QEGS Science Curriculum Maps
Our aim is to develop our student’s core body of scientific knowledge, hone their skills of scientific enquiry and help them to more fully understand the world and their place in it. This will provide them with the key skills and knowledge, enabling them to successfully progress onto the next stage of their education and into their working lives.
Please use the links above to navigate.
QEGS Year 7 Science Curriculum Map |
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|---|---|---|---|---|---|---|
| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic |
Teacher 1:
Investigation skills
Teacher 2: Introduction to science |
Teacher 1:
Cells
Teacher 2: Particles & separation |
Teacher 1:
Energy
Teacher 2: Our Universe |
Teacher 1:
Chemical reactions A
Teacher 2: Reproduction |
Teacher 1:
Microbes
Teacher 2: Forces A |
Teacher 1:
Circuits
Teacher 2: Variation & adaptation |
| Key concepts/ideas |
Teacher 1:
Students will explore key language and skills involved in scientific investigations.
Teacher 2: Students will learn basic laboratory safety and how to safely conduct themselves in a laboratory. |
Teacher 1:
Students will explore cell structure, microscopy, specialised cells and how cells work together to form tissues, organs and organ systems.
Teacher 2: Students will be introduced to the idea that matter is made up of particles and will investigate the properties of matter & how to separate mixtures. |
Teacher 1:
This topic introduces where and how energy can be found in ‘stores’ and how these stores can transfer energy to other stores.
Teacher 2: Students will learn about our planet’s place in the solar system and how and why we explore space. |
Teacher 1:
This topic introduces students to physical and chemical changes.
Teacher 2: This topic covers the principles of sexual reproduction in animals and in plants. |
Teacher 1:
This topic introduces students to the three main types of microorganisms – bacteria, viruses and fungi.
Teacher 2: Students learn about measuring forces, friction, stretching and squashing, gravity, and balanced and unbalanced forces. |
Teacher 1:
This topic looks at how to build and draw simple circuits, and how circuits work, including ideas about current, voltage and resistance.
Teacher 2: This topic covers how organisms are adapted to, and interact within, their environment, and the impacts that humans are having on ecosystems. |
| Key skills |
Teacher 1:
How to complete a practical investigation and write it up correctly. Taking results and drawing graphs.
Teacher 2: Being safe in a laboratory Using a Bunsen burner and other common laboratory equipment. Learning to measure volumes of liquids, masses of solids, temperatures and time. |
Teacher 1:
Using microscopes.
Microscope maths – calculating magnification, rearranging equations.
Teacher 2: Practical skills such as heating chemicals safely, reading a thermometer and different methods of separating mixtures. |
Teacher 1:
Recalling the stores of energy, recalling the transfers of energy, calculating energy transfers and useful energy.
Teacher 2: Calculating scale models, comparing models, using astronomical units. |
Teacher 1:
Handling chemicals safely and developing practical skills to make accurate observations.
Writing simple word equations for reactions.
Teacher 2: Investigation techniques with seed dispersal investigation as well as dissecting a flower |
Teacher 1:
Using agar plates to grow microbes and investigate antibiotic effectiveness. Appreciate the contribution made by scientists to disease prevention and control.
Teacher 2: Mathematical skills, practical skills, investigation skills |
Teacher 1:
Building circuits.
Using meters to take readings.
Calculating resistance.
Planning and carrying out scientific investigations.
Teacher 2: Analysing and interpreting data and infographics. Evaluating impact. |
| Key terms/vocab |
Teacher 1:
Equipment, method, conclusion, graph, results, safety, risk, hazards, measure, thermometer, balance, timer, seconds, minutes, mass, chemical.
Teacher 2: Equipment, method, conclusion, graph, results, safety, risk, hazards, measure, thermometer, balance, timer, seconds, minutes, mass, chemical, boiling point. |
Teacher 1:
Cell, tissue, organ, organ system, microscope, magnification, nucleus, cell membrane, cell wall, cytoplasm, mitochondria, ribosome, vacuole, chloroplast.
Teacher 2: Density, volume, diffusion, particles, matter, evaporation, condensation, melting, freezing, solidifying, soluble, insoluble, dissolve, solution, filtration, filtrate, residue, distillation, chromatography, chromatogram |
Teacher 1:
Chemical, nuclear, gravitational, Kinetic, Thermal, Elastic.
