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Describe a range of ways the body defends itself against disease.
Explain the process of respiration using an equation. Link the process to the carbon cycle.
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To recall the subatomic particles. To understand the structure of the periodic table and how atoms are arranged in compounds and mixtures.
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To describe energy transfers and evaluate the positives and negatives of domestic energy generation.
To carry out mathematical techniques to calculate power and cost. To rearrange power and cost calculations.
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To confidently describe the function of the skeletal, circulatory, respiratory and digestive systems.
To link lifestyle choices to health
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To carry out a practical to identify endothermic and exothermic reactions.
To use word and symbol equations to explain chemical reactions.
To compare complete and incomplete combustion and know the limitations of each.
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To understand the size of the universe relative to the Earth. To compare theories of the solar system.
To describe the basic features of waves and complete wave speed calculations.
To explain how light behaves in mirrors and at boundaries of different mediums.
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Key vocabulary
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Bacteria, Virus, Fungi, Microbe, Disease, vaccination, immunisation, Incubation, Antibody, Antigen Pathogen, Antitoxin, Engulf, Respiration, Decomposition, Combustion, Photosynthesis
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Atom, Element, Period, Alkali metal, Halogens, reactivity, proton, neutron, electron
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Gravitational,Kinetic,Renewable, non-renewable, Conduction, Convection, Radiation,Insulation, Efficiency
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Antagonistic Pairs Diaphragm Pulmonary artery/vein Tendon Ligament Benedict's solution Biurets Solution
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Chemical,Physical reactions, equations, Balancing equations
Endothermic, Exothermic reactions, Reactivity series, Displacement, Oxidation, Reduction
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Heliocentric and Geocentric, Weight, Mass, Gravity, Longitudinal, Transverse, Reflection Refraction, Lens, Cornea, Retina
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Assessment
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Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed.
End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.
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Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed.
End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.
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Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed.
End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.
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Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed.
End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.
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Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed.
End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.
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Midpoint assessment includes multiple choice and extended writing elements. Midpoint Assessment to be teacher marked and DIRT completed.
End of unit exam - first 2 units will be combined so students need to learn a greater depth of content.
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Y9:
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Autumn 1
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Autumn 2
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Spring 1
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Spring 2
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Summer 1
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Summer 2
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Area of study:
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B7 Ecology
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P3 Particles and Density
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B1 Cells and Transport
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C1
Atoms and the periodic table
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P6- Energy and Waves
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P1- Energy Transfers
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C9- Science of the atmosphere
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What should they know?
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To explain how food chains and food webs work.
To explain the carbon cycle.
To understand how different types of pollution contribute to global warming.
The consequences of climate change.
How to estimate population size.
Extinction and the causes and effects.
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Particles & changing state – describe and explain the similarities and differences between the different states of matter as well as the processes in which a substance changes state.
Density – use appropriate apparatus to make and record measurements needed to determine the densities of different objects and use the relevant equation to then calculate density.
Internal Energy - and energy changes in a system.
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The difference between Eukaryotic and Prokaryotic cells and the function of organelles
The method needed to set up an onion skin slide and how to calculate the magnification of the cells.
The Process of Mitosis and how stem cells form specialised cells.
The processes used to move different substances into and out of a cell, diffusion, osmosis and active transport, and the similarities and differences between them.
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What an atom is made of.
The relative charges and masses of an atom.
How to work out Relative Formula Mass.
Trends in Group 1, 7 and 0.
Arrangement of Electrons – link to properties.
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To know and be able to label types and parts of a wave.
To use the Wave speed, wavelength, frequency equation.
To know the names and order of waves on the electromagnetic spectrum.
Ripple tank practical and infrared practical. (Be able to describe/explain each.)
Infrared radiation and how different materials are affected.
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Energy transfers are changes from one form of energy to another form of energy
kinetic energy is energy which an object possesses by being in motion.
Work done = force x distance.
The amount of GPE an object on Earth has depends on its mass and height above the ground.
To compare renewable and non-renewable energy resources and the energy transfers involved.
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State the composition, including formulae, of Earth’s early atmosphere.
Describe the volcanic activity theory for the origin of Earth’s atmosphere.
Explain how the oceans formed.
To describe and explain global trends in temperature variations.
To explain how global warming is potentially linked to global temperature variations.
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What should they be able to do?