Teacher 2: Planet, satellite, orbit, axis of rotation, star, galaxy, constellation, astronomical; unit. exoplanet, telescope, planisphere. |
Teacher 1:
Physical, chemical, reactant, product, equation, observation, acid, alkali, base, neutralisation, oxidation.
Teacher 2: Gamete, sperm, egg, puberty, penis, vagina, ovary, testes, gestation, ovule, pollen, anther, stigma |
Teacher 1:
Microbe, microorganism, bacteria, virus, fungi, pathogen, transmitted, infectious, contagious, antibiotics, antibodies, immunity, white blood cells, vaccination.
Teacher 2: Newton meter, friction, surface, stretch, squash, gravity, weight, mass, balanced, unbalanced. |
Teacher 1:
Circuit, series, parallel, current, voltage, resistance.
Teacher 2: Variation, predator, prey, adaptation, herbivore, carnivore, food chain, food web |
| Independent learning/wider reading |
Teacher 1:
Research a variety of scientists and what they do and how basic skills are applied to their work. Investigate hazard symbols on everyday substances and their meanings.
Research into cells and specialised cells – what are they, how are they adapted for their function.
Research where different types of chemical reactions can be seen eg neutralisation of bee/wasp stings, oxidation reactions with rusting etc
Research into a variety of diseases including Covid-19 and Investigate further the work of scientists involved in the discovery and treatment of disease.
Using online circuit construction simulators to build circuits and observe what happens to current, voltage and resistance.
Teacher 2: How scientists and other workers who might need to know about hazards work too eg Firefighters or transport companies and drivers or cleaners Observing the night sky and identifying constellations (live or on https://stellarium.org/ ) Research and presentation on: Is there life elsewhere in the universe? What would life look like elsewhere in the universe? Which is the most interesting planet in our solar system? How do we hunt for new planets? Can we reach the stars? Mining the solar system How a loss of pollinators could affect our food security and global farming Research how different environments are impacted by human impacts on the ecosystem. Research favourite wild animal and identify adaptations. |
Teacher 1:
Research a variety of scientists and what they do and how basic skills are applied to their work. Investigate hazard symbols on everyday substances and their meanings.
Research into cells and specialised cells – what are they, how are they adapted for their function.
Research where different types of chemical reactions can be seen eg neutralisation of bee/wasp stings, oxidation reactions with rusting etc
Research into a variety of diseases including Covid-19 and Investigate further the work of scientists involved in the discovery and treatment of disease.
Using online circuit construction simulators to build circuits and observe what happens to current, voltage and resistance.
Teacher 2: How scientists and other workers who might need to know about hazards work too eg Firefighters or transport companies and drivers or cleaners Observing the night sky and identifying constellations (live or on https://stellarium.org/ ) Research and presentation on: Is there life elsewhere in the universe? What would life look like elsewhere in the universe? Which is the most interesting planet in our solar system? How do we hunt for new planets? Can we reach the stars? Mining the solar system How a loss of pollinators could affect our food security and global farming Research how different environments are impacted by human impacts on the ecosystem. Research favourite wild animal and identify adaptations. |
Teacher 1:
Research a variety of scientists and what they do and how basic skills are applied to their work. Investigate hazard symbols on everyday substances and their meanings.
Research into cells and specialised cells – what are they, how are they adapted for their function.
Research where different types of chemical reactions can be seen eg neutralisation of bee/wasp stings, oxidation reactions with rusting etc
Research into a variety of diseases including Covid-19 and Investigate further the work of scientists involved in the discovery and treatment of disease.
Using online circuit construction simulators to build circuits and observe what happens to current, voltage and resistance.
Teacher 2: How scientists and other workers who might need to know about hazards work too eg Firefighters or transport companies and drivers or cleaners Observing the night sky and identifying constellations (live or on https://stellarium.org/ ) Research and presentation on: Is there life elsewhere in the universe? What would life look like elsewhere in the universe? Which is the most interesting planet in our solar system? How do we hunt for new planets? Can we reach the stars? Mining the solar system How a loss of pollinators could affect our food security and global farming Research how different environments are impacted by human impacts on the ecosystem. Research favourite wild animal and identify adaptations. |
Teacher 1:
Research a variety of scientists and what they do and how basic skills are applied to their work. Investigate hazard symbols on everyday substances and their meanings.
Research into cells and specialised cells – what are they, how are they adapted for their function.
Research where different types of chemical reactions can be seen eg neutralisation of bee/wasp stings, oxidation reactions with rusting etc
Research into a variety of diseases including Covid-19 and Investigate further the work of scientists involved in the discovery and treatment of disease.
Using online circuit construction simulators to build circuits and observe what happens to current, voltage and resistance.
Teacher 2: How scientists and other workers who might need to know about hazards work too eg Firefighters or transport companies and drivers or cleaners Observing the night sky and identifying constellations (live or on https://stellarium.org/ ) Research and presentation on: Is there life elsewhere in the universe? What would life look like elsewhere in the universe? Which is the most interesting planet in our solar system? How do we hunt for new planets? Can we reach the stars? Mining the solar system How a loss of pollinators could affect our food security and global farming Research how different environments are impacted by human impacts on the ecosystem. Research favourite wild animal and identify adaptations. |
Teacher 1:
Research a variety of scientists and what they do and how basic skills are applied to their work. Investigate hazard symbols on everyday substances and their meanings.
Research into cells and specialised cells – what are they, how are they adapted for their function.
Research where different types of chemical reactions can be seen eg neutralisation of bee/wasp stings, oxidation reactions with rusting etc
Research into a variety of diseases including Covid-19 and Investigate further the work of scientists involved in the discovery and treatment of disease.
Using online circuit construction simulators to build circuits and observe what happens to current, voltage and resistance.
Teacher 2: How scientists and other workers who might need to know about hazards work too eg Firefighters or transport companies and drivers or cleaners Observing the night sky and identifying constellations (live or on https://stellarium.org/ ) Research and presentation on: Is there life elsewhere in the universe? What would life look like elsewhere in the universe? Which is the most interesting planet in our solar system? How do we hunt for new planets? Can we reach the stars? Mining the solar system How a loss of pollinators could affect our food security and global farming Research how different environments are impacted by human impacts on the ecosystem. Research favourite wild animal and identify adaptations. |
Teacher 1:
Research a variety of scientists and what they do and how basic skills are applied to their work. Investigate hazard symbols on everyday substances and their meanings.
Research into cells and specialised cells – what are they, how are they adapted for their function.
Research where different types of chemical reactions can be seen eg neutralisation of bee/wasp stings, oxidation reactions with rusting etc
Research into a variety of diseases including Covid-19 and Investigate further the work of scientists involved in the discovery and treatment of disease.
Using online circuit construction simulators to build circuits and observe what happens to current, voltage and resistance.
Teacher 2: How scientists and other workers who might need to know about hazards work too eg Firefighters or transport companies and drivers or cleaners Observing the night sky and identifying constellations (live or on https://stellarium.org/ ) Research and presentation on: Is there life elsewhere in the universe? What would life look like elsewhere in the universe? Which is the most interesting planet in our solar system? How do we hunt for new planets? Can we reach the stars? Mining the solar system How a loss of pollinators could affect our food security and global farming Research how different environments are impacted by human impacts on the ecosystem. Research favourite wild animal and identify adaptations. |
| Assessment | Teacher 1 and 2: In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: Synoptic 1. In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: Synoptic 2. In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: Synoptic 3. In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. |
| Careers links/Future Learning |
Teacher 1:
Links to any scientist, how they work and why investigations and trial and error have been important both in the past and now.
Careers linking to cell biology e.g., biomedical science, agricultural science, forensic scientist, geneticist, pharmaceutical researcher, toxicologist
Careers linked to power, electricity, energy distribution, the National Grid etc.
Careers linking to science will all need the practical skills developed in this topic - Microbiologist, laboratory technician, health worker, research scientist, Electrician, Electrical design engineer
Teacher 2: Any scientist! Firefighters and chemicals, cleaners and chemicals, hairdressers and chemicals, Healthy and safety advisors, Nurse, doctor, farmer, Pharmacist, technician, chemical engineer, Forensic scientist, Space engineer, astronaut, science communicator, Medical, plant biologist, ecologist, fertility technician, Engineer, physicist, Environmental scientist, |
Teacher 1:
Links to any scientist, how they work and why investigations and trial and error have been important both in the past and now.