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Analyse data in the forms of graphs, tables and food webs. Use it to evaluate the effect of climate change on the environment.
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Describe the energy changes within a system.
Describe a heating curve and annotate key scientific points.
Carry out a practical task and complete calculations to determine the density of regular and irregular shapes.
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Label a prokaryotic and eukaryotic cell.
Use a microscope correctly and calculate magnification. Correctly use units and conversions.
Describe the process of cell division i.e mitosis and meiosis.
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Recall subatomic particles and the locations within an atom.
Use the periodic table to understand the order and location of elements.
Describe how the arrangement of the periodic table links to trends and properties within groups.
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To label waves and differentiate between longitudinal and transverse waves.
To describe the electromagnetic spectrum and uses and dangers of each type of wave.
To investigate properties including wave speed and frequency.
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To calculate energy transfers such as work done, efficiency and power.
Recall and calculate weight and gravitational potential energy.
Evaluate the positives and negatives of renewable and non renewable energy resources.
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Recall a timeline of the Earth's early atmosphere.
Interpret and evaluate data on climate change and trends in temperature.
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Key vocabulary
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Estimating
population
Interpretation
Biotic
Abiotic
Climate
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Particles Density
Sublimation Evaporation Condensation, Specific Heat Capacity, Latent heat
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Eukaryotic
Prokaryotic
Stem Cells
Zygote
Osmosis
Active transport
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Nucleus, proton, electron, neutron, shells, orbit, arrangement, periodic, element, trends, halogens, alkali, noble,
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Wavelength
Frequency
Amplitude
Period
Electromagnetic
Ultraviolet
absorption
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Energy stores systems
Renewable
Non-renewable energy
Insulation
Specific Heat Capacity
Gravitational Potential
Kinetic
Elastic
Nuclear
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Global Warming
Radiation
Atmosphere
Flooding
Carbon Footprint
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Assessment
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring long and short answer questions. Including retrieval knowledge of previous units.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring long and short answer questions. Including retrieval knowledge of previous units.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring long and short answer questions. Including retrieval knowledge of previous units.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring long and short answer questions. Including retrieval knowledge of previous units.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring long and short answer questions. Including retrieval knowledge of previous units.
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Year 10 GCSE Combined and Triple Science - AQA Trilogy
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Autumn 1
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Autumn 2
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Spring 1
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Topic Name
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B2- Organisation in the Body
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C2- Bonding
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P1 Part B
Energy
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B3
Microbes and Disease
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C3
Quantitative Chemistry
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P2 Part A
Electricity
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P5 Part A
Forces and Motion
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B6
Genetics
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C8
Chemical Analysis
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Area of study:
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Digestion, Enzymes, Heart, lungs and health.
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Ionic, Covalent and Metallic Bonding
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Renewable and non-renewable energy
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Animal and plant diseases. Immune response and antibiotic resistance.
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Relative formula mass, Concentration and number of moles calculations
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Electrical circuits.
Resistance calculations.
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Scalar and Vector quantities. Contact and non contact forces.
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Inherited diseases.
Classification
Selective breeding
Genetic
engineering
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Formulations
Chromatography
Chemical
Analysis
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What should they know
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Students should know how the digestive system provides the body with nutrients, how the respiratory system provides the body with oxygen and removes carbon dioxide, and how these substances are transported around the body by the circulatory system.
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Students should be able to describe ionic, covalent and metallic bonding. They should recall the different ways in which carbon can bond and be able to give the properties of ionic compounds, small covalent compounds, giant covalent compounds, metals and alloys.
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Students should know the difference between renewable and non-renewable energy resources.
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Students should know how pathogens can enter organisms and cause damage. They should recall examples of diseases affecting plants and humans by each type of pathogen. They should know how the human body defends itself against infection, and how vaccinations, antibiotics and painkillers can be used to reduce the effects pathogens can have.
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Students should know what relative formula mass, concentration and the law of conservation of mass are.
HIGHER
Students should know what a mole is and how to calculate the number of moles. They should know what Avogadro’s constant is and what it tells them.
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Students should know the standard circuit symbols, and what charge, current, potential difference and resistance are.
They should know the difference between series and parallel circuits and recall the rules for current, potential difference and resistance in series and parallel.
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Students should know the difference between scalar and vector quantities, and contact and non-contact forces.
They should know that an object’s weight depends on its mass and the strength of the gravitational field.