Careers linking to cell biology e.g., biomedical science, agricultural science, forensic scientist, geneticist, pharmaceutical researcher, toxicologist
Careers linked to power, electricity, energy distribution, the National Grid etc.
Careers linking to science will all need the practical skills developed in this topic - Microbiologist, laboratory technician, health worker, research scientist, Electrician, Electrical design engineer
Teacher 2: Any scientist! Firefighters and chemicals, cleaners and chemicals, hairdressers and chemicals, Healthy and safety advisors, Nurse, doctor, farmer, Pharmacist, technician, chemical engineer, Forensic scientist, Space engineer, astronaut, science communicator, Medical, plant biologist, ecologist, fertility technician, Engineer, physicist, Environmental scientist, |
Teacher 1:
Links to any scientist, how they work and why investigations and trial and error have been important both in the past and now.
Careers linking to cell biology e.g., biomedical science, agricultural science, forensic scientist, geneticist, pharmaceutical researcher, toxicologist
Careers linked to power, electricity, energy distribution, the National Grid etc.
Careers linking to science will all need the practical skills developed in this topic - Microbiologist, laboratory technician, health worker, research scientist, Electrician, Electrical design engineer
Teacher 2: Any scientist! Firefighters and chemicals, cleaners and chemicals, hairdressers and chemicals, Healthy and safety advisors, Nurse, doctor, farmer, Pharmacist, technician, chemical engineer, Forensic scientist, Space engineer, astronaut, science communicator, Medical, plant biologist, ecologist, fertility technician, Engineer, physicist, Environmental scientist, |
Teacher 1:
Links to any scientist, how they work and why investigations and trial and error have been important both in the past and now.
Careers linking to cell biology e.g., biomedical science, agricultural science, forensic scientist, geneticist, pharmaceutical researcher, toxicologist
Careers linked to power, electricity, energy distribution, the National Grid etc.
Careers linking to science will all need the practical skills developed in this topic - Microbiologist, laboratory technician, health worker, research scientist, Electrician, Electrical design engineer
Teacher 2: Any scientist! Firefighters and chemicals, cleaners and chemicals, hairdressers and chemicals, Healthy and safety advisors, Nurse, doctor, farmer, Pharmacist, technician, chemical engineer, Forensic scientist, Space engineer, astronaut, science communicator, Medical, plant biologist, ecologist, fertility technician, Engineer, physicist, Environmental scientist, |
Teacher 1:
Links to any scientist, how they work and why investigations and trial and error have been important both in the past and now.
Careers linking to cell biology e.g., biomedical science, agricultural science, forensic scientist, geneticist, pharmaceutical researcher, toxicologist
Careers linked to power, electricity, energy distribution, the National Grid etc.
Careers linking to science will all need the practical skills developed in this topic - Microbiologist, laboratory technician, health worker, research scientist, Electrician, Electrical design engineer
Teacher 2: Any scientist! Firefighters and chemicals, cleaners and chemicals, hairdressers and chemicals, Healthy and safety advisors, Nurse, doctor, farmer, Pharmacist, technician, chemical engineer, Forensic scientist, Space engineer, astronaut, science communicator, Medical, plant biologist, ecologist, fertility technician, Engineer, physicist, Environmental scientist, |
Teacher 1:
Links to any scientist, how they work and why investigations and trial and error have been important both in the past and now.
Careers linking to cell biology e.g., biomedical science, agricultural science, forensic scientist, geneticist, pharmaceutical researcher, toxicologist
Careers linked to power, electricity, energy distribution, the National Grid etc.
Careers linking to science will all need the practical skills developed in this topic - Microbiologist, laboratory technician, health worker, research scientist, Electrician, Electrical design engineer
Teacher 2: Any scientist! Firefighters and chemicals, cleaners and chemicals, hairdressers and chemicals, Healthy and safety advisors, Nurse, doctor, farmer, Pharmacist, technician, chemical engineer, Forensic scientist, Space engineer, astronaut, science communicator, Medical, plant biologist, ecologist, fertility technician, Engineer, physicist, Environmental scientist, |
QEGS Year 8 Science Curriculum Map |
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|---|---|---|---|---|---|---|
| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic |
Teacher 1:
Body systems
Teacher 2: Chemical reactions B |
Teacher 1:
Forces B
Teacher 2: Bioenergetics |
Teacher 1:
Earth’s resources
Teacher 2: Waves |
Teacher 1:
Magnets
Teacher 2: Periodic table |
Teacher 1:
Evolution & inheritance
Teacher 2: Heating & cooling |
Teacher 1:
STEM investigation – this unit is taught across both teacher 1 and teacher 2 with consecutive lessons
Teacher 2: STEM investigation |
| Key concepts/ideas |
Teacher 1:
This topic covers the key components of a healthy & balanced diet and how digestion is carried out.
Students then study the blood, blood vessels, heart and lungs.
Teacher 2: Students are explore a range of different types of reactions, they continue to practice writing word equations and are introduced to symbol equations. |
Teacher 1:
This topic builds upon ideas from the Forces A topic in year 7. Students look at speed, how forces affect motion, turning forces and pressure.
Teacher 2: This topic focuses on two key chemical reactions which take place in nature – photosynthesis and respiration |
Teacher 1:
This topic allows students to look at our planet, understand the impact humans are having upon it, and consider what we should do to combat climate change.
Teacher 2: This topic focusses on how sound and light transfer energy and how we describe this. |
Teacher 1:
This topic looks at what magnets are and how they work.
Teacher 2: This topic focuses on a simple introduction to the Periodic Table. Particular focus is on atoms, and how atoms combine to form compounds. |
Teacher 1:
This topic looks at the inheritance of characteristics and genetic diseases. Students then learn how mutations can lead to natural selection and evolution.
Teacher 2: Students explore the three methods of heat transfer including conduction, convection and radiation. |
Teacher 1:
This topic is an opportunity for students to apply the knowledge and skills they have acquired to tackle a challenge.
Teacher 2: Please see above for teacher 1 as both teachers will teach the same unit |
| Key skills |
Teacher 1:
Use models to explain the action of absorption and lung action.
Teacher 2: Developing practical skills, making accurate observations, recording observations and making conclusions. Constructing symbol equations. |
Teacher 1:
Planning and carrying out a scientific investigation.
Calculations using equations.
Rearranging equations.
Teacher 2: Using equations, following scientific methods, making and interpreting observations, data analysis, calculating means |
Teacher 1:
Graph skills. Analysing graphical data, evaluating sources and linking cause and effect.
Teacher 2: Observing, understanding difficult concepts |
Teacher 1:
Planning and carrying out a scientific investigation.
Research skills.
Teacher 2: Making observations, making predictions, using the Periodic Table of elements. |
Teacher 1:
Making models to explain DNA structure and Natural selection processes. Punnett squares to calculate inheritance probabilities.
Teacher 2: Understanding difficult concepts, developing practical skills, making conclusions, making observations. |
Teacher 1:
Problem solving, teamwork, practical skills. Collecting and interpreting data and evaluating their response to the challenges set.
Teacher 2: Problem solving, teamwork, practical skills. Collecting and interpreting data and evaluating their response to the challenges set. |
| Key terms/vocab |
Teacher 1:
Protein, carbohydrate, fat, digestion, absorption, enzyme, white blood cells, red blood cells, platelets, plasma, artery, vein, capillary, atrium, ventricle, pulmonary, aorta, trachea, bronchi, alveoli.
Teacher 2: Endothermic, exothermic, thermometer, temperature, catalyst, combustion, hydrocarbons, thermal decomposition, conservation of mass |
Teacher 1:
Speed, balanced force, unbalanced force, resultant force, acceleration, pivot, moment, pressure.
Teacher 2: Respiration, Photosynthesis, aerobic, anaerobic, fermentation, products and reactants |
Teacher 1:
Carbon cycle, atmosphere, composition, global warming, climate change, bias, carbon dioxide, methane, carbon footprint, extraction, sustainable development.
Teacher 2: Wave, longitudinal, transverse, travel, reflection, refraction, dispersion, spectrum. |
Teacher 1:
Pole, magnet, magnetic, magnetism, field lines, compass, domains.
Teacher 2: Element, compound, bond, reaction, property, mixture. Atom Conductor, malleable, ductile. |
Teacher 1:
Chromosomes, genes, DNA, inheritance, gametes, offspring, dominant, recessive, alleles, homozygous, heterozygous, mutations, natural selection, species, extinction.