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Students should know the difference between sexual and asexual reproduction.
They should know how gametes form from meiosis.
They should know what genes and chromosomes are.
They should know the structure of DNA.
Students should know the definitions of key terms (see vocabulary list).
Students should know the difference between dominant and recessive alleles.
Students should know that some disorders are inherited.
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Students should know that pure substances have specific melting and boiling points.
They should know what a formulation is.
Students should know how to test for common gases.
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What should they be able to do
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Students should be able to describe how to carry out tests for different nutrients, and be able to investigate the factors that affect enzyme action. They should be able to interpret data and evaluate information to give informed conclusions.
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Students should be able to link the structure of a material to its properties.
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Students should be able to calculate power and evaluate the environmental impacts of producing electricity with different energy resources.
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Students should be able to explain how vaccinations work. They should be able to make links between the symptoms of plant diseases and their impact on the rate of photosynthesis, They should also be able to explain how scientists develop new medicinal drugs.
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Students should be able to calculate relative formula mass and concentration. They should be able to apply the law of conservation of mass to calculate the mass of products and reactants, and to explain why the mass changes when one of the products is a gas. They should be able to calculate the uncertainty of measurements.
HIGHER
Students should be able to calculate moles and use this to balance symbol equations, calculate the amount of substances needed for a reaction and find the limiting reactant.
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Students should be able to draw and interpret circuit diagrams. They should be able to apply equations to calculate charge, current, potential difference and resistance. They should be able to use circuits to investigate how resistance changes with the length of a wire, how resistance of different circuit components changes with potential difference, and how the total resistance of a circuit changes when it is arranged in series and parallel. They should be able to apply the rules for series and parallel circuits to calculate current, potential difference and resistance. Students should be able to use a graph to identify if a component obeys Ohm’s law.
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Students should be able to calculate weight, work done and resultant force acting on an object.
They should be able to describe the motion of an object based on the resultant force acting on it.
They should be able to calculate the force acting on a spring.
They should be able to investigate the effect of force on the extension of a spring.
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Students should be able to discuss the importance of understanding the human genome.
They should be able to use Punnett square diagrams to calculate the probability that an individual will have certain characteristics.
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Students should be able to carry out paper chromatography and use it to calculate Rf values.
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Key Vocabulary
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Tissue
Organ
Enzyme
Denature
Pulmonary
Circulatory
Artery
Vein
Capillary
Malignant
Benign
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Ion
Covalent
Delocalised
Graphite
Graphene
Lattice
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Renewable
Non-renewable
Replenished
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Pathogen
Protist
Bacteria
Fungi
Virus
Symptom
Vaccine
Antibiotic
Painkiller
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Mole
Avagadro’s constant
Concentration
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Potential difference
Charge
Current
Resistance
Series
Parallel
Thermistor
Dioide
Light dependent resistor
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Scalar
Vector
Extension
Resultant
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Sexual
Asexual
Chromosome
Meiosis
Gamete
Gene
Allele
Dominant
Recessive
Homozygous
Heterozygous
Genotype
Phenotype
Variation
Evolution
Inheritance
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Pure
Formulation
Melting point
Boiling point
Chromatography
Rf value
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Assessment
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Spring 2
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Summer 1
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Summer 2
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Topic Name
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B6
Genetics
Continued
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C9
Chemistry of the Atmosphere
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Revision
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End of year exams
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C10
Using Resources
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C5
Energy
Change
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B7 Review
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P3 Review
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B1 Review
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Area of study:
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Developing the atmosphere
Pollution
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Revision of all year 10 topics
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Water
Sustainable
Development
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Endothermic
Exothermic
Reactions
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Ecology
Biodiversity
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Particles
Change of state
Density
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Cells
Stem Cells
Osmosis
Diffusion
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What should they know
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Students should know the difference between inherited and environmental variation.
Students should know the theory of evolution by natural selection and what evidence supports it.
Students should know how organisms can be selectively bred for particular characteristics.
Students should know how living organisms are classified using the Linnaean system, and how this was developed further by Woese.
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Students should know how and why the composition of the Earth’s atmosphere has changed since it first formed billions of years ago.
Students should know the impact of increasing levels of greenhouse gases on the Earth.
Students should know that burning fossil fuels produces pollutants.
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Students should know the difference between finite and renewable resources, and natural and synthetic products.
They should know what potable water is.
Students should know how to carry out a lifecycle assessment.
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Students should know the difference between endothermic and exothermic reactions.
Students should know what is meant by activation energy.
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See Year 9 overview
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See Year 9 overview
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See Year 9 overview
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What should they be able to do
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Students should be able to explain the process of genetic engineering.
They should be able to evaluate the use of genetic engineering.
Students should be able to describe factors which may contribute to the extinction of a species.
Students should be able to explain how the existence of antibiotic resistant bacteria provides evidence for the theory of evolution by natural selection.
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Students should be able to explain the greenhouse effect.
They should be able to describe how to reduce your carbon footprint.
They should be able to explain the effect of pollutants on the environment and human health.
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Students should be able to describe how potable water is produced.
They should be able to describe how to analyse and purify water samples.
HIGHER Students should be able to explain how we can extract metal from low grade ores.
Students should be able to use lifecycle assessments to make decisions about which materials and resources to use.
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Students should be able to sketch and interpret reaction profiles.
Students should be able to investigate endothermic and exothermic reactions.
HIGHER Students should be able to carry out bond energy calculations to identify if a reaction is endothermic or exothermic.
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See Year 9 overview
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See Year 9 overview
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See Year 9 overview
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Key Vocabulary
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See previous
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Atmosphere
Ammonia
Acid rain
Greenhouse gas
Greenhouse effect
Global warming
Climate change
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Finite
Renewable
Potable
HIGHER
Phytomining
Bioleaching
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Endothermic
Exothermic
Activation energy
Reaction profile
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See Year 9 overview
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See Year 9 overview
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See Year 9 overview
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Assessment
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
|
Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
|
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
|
Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
|
Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
|
Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
|
Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
|
Year 11 GCSE
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Autumn 1
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Autumn 2
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Spring 1
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Topic Name
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Bioenergetics
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Chemical Changes
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Electricity
Part B
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Radioactivity
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Mock Exams
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Rate and extent of chemical change
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Organic Chemistry
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Homeostasis and Response
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Forces and Motion Part B
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Magnetism
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Area of study:
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Leaf Structure
Photosynthesis
Respiration
Metabolism
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Reactivity of metals
Process of Oxidation and Reduction
Electrolysis of molten and aqueous solutions
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Series and parallel circuits
Domestic uses and safety
Mains electricity
Power
National Grid
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Nuclear Radiation
Radioactive decay
Contamination
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Paper 1 Mock Exams
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Rates of Reaction
Rate of reaction required practicals
Equilibrium and reversible reactions
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Crude oil, hydrocarbons and alkanes.
Fractional distillation
Cracking and alkenes.
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Nervous System
Endocrine System
Contraception
IVF
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Distance
Displacement
Speed
Velocity
Reaction time
Stopping Distances
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Permanent and induced magnets
Magnetic Fields
The motor effect
Electromagnets
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What should they know
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Students should be able to describe the process of photosynthesis and how leaves are adapted to facilitate this process.
They should describe and explain using equations the process of aerobic and anaerobic respiration. Describe the process of fermentation in plants and yeast.
Recall metabolism is the sum of all reactions in a cell or the body
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Students should be able to explain reduction and oxidation in terms of loss or gain of oxygen.
Explain how a more reactive metal can displace a less reactive metal from a compound.
Explain how metals less reactive than carbon can be extracted from their oxides by reduction with carbon.
Explain the process of electrolysis of molten and aqueous solutions.
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Students should be able to calculate current, resistance and potential difference in series and parallel circuits.
Students should be able to explain the difference between direct and alternating potential differences.
Describe the makeup of the National Grid
Complete energy transfer and power using formulae.
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Students should be able to describe alpha, beta and gamma decay.
To describe half life and determine it using graphs and numerical information.
Students should be able to compare the hazards associated with contamination and irradiation.
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Complete full paper 1 mock exams in Biology, Chemistry and Physics.
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Chemical reactions can occur at vastly different rates. Describe variables that can be manipulated in order to speed up or slow down reactions. Chemical reactions may also be reversible. To identify how to maximise the yield of desired product.
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Students should name the first four alkanes, methane, ethane, propane and butane.
The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a similar number of carbon atoms, by fractional distillation
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Students should know the structure of a neuron and be able to describe a reflex arc.
Students should be able to describe the principles of hormonal coordination and control by the human endocrine system.