Teacher 2: Heat, transfer, emit, conduction, convection, radiation, particle, energy, temperature. |
Teacher 1:
Investigation, plan, method, graph, conclusion, apply, evaluate, solve, challenge, temperature, conduction, convection radiation, insulation, thermometer, timer.
Teacher 2: Investigation, plan, method, graph, conclusion, apply, evaluate, solve, challenge, temperature, conduction, convection radiation, insulation, thermometer, timer |
| Independent learning/wider reading |
Teacher 1:
Research into healthy diet, exercise focusing on diseases of heart, circulatory system and lungs.
Students can use the link to look at COP26, what it was about, who was involved, and did it achieve what they set out to achieve? https://ukcop26.org/
How can magnets be used in transport?
Student research into how the DNA structure was developed; genetic disorders (Down syndrome/haemophilia) and endangered and extinct species.
Read around and try some STEM investigations, look at the links for advice on how these are written up too
Teacher 2: Research uses of anaerobic respiration in the food industry. Read around and try some STEM investigations, look at the links for advice on how these are written up too |
Teacher 1:
Research into healthy diet, exercise focusing on diseases of heart, circulatory system and lungs.
Students can use the link to look at COP26, what it was about, who was involved, and did it achieve what they set out to achieve? https://ukcop26.org/
How can magnets be used in transport?
Student research into how the DNA structure was developed; genetic disorders (Down syndrome/haemophilia) and endangered and extinct species.
Read around and try some STEM investigations, look at the links for advice on how these are written up too
Teacher 2: Research uses of anaerobic respiration in the food industry. Read around and try some STEM investigations, look at the links for advice on how these are written up too |
Teacher 1:
Research into healthy diet, exercise focusing on diseases of heart, circulatory system and lungs.
Students can use the link to look at COP26, what it was about, who was involved, and did it achieve what they set out to achieve? https://ukcop26.org/
How can magnets be used in transport?
Student research into how the DNA structure was developed; genetic disorders (Down syndrome/haemophilia) and endangered and extinct species.
Read around and try some STEM investigations, look at the links for advice on how these are written up too
Teacher 2: Research uses of anaerobic respiration in the food industry. Read around and try some STEM investigations, look at the links for advice on how these are written up too |
Teacher 1:
Research into healthy diet, exercise focusing on diseases of heart, circulatory system and lungs.
Students can use the link to look at COP26, what it was about, who was involved, and did it achieve what they set out to achieve? https://ukcop26.org/
How can magnets be used in transport?
Student research into how the DNA structure was developed; genetic disorders (Down syndrome/haemophilia) and endangered and extinct species.
Read around and try some STEM investigations, look at the links for advice on how these are written up too
Teacher 2: Research uses of anaerobic respiration in the food industry. Read around and try some STEM investigations, look at the links for advice on how these are written up too |
Teacher 1:
Research into healthy diet, exercise focusing on diseases of heart, circulatory system and lungs.
Students can use the link to look at COP26, what it was about, who was involved, and did it achieve what they set out to achieve? https://ukcop26.org/
How can magnets be used in transport?
Student research into how the DNA structure was developed; genetic disorders (Down syndrome/haemophilia) and endangered and extinct species.
Read around and try some STEM investigations, look at the links for advice on how these are written up too
Teacher 2: Research uses of anaerobic respiration in the food industry. Read around and try some STEM investigations, look at the links for advice on how these are written up too |
Teacher 1:
Research into healthy diet, exercise focusing on diseases of heart, circulatory system and lungs.
Students can use the link to look at COP26, what it was about, who was involved, and did it achieve what they set out to achieve? https://ukcop26.org/
How can magnets be used in transport?
Student research into how the DNA structure was developed; genetic disorders (Down syndrome/haemophilia) and endangered and extinct species.