Students should be able to explain how hormones interact to control blood glucose concentration and the menstrual cycle.
The process of IVF and ethical issues relating to it.
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Students should be able to express a displacement in terms of both the magnitude and direction.
Students should be able to calculate speed
Students should know the speed of people walking, running and cycling.
The speed of an object can be calculated from the gradient of its distance–time graph.
Students should know Newtons’ first, second and third laws.
Reaction times vary from person to person. Typical values range from 0.2 s to 0.9 s.
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The poles of a magnet are the places where the magnetic forces are strongest.
The differences between permanent and induced magnets.
The strength of the magnetic field depends on the distance from the magnet.
When a current flows through a conducting wire a magnetic field is produced around the wire. The strength depends on the current through the wire and the distance from the wire.
A coil of wire carrying a current in a magnetic field tends to rotate. This is the basis of an electric motor.
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What should they be able to do
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Recall the word and symbol equations for photosynthesis and respiration.
Carry out a required practical to determine the rate of photosynthesis.
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Describe the process of oxidation and reduction.
Carry out a practical activity to make a soluble salt.
Carry out electrolysis of various solutions and predict the products.
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Recognise series and parallel circuits.
Draw circuits using the correct symbols.
Solve problems for circuits which include resistors in series using the concept of equivalent resistance
Students should be able to explain why the National Grid system is an efficient way to transfer energy.
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Students should be able to apply their knowledge to the uses of radiation and evaluate the best sources of radiation to use in a given situation.
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Describe factors that affect rate of reaction.
Explain how factors speed up and slow down reactions.
Carry out a range of practicals to measure the rate of reactions.
Calculate the rate of reactions using graphical and numerical data.
Students should be able to make qualitative predictions about the effect of changes on systems at equilibrium when given appropriate information.
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Students should be able to draw the first four alkanes.
Students should be able to explain how fractional distillation works in terms of evaporation and condensation.
Students should be able to recall how boiling point, viscosity and flammability change with increasing molecular size.
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Students should be able to identify the position of the following on a diagram of the human body: pituitary gland, pancreas, thyroid, adrenal gland, ovary and testes.
Explain how insulin and glucagon are used to control blood glucose levels.
Describe how the hormones interact to control the menstrual cycle.
Analyse graphs of the menstrual cycle.
Carry out a practical to investigate reaction time.
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Students should be able to make measurements of distance and time and then calculate speeds of objects.
Students should be able to determine speed from a distance–time graph.
Calculate acceleration of an object from the gradient of a velocity–time graph.
Students should be able to analyse velocity time graphs Investigate the effect of varying the force on the acceleration of an object of constant mass
Explain methods used to measure human reaction times and recall typical results
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Describe how to plot the magnetic field pattern of a magnet using a compass
Draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another.
Explain how a solenoid arrangement can increase the magnetic effect of the current.
Students should be able to explain how the force on a conductor in a magnetic field causes the rotation of the coil in an electric motor.
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Key Vocabulary
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Photosynthesis
Respiration
Glucose
Carbon Dioxide
Stomata
Metabolism
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Oxidation
Reduction
Anode
Cathode
Ions
Electrolyte
Displacement
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Series
Parallel
Potential Difference
Alternating
Direct
Current
Transformer
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Alpha
Beta
Gamma
Half life
Contamination
Irradiation
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Collisions
Kinetic
Increasing
Gradient
Tangent
Equilibrium
Forward
Backward
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Hydrocarbon
Alkane
Alkene
Fractional Distillation
Cracking
Viscosity
Flammability
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Neuron
Synapse
Electrical
Endocrine
Glucose
Glycogen
Glucagon
Adrenaline
Testosterone
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Scaler
Vector
Velocity
Speed
Displacement
Uniform
Acceleration
Momentum
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Permanent
Induced
Motor
Magnetic Field
Poles
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Assessment
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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All students sit a full paper one past paper for each discipline. They are completed in full exam conditions and marked to exam board guidance. Students will receive individual feedback from their teachers on areas they need to improve their knowledge before the actual GCSE exams.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Spring 2
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Topic Name
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Paper 2 mock exams
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GCSE Revision
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Area of study:
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Revision of all GCSE units of study in preparation for the Exams in May and June
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Revision of all GCSE units of study in preparation for the Exams in May and June
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What should they know
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What should they be able to do
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Key Vocabulary
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Assessment
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