Read around and try some STEM investigations, look at the links for advice on how these are written up too
Teacher 2: Research uses of anaerobic respiration in the food industry. Read around and try some STEM investigations, look at the links for advice on how these are written up too |
| Assessment | Teacher 1 and 2: Synoptic 1. In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: Synoptic 2. In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: Synoptic 3. In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. | Teacher 1 and 2: In addition to the termly synoptic assessments, each topic contains a teacher assessed task to allow ongoing assessment of progress. |
| Careers links/Future Learning |
Teacher 1:
Medicine, nursing, nutritionist, Materials Science, Mechanical Engineering, Biomedical Engineering, Atmospheric chemist, environmental chemist, chemical engineer, politician, research scientist, Practical physicist, Geneticist/ Genetic counsellor, Natural Sciences/Natural Historian/ Science writer, Plant Breeder /Biotechnologist, Scientists of all types, Engineers, Mathematicians, technologists, designers, inventors
Teacher 2: Food science., Sports and exercise Science, Engineer, architect, sound engineer, production teams / lighting technicians, Chemical sciences, Thermodynamics, energy solutions, chemistry/physics research and industry, engineering, Scientist of all types, Engineers, Mathematicians, technologists, designers, inventors |
Teacher 1:
Medicine, nursing, nutritionist, Materials Science, Mechanical Engineering, Biomedical Engineering, Atmospheric chemist, environmental chemist, chemical engineer, politician, research scientist, Practical physicist, Geneticist/ Genetic counsellor, Natural Sciences/Natural Historian/ Science writer, Plant Breeder /Biotechnologist, Scientists of all types, Engineers, Mathematicians, technologists, designers, inventors
Teacher 2: Food science., Sports and exercise Science, Engineer, architect, sound engineer, production teams / lighting technicians, Chemical sciences, Thermodynamics, energy solutions, chemistry/physics research and industry, engineering, Scientist of all types, Engineers, Mathematicians, technologists, designers, inventors |
Teacher 1:
Medicine, nursing, nutritionist, Materials Science, Mechanical Engineering, Biomedical Engineering, Atmospheric chemist, environmental chemist, chemical engineer, politician, research scientist, Practical physicist, Geneticist/ Genetic counsellor, Natural Sciences/Natural Historian/ Science writer, Plant Breeder /Biotechnologist, Scientists of all types, Engineers, Mathematicians, technologists, designers, inventors
Teacher 2: Food science., Sports and exercise Science, Engineer, architect, sound engineer, production teams / lighting technicians, Chemical sciences, Thermodynamics, energy solutions, chemistry/physics research and industry, engineering, Scientist of all types, Engineers, Mathematicians, technologists, designers, inventors |
Teacher 1:
Medicine, nursing, nutritionist, Materials Science, Mechanical Engineering, Biomedical Engineering, Atmospheric chemist, environmental chemist, chemical engineer, politician, research scientist, Practical physicist, Geneticist/ Genetic counsellor, Natural Sciences/Natural Historian/ Science writer, Plant Breeder /Biotechnologist, Scientists of all types, Engineers, Mathematicians, technologists, designers, inventors
Teacher 2: Food science., Sports and exercise Science, Engineer, architect, sound engineer, production teams / lighting technicians, Chemical sciences, Thermodynamics, energy solutions, chemistry/physics research and industry, engineering, Scientist of all types, Engineers, Mathematicians, technologists, designers, inventors |
Teacher 1:
Medicine, nursing, nutritionist, Materials Science, Mechanical Engineering, Biomedical Engineering, Atmospheric chemist, environmental chemist, chemical engineer, politician, research scientist, Practical physicist, Geneticist/ Genetic counsellor, Natural Sciences/Natural Historian/ Science writer, Plant Breeder /Biotechnologist, Scientists of all types, Engineers, Mathematicians, technologists, designers, inventors
Teacher 2: Food science., Sports and exercise Science, Engineer, architect, sound engineer, production teams / lighting technicians, Chemical sciences, Thermodynamics, energy solutions, chemistry/physics research and industry, engineering, Scientist of all types, Engineers, Mathematicians, technologists, designers, inventors |
Teacher 1:
Medicine, nursing, nutritionist, Materials Science, Mechanical Engineering, Biomedical Engineering, Atmospheric chemist, environmental chemist, chemical engineer, politician, research scientist, Practical physicist, Geneticist/ Genetic counsellor, Natural Sciences/Natural Historian/ Science writer, Plant Breeder /Biotechnologist, Scientists of all types, Engineers, Mathematicians, technologists, designers, inventors
Teacher 2: Food science., Sports and exercise Science, Engineer, architect, sound engineer, production teams / lighting technicians, Chemical sciences, Thermodynamics, energy solutions, chemistry/physics research and industry, engineering, Scientist of all types, Engineers, Mathematicians, technologists, designers, inventors |